Creative Thinking Ability: Domain Generality and Specificity.
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| Title: | Creative Thinking Ability: Domain Generality and Specificity. |
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| Authors: | Hong, Eunsook (AUTHOR), Milgram, RobertaM. (AUTHOR) |
| Source: | Creativity Research Journal. Jul-Sep2010, Vol. 22 Issue 3, p272-287. 16p. 5 Diagrams, 3 Charts. |
| Subjects: | Creative thinking, Creative thinking testing, Learning disabilities, Ethnicity, Gender, Latent variables, School children, Preschool children, Experience, Education, Culture |
| Abstract: | The relationship between domain-general and domain-specific creative thinking ability was examined in 3 studies using structural equation modeling. Learning disability, ethnicity, gender, and age/grade were included in the model to test their differential effects on general and specific creative thinking. In Study 1 (N = 130), learning disability, grade (high school, college), and gender were included in the model in addition to the 2 latent variables (general and specific creative thinking ability). In Study 2, with elementary students (N = 108), ethnicity, grade (4th, 5th, and 6th graders), and gender were included. In Study 3, with preschool children (N = 71), age and gender were included. In all 3 studies, domain-general and domain-specific creative thinking ability were found to be distinguishable yet related, and the former had a causal effect on the latter. Age/grade level, gender, ethnicity, and learning disability status discriminated the 2 constructs—general and specific creative thinking ability. We concluded that different life experiences (schooling and culture) may have stronger impacts on domain-specific creative thinking than domain-general creative thinking. [ABSTRACT FROM AUTHOR] |
| Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The relationship between domain-general and domain-specific creative thinking ability was examined in 3 studies using structural equation modeling. Learning disability, ethnicity, gender, and age/grade were included in the model to test their differential effects on general and specific creative thinking. In Study 1 (N = 130), learning disability, grade (high school, college), and gender were included in the model in addition to the 2 latent variables (general and specific creative thinking ability). In Study 2, with elementary students (N = 108), ethnicity, grade (4th, 5th, and 6th graders), and gender were included. In Study 3, with preschool children (N = 71), age and gender were included. In all 3 studies, domain-general and domain-specific creative thinking ability were found to be distinguishable yet related, and the former had a causal effect on the latter. Age/grade level, gender, ethnicity, and learning disability status discriminated the 2 constructs—general and specific creative thinking ability. We concluded that different life experiences (schooling and culture) may have stronger impacts on domain-specific creative thinking than domain-general creative thinking. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10400419 |
| DOI: | 10.1080/10400419.2010.503535 |
