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RISS 인기검색어
- 검색키워드
- 저자 : Jody J. Illies (검색결과 2 건)
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Mark A. Runco,Jody J. Illies,Roni Reiter-Palmon 대한사고개발학회 2005 The International Journal of Creativity & Problem Vol.15 No.1
Explicit instructions are often used to enhance performance on tests of divergent thinking. Previous research has not, however, compared explicit instructions which focus on criteria with those that focus on tactics. It is one thing to be instructed to “be original” (one possible criterion) and quite another to be given procedures to find original ideas (e.g., “think of things that will bethought of by no one else”). The research reported in the present article was designed with that in mind. In addition to comparing the different types of instructions, it also compared college- students (N = 211) who received instructions which varied in the degree of expli- citness of the applicable strategy. Regression analyses indicated that the procedural instructions had a more robust impact on divergent thinking than did the concep- tual instructions. This difference was especially clear when the divergent thinking tests were scored for ideational originality. Implications for the educational setting and for established group techniques (e.g., brainstorming)are explored.
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Conscientiousness Is Not Always a Good Predictor of Performance: The Case of Creativity
Roni Reiter-Palmon,Jody J. Illies,Lisa M. Kobe-Cross 대한사고개발학회 2009 The International Journal of Creativity & Problem Vol.19 No.2
Meta-analyses investigating the relationship between Conscientiousness and per formance suggest a positive relationship for a variety of criteria. However, recently it has been argued that Conscientiousness is not always a good predictor of performance, particularly for creative performance. Additionally, it has been suggested that Conscientiousness includes two distinct components, achievement and dependability, which may have different relationships with criterion measures. Two studies were conducted to determine whether the components of Conscientiousness predict creativity better than the full factor. Students in each study completed a measure of the Five Factor Model and a measure of creative performance. In the first study, creative accomplishments were measured and in the second study, creative problem solving was measured. As predicted, both studies revealed a cooperative suppression effect when analyzing the conscientiousness components together such that achievement was positively related and dependability negatively related to creative performance. Also, both studies showed that the overall Conscientiousness factor was not related to creativity.
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