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- 저자 : JohnBaer (검색결과 6 건)
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Why Grand Theories of Creativity Distort, Distract, and Disappoint
John Baer 대한사고개발학회 2011 The International Journal of Creativity & Problem Vol.21 No.1
The success of physics and other sciences is in many ways attributable to unifying theories that bring seemingly disparate phenomena together under a single conceptual framework. This model is inviting for creativity theorists because grand theories have great power, but there is no guarantee that any large theory can describe the many very different kinds of cognitive processes that underlie cre-ativity in diverse domains. Trying to force creativity into an ill-fitting Procrustean bed can distort both theory and practice (such as in creativity-training programs and in creativity assessment) and in doing so cause us to misunderstand what we observe and to promote activities that may be counter-productive. Domain specificity, which argues that the skills and other factors leading to creative performance vary across domains, cautions against seeking grand, domain-general theories. Although there has been increasing interest in domain specificity in recent years, creativity researchers remain divided regarding the extent to which creativity is domain specific and the likelihood that there may be any significant domain-general factors in creative performance. Because this question is unlikely to be resolved soon and domain-specific theories of creativity are less likely to mislead us, practitioners should resist the allure of grand theories and try to understand and promote creativity on a smaller, domain-by-domain scale. Some limited general creativity meta-theories can be useful as heuristic devices to point us toward possibly productive domain-specific theories of creativity, however, if their limitations are clearly recognized and understood.
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Why Teachers Should Assume Creativity Is Very Domain Specific
John Baer 대한사고개발학회 2011 The International Journal of Creativity & Problem Vol.21 No.2
Creativity researchers disagree about the extent to which creative thinking skills are domain specific. The more traditional view, which dominates both creativity assessment and folk psychological thinking about creativity, is that creative thinking skills are rather general-purpose abilities that can be applied to almost any creativity-relevant task. Recent research suggests that creativity may be very domain specific, however, and possibly even task or microdomain specific. This dispute may eventually be resolved by a compromise, such as the hierarchical APT Model of creativity, but in the meantime teachers need guidance. This essay shows why thinking about creativity as being very domain specific incurs no real risk, in the sense that nothing is lost and no effort to promote creativity is wasted even if this assumption turns out to be totally false. Assuming domain generality, on the other hand, may lead to much wasted effort and failure in teaching for creativity if creativity turns out to be even somewhat domain specific.
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Lectures May Be More Effective Than You Think: The Learning Pyramid Unmasked
John Baer 대한사고개발학회 2010 The International Journal of Creativity & Problem Vol.20 No.2
Four studies assessed college student preferences for lectures, assigned readings, and small group activities and discussions. Although students reported that they enjoyed small group activities and discussions more than lectures, they believed that they learned more from lectures. There was also a consistent aptitude-treatment interaction, with higher GPA students valuing lectures more and valuing group activities and discussions less than lower GPA students. These results directly contradict the predictions of the so-called Learning Pyramid, and because there is a complete lack of empirical evidence supporting the claims of the Learning Pyramid, its validity must be called into question.
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Lectures May Be More Efective Than You Think: The Learning Pyramid Unmasked
John Baer 대한사고개발학회 2010 The International Journal of Creativity & Problem Vol.20 No.1
Four studies assessed college student preferences for lectures, assigned readings, and small group activities and discussions. Although students reported that they enjoyed small group activities and discussions more than lectures, they believed that they learned more from lectures. There was also a consistent aptitude-treatment interaction, with higher GPA students valuing lectures more and valuing group activities and discussions less than lower GPA students. These results directly contradict the predictions of the so-called Learning Pyramid, and because there is a complete lack of empirical evidence supporting the claims of the Learning Pyramid, its validity must be called into question.
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Brief Report: Rater-Domain Interactions in the Consensual Assessment Technique
John Baer,James C. Kaufman,Matt Riggs 대한사고개발학회 2009 The International Journal of Creativity & Problem Vol.19 No.2
There is some controversy regarding who are the most appropriate raters of artifacts when using the Consensual Assessment Technique (CAT) to assess creativity (e.g., whether novice raters' judgments can validly replace those of expert raters). There is also evidence that the answers to some of these questions vary by domain (e.g., novice raters' judgments more closely parallel those of expert raters when judging the creativity of fiction than when judging poetry). We report new evidence about the degree and kinds of expertise required for valid CAT judging that shows both vary by task domain. We compare these findings to previous research in this area and suggest (a) possible explanations for the observed rater-domain interactions and (b) guidelines for assembling panels of experts.
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