Creativity training: An examination of training content, format, and activity type

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dc.contributor.advisorMumford, Michael D
dc.creatorByrne, Cristina Lucia
dc.date.accessioned2019-04-27T21:35:14Z
dc.date.available2019-04-27T21:35:14Z
dc.date.issued2011
dc.description.abstractPrevious research indicates that creative performance can be enhance through the employment of creativity training, in particular training focused on the improvement of creative problem solving skills. In the current study, 133 undergraduates were asked to participate in a short, self-paced training program designed to enhance their creative problem-solving skills. The participants also were asked to complete pre- and post- assessments of knowledge and creative performance. Their creative performance on a marketing problem was evaluated for quality, originality, and elegance. The results indicate that training did increase knowledge, as well as the originality of the creative solution. Additionally, it was found that creative performance was influence by the training format and activity type. The implications of these findings for understanding the nature of the interaction between training format and activity type are discussed.
dc.format.extent60 pages
dc.format.mediumapplication.pdf
dc.identifier99315269202042
dc.identifier.urihttps://hdl.handle.net/11244/319073
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectCreative ability
dc.subjectTraining
dc.thesis.degreePh.D.
dc.titleCreativity training: An examination of training content, format, and activity type
dc.typetext
dc.typedocument
ou.groupCollege of Arts and Sciences::Department of Psychology

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