Psychology of Creativity

CS 237
Spring 2005
Tuesday and Thursday, 10:30am to 11:50am
104 Franklin Patterson Hall

Kevin H. Grobman

207 Adele Simmons Hall
(413) 559-6659
kgrobman@hampshire.edu

Class Description

Whether we think of creativity as the clever solutions of inventors or the powerful expressions of artists, we often feel creativity is impossible to quantify. Yet psychology and cognitive science have sought to define and measure creative problem solving and creative expression. This empirical research has examined, for example, moments of insight during problem solving, how groups foster brain-storming, how children develop artistic skills, and how we understand art. Students in this course will read and critique a wide range of articles about the psychology of creativity. The class will work as a whole to design and run a study about the possible links between creative expression and creative problem solving. This will include intensive project work that involves learning to review previous scientific studies, design experimental tasks, formulate coding instruments for qualitative data, analyze data, and discuss the implications of results. The class will help students develop an informed opinion about the ability of science to capture something as elusive as creativity. PRJ, QUA, REA

Meeting with Me

I am always happy to meet with you to discuss class assignments, independent study projects, division III options, possible career paths, and other intellectual topics. I arrive to class about 5- to 10-minutes before it begins and linger after class for another 5- to 10-minutes. Please feel free to use this time for quick questions and arranging meetings. The easiest way to arrange a meeting is to send me a short e-mail, but please always feel free to stop by my office or phone. I specifically set aside office hours on Wednesdays from 3pm to 6pm to help make meeting as easy as possible.

Minimum Expectations

Since much of the learning in this course happens through our class discussions, your failure to be prepared is likely to diminish the learning experience for you and other students. Since it is important to me that you learn as much as possible through this course, I have some minimum expectations. You should attend every class. I understand that extenuating circumstances arise that can make this difficult, but please let me know before class if you can not attend. If circumstances make you miss more than 3 classes during the semester, you may have over-extended yourself and you should consider dropping the class. Arrive to class on time. Class begins promptly and tardiness distracts other students and me. If you must leave early, please let me know before class begins. Be prepared for class. The content of class meetings will go beyond the textbook. I assume you have read it; if you have not read it, class discussion will be hard to follow. It will be impossible to understand and adequately participate in a class about an empirical journal article if you have not read it. Focus your attention during class on our class; for example, do not attend our class while completing work for another class. If you do not meet the minimum expectations for class, I will have reservations that I will need to write about in your evaluations.

Excelling in Class

Learning at Hampshire College is primarily the result of your independent efforts. I feel that my role is to push you to think more deeply and scientifically than you probably feel capable of. I chose readings and assignments that I know will be hard; I do not expect anyone to excel completely on any assignment. Instead, to write your evaluations, I would like to see your moments of insight and your progress over the semester. Venture to speak during class, even if you are unsure exactly what you are trying to say. I see recasting what you say into the framework of scientific psychology as my role during class discussions. You are excelling in class discussion when you progress to independently using the language and concepts of scientific psychology. I look for the same development in your short writing assignments and your class project work. Though certainly not required for class, there are more learning opportunities available to you and I am happy to write about your experiences in your evaluation. For example, if you are intrigued by a course topic, we can arrange for you to give a short oral presentation of an empirical study that is not already part of class. During the semester, some scholarly talks at the local five colleges about class-related topics. If you attend one, tell me about your experience at these talks either in a short meeting or in a short essay.

Class Schedule of Readings

Thurs Jan 27: Introduction to Class
(no assigned reading)

Tue Feb 1: How to Critique Empirical Journal Articles
(no assigned reading)

Thurs Feb 3: Creativity & Mental Illness
Ghadirian, A. M., Gregoire, P. and Kosmidis, H. (2001). Creativity and the evolution of psychopathologies. Creativity Research Journal, 13(2), 145-148.

Tue Feb 8: Creativity & Mental Illness
Schuldberg, D. (2001). Six subclinical spectrum traits in normal creativity. Creativity Research Journal, 13(1), 5-16.

Thurs Feb 10: Does Evaluation Hinder Creativity?
Joussemet, M. and Koestner, R. (1999). Effect of expected rewards on children's creativity. Creativity Research Journal, 12(4), 231-239.
Baer, J. (1997). Gender differences in the effects of anticipated evaluation on creativity. Creativity Research Journal, 10(1), 25-31.

Tue Feb 15: School Curriculum & Creativity
Ruscio, A. M. and Amabile, T. M. (1999). Effects of instructional style on problem-solving creativity. Creativity Research Journal, 12(4), 251-266.

Thurs Feb 17: Brain-Storming & other Techniques for being Creative
Butler, D. L. and Kline, M. A. (1998). Good versus creative solutions: a comparison of brainstorming, hierarchical, and perspective-changing heuristics. Creativity Research Journal, 11(4), 325-331.

Tue Feb 22: Design Measures for Class Study

Thurs Feb 24: Advising Day
(no class)

Tue Mar 1: Circumstances that Foster or Hinder Creativity
McCoy, J. M. and Evans, G. W. (2002). Potential role of the physical environment in fostering creativity. Creativity Research Journal, 14(3), 409-426.

Thurs Mar 3: Traits of Creative People
Butler, A. B., Scherer, L. L., and Reiter-Palmon, R. (2003). Effects of solution elicitation aids and need for cognition on the generation of solutions to ill-structured problems. Creativity Research Journal, 15(2), 235-244.
Schlewitt-Haynes, L. D., Earthman, M. S., Burns, B. (2002). Seeing the world differently: an analysis of descriptions of visual experiences by visual artists and nonartists. Creativity Research Journal, 14(3), 361-372.

Tue Mar 8: Refine the Design of Tasks for Class Study

Thurs Mar 10: Do Positive Emotions Foster Creativity?
Kaufman, G. and Vosburg, S. K. (2002). The effects of mood on early and late idea production. Creativity Research Journal, 14(3), 317-330.
Grawitch, M. J., Munz, D. C., and Kramer, T. J. (2003). Effects of member mood states on creative performance in temporary workgroups. Group Dynamics: Theory, Research, and Practice, 7(1), 41-54.

Tue Mar 15: Spring Break
(no class)

Thurs Mar 17: Spring Break
(no class)

Tue Mar 22: Learn to Run the Class Study with Participants

Thurs Mar 24: Traits of Creative People (note: everybody reads both articles)
Isaksen, S. G., Lauer, K. J., Wilson, G. V. (2003). An examination of the relationship between personality type and cognitive style. Creativity Research Journal, 15(4), 343-354.
James, K. (1995). Goal conflict and originality of thinking. Creativity Research Journal, 8(3), 285-290.

Tue Mar 29: Student Presentations

Thurs Mar 31: Is Creativity Something You are Born with?
Ng, A. K. (2003). A cultural model of creative and conforming behavior. Creativity Research Journal, 15(2), 223-233.
Rothenbern, A. and Wyshak, G. (2004). Background and genius. Canadian Journal of Psychiatry, 49(3), 185-191.

Tue Apr 5: Student Presentations

Thurs Apr 7: Learn to Code Creative Behavior in the Participants of Our Class Study

Tue Apr 12: Student Presentations

Thurs Apr 14: Will Taking Drugs Enhance Creativity?
Bourassa, M. and Vaugeois, P. (2001). Effects of marijuana use on divergent thinking, Creativity Research Journal, 13(2), 411-416.
Norlander, T. and Gustafson, R. (1998). Effects of alcohol on a divergent figural fluency test during the illumination phase of the creative process, Creativity Research Journal, 11(3), 265-274.

Tue Apr 19: Student Presentations

Thurs Apr 21: Is Creativity Always a Good Thing?
Runco, M. A. and Johnson, D. J. (2002). Parents' and teachers' implicit theories of children's creativity: a cross-cultural perspective. Creativity Research Journal, 14(3), 427-438.
Scott, C. L. (1999). Teachers' biases toward creative children, Creativity Research Journal, 12(4), 321-328.

Tue Apr 26: School Teachers & Creativity in their Students
Westby, E. L. and Dawson, V. L. (1995). Creativity: asset or burden in the classroom? Creativity Research Journal, 8(1), 1-10.
Dawson, V. L., et al. (1999). Predicting creative behavior: a reexamination of the divergence between traditional and teacher-defined concepts of creativity. Creativity Research Journal, 12(1), 57-66.

Thurs Apr 28: Learn to Statistically Analyze Data from Class Study

Tue May 3: How to Write Up a Study

Thurs May 5: Career Opportunities in Cognitive Science
(informal discussion, no assigned readings)
Turn in our class project.

Note for Students: Class readings have been made available through the Hampshire College Library Course Web-Site. Because of copyright restrictions, the readings are only available to students registered in the class.

Note for those outside Hampshire College: Hampshire College emphasizes exposing students to primary research in all of our classes, even those at the sophomore (200) level. In lieu of grades, faculty write students detailed evaluation letters. This level of detail helps students understand their strengths and develop their weaknesses in future classes.