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Creativity and Reason in Cognitive Development

James C. Kaufman, John Baer, Robert W. Weisberg, Dean Keith Simonton, Adam S. Bristol, Indre V. Viskontas, David A. Pizarro, Brian Detweiler-Bedell, Paul Bloom, Mark A. Runco, Michael D. Mumford, Cassie S. Blair, Richard T. Marcy, John F. Feldhusen, Richard E. Mayer, Daniel Fasko, Jr., Warren TenHouten, Mia Keinänen, Kim Sheridan, Howard Gardner, Susan A. Gelman, Gail M. Gottfried, Susan M. Rostan, Jacques-Henri Guignard, Todd Lubart, Weihua Niu, John X. Zhang, Yingrui Yang, Joyce VanTassel-Baska, Ronald A. Beghetto, Jonathan A. Plucker, Cynthia Paris, Nancy Edwards, Ellyn Sheffield, Maureen Mutinsky, Terri Olexa, Susan Reilly
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  • Date Published: June 2006
  • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • format: Adobe eBook Reader
  • isbn: 9780511189975

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  • To what extent do creativity and imagination decline in childhood? What factors might influence a decline? Theories of cognitive development show only uni-directional progress (although theorists may disagree whether such progress occurs steadily in small continuous improvements or comes in stages separated by plateaus during which developmental gains are consolidated). Declines in levels of skill are quite uncommon, yet many have observed just such an unusual pattern with regard to the development of creativity and of the imagination. Is there something about the development of one kind of thinking that undermines imaginative and creative thinking? Is it perhaps the process of schooling itself, with its focus on the acquisition of knowledge and the production of correct (rather than imaginative) answers, which promotes this decline? This book explores these questions from a variety of perspectives. Essays from psychologists and educators from diverse backgrounds discuss the relationships among creativity, reason, and knowledge.

    • The central question is of particular interest to parents with creative children who want to learn more about their child
    • The chapters consider development of reasoning and creativity at all levels, from early childhood through adulthood
    • The book examines the relationship between reasoning skills and creativity in both typical development and in the development of genius
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    Product details

    • Date Published: June 2006
    • format: Adobe eBook Reader
    • isbn: 9780511189975
    • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • Table of Contents

    1. Preface James C. Kaufman and John Baer
    Part I. Cognitive Perspectives:
    2. Expertise and reason in creative thinking: evidence from case studies and the laboratory Robert W. Weisberg
    3. Creative genius, knowledge, and reason: the lives and works of eminent creators Dean Keith Simonton
    4. Dynamic processes within associative memory stores: piecing together the neural basis of creative cognition Adam S. Bristol and Indre V. Viskontas
    5. The creativity of everyday moral reasoning: empathy, disgust and moral persuasion David A. Pizarro, Brian Detweiler-Bedell and Paul Bloom
    6. Reasoning and personal creativity Mark A. Runco
    7. Alternative knowledge structures in creative thought: schema, associations, and cases Michael D. Mumford, Cassie S. Blair and Richard T. Marcy
    8. The role of the knowledge base in creative thinking John F. Feldhusen
    9. The role of domain knowledge in creative problem solving Richard E. Mayer
    10. Creative thinking and reasoning: can you have one without the other? Daniel Fasko, Jr.
    11. From alexithymia - born of trauma and oppression to symbolic elaboration, the creative expression of emotions, and rationality Warren TenHouten
    12. Opening up creativity: the lenses of axis and focus Mia Keinänen, Kim Sheridan and Howard Gardner
    Part II. Developmental and Educational Perspectives:
    13. Creativity in young children's thought Susan A. Gelman and Gail M. Gottfried
    14. A young artist's story: advancing knowledge and the development of artistic talent and creativity in children Susan M. Rostan
    15. Is it reasonable to be creative? Jacques-Henri Guignard and Todd Lubart
    16. Does culture always matter: for creativity, yes
    for deductive reasoning, no! Weihua Niu, John X. Zhang and Yingrui Yang
    17. Higher level thinking in gifted education Joyce VanTassel-Baska
    18. The relationship among schooling, learning, and creativity: 'all roads lead to creativity' or 'you can't get there from here'? Ronald A. Beghetto and Jonathan A. Plucker
    19. How early school experiences impact creativity: an ecological perspective Cynthia Paris, Nancy Edwards, Ellyn Sheffield, Maureen Mutinsky, Terri Olexa, Susan Reilly and John Baer
    20. Conclusions John Baer and James C. Kaufman.

  • Editors

    James C. Kaufman, California State University, San Bernardino
    James C. Kaufman is an Assistant Professor of Psychology at the California State University at San Bernardino, where he is also the director of the Learning Research Institute. He received his B.A. in Psychology from the University of Southern California and his Ph.D. from Yale University in Cognitive Psychology, where he worked with Robert J. Sternberg. Kaufman's main area of expertise is creativity. With Sternberg and Jean Pretz, he developed the propulsion model of creative contributions, outlined in The Creativity Conundrum (Psychology Press, 2002). He coined 'the Sylvia Plath Effect', based on an analysis of female poets, in a paper in Journal of Creative Behavior, and his recent work on poets dying young has been featured in the New York Times, NPR, BBC, CNN, and newspapers and magazines across the world. His other books include International Handbook of Creativity, Intelligence, Applied Psychology and Free Will, Creativity Across Domains: Faces of the Muse, Gender Differences in Mathematics, and The Evolution of Intelligence.

    John Baer, Rider University, New Jersey
    John Baer (Ph.D.) is Professor of Educational Psychology at Rider University. He earned his B.A. at Yale, where he double majored in psychology and Japanese Studies and graduated magna cum laude. He received his Ph.D. from Rutgers in developmental and cognitive psychology. He won the American Psychological Foundation's Berlyne Prize for his research on creativity in 1993, and in 1997 the Eighth National Conference on College Teaching and Learning presented Dr Baer with its annual Award for Innovative Excellence in Teaching, Learning, and Technology. He has published seven books, including Creativity and Divergent Thinking: A Task-Specific Approach; Creative Teachers, Creative Students; and Creativity Across Domains: Faces of the Muse (with James C. Kaufman).

    Contributors

    James C. Kaufman, John Baer, Robert W. Weisberg, Dean Keith Simonton, Adam S. Bristol, Indre V. Viskontas, David A. Pizarro, Brian Detweiler-Bedell, Paul Bloom, Mark A. Runco, Michael D. Mumford, Cassie S. Blair, Richard T. Marcy, John F. Feldhusen, Richard E. Mayer, Daniel Fasko, Jr., Warren TenHouten, Mia Keinänen, Kim Sheridan, Howard Gardner, Susan A. Gelman, Gail M. Gottfried, Susan M. Rostan, Jacques-Henri Guignard, Todd Lubart, Weihua Niu, John X. Zhang, Yingrui Yang, Joyce VanTassel-Baska, Ronald A. Beghetto, Jonathan A. Plucker, Cynthia Paris, Nancy Edwards, Ellyn Sheffield, Maureen Mutinsky, Terri Olexa, Susan Reilly

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