Do you know someone who is a “creative type”? What makes him or her so? Many people would agree that individuals who directly engage in creative pursuits like art, music, or writing display creativity. Others may be creative problem solvers (e.g., engineers or researchers) or gifted at navigating complex social situations (e.g., teachers or lawyers). Like many areas within cognitive psychology, creativity is complex and there are many competing definitions for and theories related to it.
Defining and assessing creativity is important because it has implications for many aspects of human life; it is also very difficult to do so. Researchers, for instance, must set parameters for whether to measure creative processes or creative products and how to account social and emotional variables. Resolving questions about whether creativity is innate or can be fostered, its relationship with intelligence, and elements of personality or emotion that may influence it could impact business and education.
For this Discussion, you formulate your own definition of cognitive creativity. You also compare how Piaget and Vygotsky would define creativity.
To prepare:
· Consider the question: What is cognitive creativity?
· Search the Walden Library and select two articles related to cognitive creativity to use for this Discussion. How do each of the articles define cognitive creativity?
With these thoughts in mind:
By Day 4
Post your definition of cognitive creativity. Then explain how Piaget characterized cognitive creativity compared to Vygotsky. Provide examples and references to your articles to support your response.
Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.
Resources for this week assignment please use;
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281–295. doi:10.1016/j.newideapsych.2011.12.006
Note: You will access this article from the Walden Library databases.
Sundararajan, L., & Fatemi, S. M. (2016). Creativity and symmetry restoration: Toward a cognitive account of mindfulness. Journal of Theoretical and Philosophical Psychology, 36(3), 131–141. doi:10.1037/teo0000027
Note: You will access this article from the Walden Library databases.
Megalakaki, O., Craft, A., & Cremin, T. (2012). The nature of creativity: Cognitive and confluence perspectives. Electronic Journal of Research in Educational Psychology, 10(3), 1035–1055. Retrieved from http://investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?775
Note: You will access this article from the Walden Library databases.
Optional Resources
Daniels, H. (2010). Vygotsky and psychology. In Goswami, U. (Ed.), The Wiley-Blackwell Handbook of Child Cognitive Development (pp. 673–696). Malden, MA: John Wiley & Sons. Retrieved from http://site.ebrary.com/lib/waldenu/reader.action?ppg=689&docID=10419394&tm=1475776568945
Note: You will access this book from the Walden Library databases.
Müller, B. C. N., Gerasimova, A., & Ritter, S. M. (2016). Concentrative meditation influences creativity by increasing cognitive flexibility. Psychology of Aesthetics, Creativity, and the Arts, 10(3), 278–286. doi:10.1037/a0040335
Note: You will access this article from the Walden Library databases.
