Creativity and Reason in Cognitive Development

doi:10.1017/CBO9780511606915

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.

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Contents

Frontmatter
pp i-vi
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Contents
pp vii-viii
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List of Contributors
pp ix-xiv
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Acknowledgments
pp xv-xvi
- By James C. Kaufman, Assistant professor of Psychology, California State University at San Bernardino, John Baer, Professor of educational psychology, Rider University
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Creativity and Reason in Cognitive Development
pp xvii-xviii
- By James C. Kaufman, Assistant professor of Psychology, California State University at San Bernardino, John Baer, Professor of educational psychology, Rider University
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Introduction
pp 1-4
- By James C. Kaufman, Assistant professor of Psychology, California State University at San Bernardino, John Baer, Professor of educational psychology, Rider University
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COGNITIVE PERSPECTIVES
pp 5-6
- By James C. Kaufman, Assistant professor of Psychology, California State University at San Bernardino, John Baer, Professor of educational psychology, Rider University
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1 - Expertise and Reason in Creative Thinking: Evidence from Case Studies and the Laboratory
pp 7-42
- By Robert W. Weisberg, Psychology Department, Temple University, Philadelphia, Pennsylvania
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2 - Creative Genius, Knowledge, and Reason: The Lives and Works of Eminent Creators
pp 43-59
- By Dean Keith Simonton, Department of Psychology, University of California at Davis, Davis, California
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3 - Dynamic Processes Within Associative Memory Stores: Piecing Together the Neural Basis of Creative Cognition
pp 60-80
- By Adam S. Bristol, Department of Neurobiology, Stanford University School of Medicine, Stanford, California, Indre V. Viskontas, Department of Psychology, University of California at Los Angeles, Los Angeles, California
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4 - The Creativity of Everyday Moral Reasoning: Empathy, Disgust, and Moral Persuasion
pp 81-98
- By David A. Pizarro, Department of Psychology, Cornell University, Ithaca, New York, Brian Detweiler-Bedell, Department of Psychology, Lewis and Clark College, Portland, Oregon, Paul Bloom, Department of Psychology, Yale University, New Haven, Connecticut
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5 - Reasoning and Personal Creativity
pp 99-116
- By Mark A. Runco, Department of Child and Adolescent Studies, California State University at Fullerton, Fullerton, California, and, The Norwegian School of Education and Business, Administration Bergen, Norway
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6 - Alternative Knowledge Structures in Creative Thought: Schema, Associations, and Cases
pp 117-136
- By Michael D. Mumford, Department of Psychology, University of Oklahoma, Norman, Oklahoma, Cassie S. Blair, Department of Psychology, University of Oklahoma, Norman, Oklahoma, Richard T. Marcy, Department of Psychology, University of Oklahoma, Norman, Oklahoma
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7 - The Role of the Knowledge Base in Creative Thinking
pp 137-144
- By John F. Feldhusen, Department of Educational Psychology, Purdue University, West Lafayette, Indiana
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8 - The Role of Domain Knowledge in Creative Problem Solving
pp 145-158
- By Richard E. Mayer, Department of Psychology, University of California at Santa Barbara, Santa Barbara, California
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9 - Creative Thinking and Reasoning: Can You Have One Without the Other?
pp 159-176
- By Daniel Fasko, Division of Educational Foundations & Inquiry, Bowling Green State University, Bowling Green, Ohio
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10 - From Alexithymia, Borne of Trauma and Oppression, to Symbolic Elaboration, the Creative Expression of Emotions, and Rationality
pp 177-201
- By Warren D. Tenhouten, Department of Sociology, University of California at Los Angeles, Los Angeles, California
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11 - Opening up Creativity: The Lenses of Axis and Focus
pp 202-218
- By Mia Keinänen, Department of Physical Education, Norges idrettshøgskole, Norwegian School of Sports Sciences, Oslo, Norway, Kimberly Sheridan, Harvard Graduate School of Education, Cambridge, Massachusetts, Howard Gardner, Harvard Graduate School of Education, Cambridge, Massachusetts
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DEVELOPMENTAL AND EDUCATIONAL PERSPECTIVES
pp 219-220
- By James C. Kaufman, Assistant professor of Psychology, California State University at San Bernardino, John Baer, Professor of educational psychology, Rider University
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12 - Creativity in Young Children's Thought
pp 221-243
- By Susan A. Gelman, Department of Psychology, University of Michigan, Ann Arbor, Michigan, Gail M. Gottfried, Pomona College, Claremont, California
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13 - A Young Artist's Story: Advancing Knowledge and the Development of Artistic Talent and Creativity in Children
pp 244-268
- By Susan M. Rostan, Hofstra University, Rostan Art School, Woodbury, New York
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14 - Is It Reasonable to Be Creative?
pp 269-281
- By Jacques-Henri Guignard, Institute de Psychologie, Laboratoire Cognition et Développement, Université René Descartes, Paris, Todd Lubart, Laboratoire Cognition et Développement, UMR 8605, Université René Descartes, Paris
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15 - Does Culture Always Matter: For Creativity, Yes, for Deductive Reasoning, No!
pp 282-296
- By Weihua Niu, Department of Psychology, Pace University, New York, New York, John X. Zhang, Department of Psychology, The University of Hong Kong, Pok Fu Lam Road, Hong Kong, Yingrui Yang, Department of Cognitive Science and Psychology, Rensselaer Polytechnic Institute, Troy, New York
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16 - Higher Level Thinking in Gifted Education
pp 297-315
- By Joyce Vantassel-Baska, School of Education, College of William and Mary, Williamsburg, Virginia
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17 - The Relationship Among Schooling, Learning, and Creativity: “All Roads Lead to Creativity” or “You Can't Get There from Here”?
pp 316-332
- By Ronald A. Beghetto, College of Education, University of Oregon, Eugene, Oregon, Jonathan A. Plucker, Indiana University, Bloomington, Indiana
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18 - How Early School Experiences Impact Creativity: An Ecological Perspective
pp 333-350
- By Cynthia Paris, Department of Individual and Family Studies, University of Delaware, Newark, Delaware, Nancy Edwards, Individual and Family Studies Department, University of Delaware, Newark, Delaware, Ellyn Sheffield, Psychology Department, Salisbury University, Salisbury, Maryland, Maureen Mutinsky, Arcola Elementary School, Leesburg, Virginia, Terri Olexa, Ben Franklin Elementary School, Lawrenceville, New Jersey, Susan Reilly, Slackwood School, Lawrenceville, New Jersey, John Baer, Rider University, Lawrenceville, New Jersey
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19 - Conclusions
pp 351-356
- By John Baer, Rider University, Lawrenceville, New Jersey, James C. Kaufman, Learning Research Institute, Department of Psychology, California State University, San Bernardino, California
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Author Index
pp 357-366
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Subject Index
pp 367-369
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