國立虎尾科技大學 |

Product-centered self-evaluation and the creative process.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Product-centered self-evaluation and the creative process./
作者:	Lubart, Todd Ira.
面頁冊數:	1 online resource (85 pages)
附註:	Source: Dissertations Abstracts International, Volume: 57-01, Section: B.
Contained By:	Dissertations Abstracts International57-01B.
標題:	Experimental psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798209240518

Product-centered self-evaluation and the creative process.
Lubart, Todd Ira.

Product-centered self-evaluation and the creative process. - 1 online resource (85 pages)

Source: Dissertations Abstracts International, Volume: 57-01, Section: B.

Thesis (Ph.D.)--Yale University, 1994.

Includes bibliographical references

Two experiments investigated competing hypotheses about the use of evaluation during the creative process. In particular, product-centered self-evaluations were studied. These evaluations are judgments of a developing product made by the creator. A key feature of the creative process--the sequence of actions that lead to a creative product--is the timing of cognitive events, such as evaluations. Three main possibilities on the timing of evaluations were tested. Benefits to creativity from a concentration of evaluations early in the productive process, a concentration of evaluations during a later portion of the process, and an evenly-paced distribution of evaluations throughout the process were compared. In the experiments, subjects followed designated timing patterns of self-evaluation and the effects on creativity were observed. The first experiment tested competing views on the timing and quantity of evaluations. Subjects were prompted experimentally to evaluate their progress during either an early portion of their work, a later portion, or at an even pace throughout their work. Control subjects did not receive evaluation prompts. The evaluation-quantity variable consisted of two versus four evaluative episodes. Subjects completed short-story writing and drawing tasks, which were reliably rated for creativity by domain-experienced judges. Early evaluation was beneficial for creativity as compared to other timing-of-evaluation and control conditions. The benefits of early evaluation occurred primarily for the story-writing task. No quantity-of-evaluation effects were observed. Experiment 2 further investigated timing-of-evaluation effects and varied both the degree to which evaluations were self-guided and the nature of the short-story tasks. Replicating the main result of Experiment 1, early evaluation led to higher creativity than did other evaluation patterns. This result occurred across groups that were experimentally-prompted to evaluate, moderately self-guided in their evaluations, and highly self-guided, the most naturalistic condition. The early-evaluation effect was clearer for the character-based stories than for the title-based stories. In general, the results show benefits of early evaluation during story writing and provide experimental evidence that creativity depends on the timing of high-level cognitive activities during the productive process.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798209240518Subjects--Topical Terms:

1180476
Experimental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Product-centered self-evaluation and the creative process.
LDR:03644ntm a22003497 4500 001 1150063
005 20241023120631.5
006 m o d
007 cr bn ---uuuuu
008 250605s1994 xx obm 000 0 eng d
020 $a 9798209240518
035 $a (MiAaPQ)AAI9523198
035 $a AAI9523198
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Lubart, Todd Ira. $3 1476480
245 1 0 $a Product-centered self-evaluation and the creative process.
264 0 $c 1994
300 $a 1 online resource (85 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 57-01, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Sternberg, Robert J.
502 $a Thesis (Ph.D.)--Yale University, 1994.
504 $a Includes bibliographical references
520 $a Two experiments investigated competing hypotheses about the use of evaluation during the creative process. In particular, product-centered self-evaluations were studied. These evaluations are judgments of a developing product made by the creator. A key feature of the creative process--the sequence of actions that lead to a creative product--is the timing of cognitive events, such as evaluations. Three main possibilities on the timing of evaluations were tested. Benefits to creativity from a concentration of evaluations early in the productive process, a concentration of evaluations during a later portion of the process, and an evenly-paced distribution of evaluations throughout the process were compared. In the experiments, subjects followed designated timing patterns of self-evaluation and the effects on creativity were observed. The first experiment tested competing views on the timing and quantity of evaluations. Subjects were prompted experimentally to evaluate their progress during either an early portion of their work, a later portion, or at an even pace throughout their work. Control subjects did not receive evaluation prompts. The evaluation-quantity variable consisted of two versus four evaluative episodes. Subjects completed short-story writing and drawing tasks, which were reliably rated for creativity by domain-experienced judges. Early evaluation was beneficial for creativity as compared to other timing-of-evaluation and control conditions. The benefits of early evaluation occurred primarily for the story-writing task. No quantity-of-evaluation effects were observed. Experiment 2 further investigated timing-of-evaluation effects and varied both the degree to which evaluations were self-guided and the nature of the short-story tasks. Replicating the main result of Experiment 1, early evaluation led to higher creativity than did other evaluation patterns. This result occurred across groups that were experimentally-prompted to evaluate, moderately self-guided in their evaluations, and highly self-guided, the most naturalistic condition. The early-evaluation effect was clearer for the character-based stories than for the title-based stories. In general, the results show benefits of early evaluation during story writing and provide experimental evidence that creativity depends on the timing of high-level cognitive activities during the productive process.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Experimental psychology. $3 1180476
650 4 $a Social psychology. $3 554804
650 4 $a Experiments. $3 1372555
650 4 $a Psychology. $3 555998
655 7 $a Electronic books. $2 local $3 554714
690 $a 0623
690 $a 0451
690 $a 0621
710 2 $a Yale University. $3 1178968
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 57-01B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9523198 $z click for full text (PQDT)