Creativity and Reason in Cognitive Development

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Dedication......Page 7
Contents......Page 9
Contributors......Page 11
Acknowledgments......Page 17
Introduction......Page 21
Cognitive Perspectives......Page 25
the definition of creativity......Page 27
expertise and reason: dichotomy or continuum?......Page 28
Demands versus Content of Expertise......Page 29
questions about expertise and reason in creative thinking: the tension view......Page 31
Could Domain-Specific Expertise Play a Role in Creative Thinking?......Page 32
darwinian theory of creativity and the tension between expertise and creativity......Page 33
Logic versus Insight......Page 36
Against Expertise and reason: Conclusions......Page 39
The Demands of Expertise: Practice and the 10-Year Rule in Creative Thinking......Page 40
Case Studies of Development of Creativity: Composition of Music......Page 41
Practice and Creativity......Page 43
Picasso......Page 45
Calder's Mobiles......Page 46
Pollock's Poured Paintings......Page 47
The Double Helix......Page 49
The Wright Brothers' Invention of the Airplane......Page 50
Edison and the Light Bulb......Page 52
case studies of expertise in creativity: summary......Page 54
expertise and insight in problem solving......Page 56
expertise and creative thinking: conclusions......Page 58
References......Page 60
2 Creative Genius, Knowledge, and Reason: The Lives and Works of Eminent Creators......Page 63
Expertise Acquisition: Creative Potential......Page 65
Expert Performance: Creative Productivity......Page 67
reason......Page 69
The Age Curve: A Mathematical Model......Page 71
Quantity versus Quality: The Equal-Odds Rule......Page 73
References......Page 76
3 Dynamic Processes Within Associative Memory Stores: Piecing Together the Neural Basis of Creative Cognition......Page 80
associative memory networks in creative cognition......Page 81
processes underlying the modification of associative hierarchies......Page 83
associate suppression and retrieval-induced forgetting......Page 85
inhibition and disinhibition in creative cognition......Page 89
conclusions......Page 95
References......Page 97
4 The Creativity of Everyday Moral Reasoning: Empathy, Disgust, and Moral Persuasion......Page 101
the moral circle......Page 102
reason and emotion in the expansion of the moral circle......Page 104
empathy and moral thought......Page 105
disgust and moral thought......Page 107
creativity and moral persuasion......Page 109
source 1: moral persuasion through the creative use of language......Page 110
source 2: moral persuasion through the creative use of images......Page 111
source 3: moral persuasion through the creative use of stories, songs, and films......Page 113
conclusion: reasoning, creativity, and emotion in moral judgment......Page 115
References......Page 116
5 Reasoning and Personal Creativity......Page 119
Personal Creativity......Page 120
Values Directing Reasoning......Page 123
Development and the Creativity of Children......Page 125
Misjudgment and the Recognition of Creativity......Page 128
Insight, Rationality, and Perfect Knowledge......Page 129
Discussion......Page 131
References......Page 133
6 Alternative Knowledge Structures in Creative Thought: Schema, Associations, and Cases......Page 137
Knowledge Systems......Page 139
Process Execution......Page 143
Interactions......Page 147
conclusions......Page 150
References......Page 152
7 The Role of the Knowledge Base in Creative Thinking......Page 157
knowledge......Page 158
conclusion......Page 162
References......Page 163
8 The Role of Domain Knowledge in Creative Problem Solving......Page 165
definitions......Page 166
role of factual knowledge in mathematical problem solving......Page 169
role of conceptual knowledge in mathematical problem solving......Page 170
role of strategic knowledge in mathematical problem solving......Page 171
role of procedural knowledge in mathematical problem solving......Page 172
role of metacognitive knowledge in mathematical problem solving......Page 173
conclusion......Page 174
References......Page 176
reasoning......Page 179
Reasoning and Motivation......Page 183
creativity/creative thinking......Page 184
Creativity and Motivation......Page 185
creative thinking and reasoning......Page 186
Implications for Research......Page 189
Implications for Practice......Page 190
References......Page 191
10 From Alexithymia, Borne of Trauma and Oppression, to Symbolic Elaboration, the Creative Expression of Emotions, and Ration......Page 197
the development of emotional expression, normal and pathological......Page 198
interhemispheric transfer deficit theory......Page 201
the alexithymic personality......Page 202
the development of complex emotions......Page 204
symbolic elaboration: the case of envy and related emotions......Page 208
Envy, Ambition, and Confidence Defined as Tertiary Emotions......Page 210
Aggression: Destructive and Creative......Page 215
discussion: creativity, affect, and rationality......Page 216
References......Page 218
11 Opening up Creativity: The Lenses of Axis and Focus......Page 222
Axis 2: Focus on Modular Tasks or Broad Situations......Page 224
horizontal and vertical creativity in dance and law......Page 225
creativity and expertise interaction in the subdomains of law......Page 226
Box 1-Vertical Creativity, General-Situation Expertise: Small-Town Law.......Page 227
Box 2-Horizontal Creativity, Broad-Situational Expertise: Cyberlaw......Page 228
Box 3-Vertical Creativity, Modular-Task Expertise: Trust......Page 229
Box 4- Horizontal Creativity, Modular-Task Expertise: Mergers and Acquisitions......Page 230
Creativity and Expertise in Dance......Page 232
The Matrix Revisited......Page 233
Temporal Dynamics......Page 235
Educational Implications......Page 237
References......Page 238
Developmental and Educational Perspectives......Page 239
12 Creativity in Young Children's Thought......Page 241
nonconventional language use......Page 242
Overextensions......Page 243
Metaphoric Language......Page 246
pretense......Page 248
theory construction......Page 250
Innate Potential......Page 251
Reasoning About Insides......Page 252
Category-Based Induction......Page 253
Generic Language......Page 255
conclusion......Page 257
References......Page 259
13 A Young Artist's Story: Advancing Knowledge and the Development of Artistic Talent and Creativity in Children......Page 264
Views of Artistic Development in Children......Page 265
The Development of Children's Artistic Talent and Creativity......Page 266
Educational Intervention and Children's Changing Artistic Process and Products......Page 276
Eric: An Artist in the Making......Page 279
conclusions......Page 285
References......Page 286
14 Is It Reasonable to Be Creative?......Page 289
creativity and reasoning in childhood......Page 290
creativity and reasoning in adolescence......Page 294
creativity and reasoning in adulthood......Page 295
Creativity and Dialectical Thinking......Page 296
conclusions......Page 298
References......Page 299
15 Does Culture Always Matter: For Creativity, Yes, for Deductive Reasoning, No!......Page 302
Mechanisms of Formal Reasoning and Creativity......Page 303
Cultural Influence on Reasoning and Creativity......Page 306
discussion......Page 312
References......Page 313
16 Higher Level Thinking in Gifted Education......Page 317
teaching to higher level skills......Page 318
use of models......Page 319
creative problem solving......Page 321
critical thinking......Page 324
Template for Analyzing the Logic of an Article......Page 327
combining critical and creative thinking......Page 328
metacognition......Page 329
program planning in teaching creativity and critical thinking......Page 330
References......Page 332
creativity, knowledge, and formal schooling......Page 336
potential sources of marginalization......Page 338
the student experience in a teacher-centered classroom......Page 339
the definitional issue......Page 341
revisiting the relationship between creativity and learning......Page 342
concluding thoughts......Page 348
the role of teacher preparation programs......Page 349
References......Page 350
18 How Early School Experiences Impact Creativity: An Ecological Perspective......Page 353
seeing creativity in early childhood classrooms......Page 354
A Wider Lens......Page 355
creativity as a tool for learning......Page 357
Developmental Characteristics......Page 361
How as Well as What Children Learn......Page 362
Classroom Contexts......Page 363
Social and Political Environment......Page 366
conclusion: it depends......Page 368
References......Page 369
19 Conclusions......Page 371
References......Page 374
Author Index......Page 377
Subject Index......Page 387