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Do Expertise and Training Help Creativity?

Do Expertise and Training Help Creativity?


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About the Book

This dissertation, "Do Expertise and Training Help Creativity?" by Chun-nae, Janny, Wong, 王珍妮, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract Mednick (1962) defined creativity as an ability to associate objects, concepts and ideas remotely. While some previous studies have shown that creative solutions to problems could not be attained without knowledge, others have gone one step further to show that creativity depends on expertise knowledge which is domain specific. Though experts have rich experience in dealing with domain-related questions and distinguish themselves from the novices in the way they frame the question (e.g. more effective chunking), they have a stronger tendency to rely on their "rules of thumb" which may trap them in mental sets, hindering them from solving a problem creatively. Simonton (1983) suggested a curvilinear relationship between creativity and formal education. To extend Simonton's work, Study 1 investigated the relationship between creativity and expertise. As formal education is vaguely defined, it focuses on one particular knowledge domain, namely Information Technology (IT) for its relatively convenient measurement and wide applications. Creativity was measured with an adapted version of Mednick's (1962) Remote Associates Test (RAT). In the adapted RAT, three types of items are included: IT consistent items (IT-related words included and the solutions required in the IT domain), IT inconsistent items (IT-related words included while solutions not required in IT domain) and Neutral items (no IT-related words while solutions not required in IT domain). IT consistent items represent domain problems that require domain-specific creativity in order to achieve domain answers. IT inconsistent item is used to show fixation because the solution required does not necessarily fall into IT domain. The results suggested a positive relationship between domain-specific creativity and expertise. It is suggested that a lack of domain knowledge is responsible for the poorer performance of the novices and mental set accounts for the lack of continued increase in creativity for experts. Study 2 looked into how creativity could be trained. Training methods which help breaking mental set were expected to be useful for promoting experts' creativity; and those build up knowledge useful for novices. To test this hypothesis, two methods were used in Study 2, namely Synectics (Gordon, 1961) which aim at achieving creative answers by breaking mental set through drawing analogies and knowledge building. Results indicated that for both experts and novices, both Synectics and Knowledge Building improved domain-related creative problems solving while only Synectics could help reducing fixation. Such result supported the notion of creativity trainability and the significance of knowledge on creativity. It also showed effective ways to help creativity in experts and novices. DOI: 10.5353/th_b3786102 Subjects: Expertise Training Creative ability



Product Details
  • ISBN-13: 9781374669017
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 162
  • Weight: 671 gr
  • ISBN-10: 1374669016
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 11 mm
  • Width: 216 mm


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