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The Re-Construction of Reality : Towards Assessment of Operational Creativity.

Pickard, E. M.; (1977) The Re-Construction of Reality : Towards Assessment of Operational Creativity. Doctoral thesis , Institute of Education, University of London. Green open access

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This study is an attempt to examine the concept of creativity within a framework of Piagetian operational structuralism. Previous notions of creativity are examined and a re-definition is proposed. Because it is believed that creativity and intelligence cannot be separated, creativity is examined in relation to the development of knowledge as a whole. In the first part of the research, a battery of creativity tasks was developed. The tasks, based on stated principles, were administered to a sample of 100 subjects ranging from 6-13 years of age. In the subsequent analysis, relationships between the test items were considered, also changes in performance as a function of age. A tentative. analysis of the sub-categories of assessment was made and their implications for a stage-explanation of creativity considered. The second part of the research examined the question of training for creativity and argued that all such training must be related to the cognitive abilities of the subjects concerned. Based on the findings in Part 1, a set of training tasks was constructed and an attempt was made to train 80 subjects between the ages of 7-10 years. An analysis of their performance in relation to their age and operational ability is made. The research concludes with a proposal for a developmental scale of creative ability.

Type: Thesis (Doctoral)
Title: The Re-Construction of Reality : Towards Assessment of Operational Creativity.
Open access status: An open access version is available from UCL Discovery
Publisher version: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos...
Language: English
Additional information: Thesis: PHD University of London Institute of Education, 1977.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10020060
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