Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-02T20:02:36.386Z Has data issue: false hasContentIssue false

Chapter 8 - I Never Intended to Become a Research Psychologist

Published online by Cambridge University Press:  01 May 2018

Robert J. Sternberg
Affiliation:
Cornell University, New York
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amabile, T. M. (1982). The social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 9971013.Google Scholar
Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview.Google Scholar
Amabile, T. M., Hennessey, B. A., and Grossman, B. (1986). Social influences on creativity: The effects of contracted-for reward. Journal of Personality and Social Psychology, 50, 1423.Google Scholar
Baer, J., Kaufman, J. C., and Gentile, C. A. (2004). Extension of consensual assessment technique to nonparallel creative products. Creativity Research Journal, 16, 113117.Google Scholar
Baer, J. S., and McKool, S. (2009). Assessing creativity using the Consensual Assessment Technique. In Schreiner, C. (Ed.), Handbook of research on assessment technologies, methods, and applications in higher education (pp. 6577). Hershey, PA: IGI Global.Google Scholar
Baer, J. S., and McKool, S. (2014). The gold standard for assessing creativity. International Journal of Quality Assurance in Engineering and Technology Education, 3, 8193.Google Scholar
Burroughs, J. E., Dahl, D. W., Moreau, P., Chattopadhyay, A., and Gorn, G. J. (2011). Facilitating and rewarding creativity during new product development. Journal of Marketing, 75, 5367.Google Scholar
Carson, S. (2006). Creativity and mental illness. Invitational panel discussion hosted by Yale's Mind Matters Consortium, New Haven, CT, April 19.Google Scholar
Fehr, K. K., and Russ, S. W. (2016). Pretend play and creativity in preschool-age children: Association and brief intervention. Psychology of Aesthetics, Creativity, and the Arts, 10, 296308.Google Scholar
Flink, C., Boggiano, A. K., and Main, D. S. (1992). Children's achievement-related behaviors: The role of extrinsic and intrinsic motivational orientations. In Achievement and motivation: A social-developmental perspective, edited by Boggiano, A. K. and Pittman, T. S., 189214. New York: Cambridge University Press.Google Scholar
Gerrard, L. E., Poteat, G. M., and Ironsmith, M. (1996). Promoting children's creativity: Effects of competition, self-esteem and immunization. Creativity Research Journal, 9, 339346.Google Scholar
Getzels, J. B., and Csikszentmihalyi, M. (1976). The creative vision: A longitudinal study of problem finding in art. New York: John Wiley.Google Scholar
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary children. Journal of Educational Psychology, 82, 525538.Google Scholar
Han, K.-S. (2003). Domain-specificity of creativity in young children: How quantitative and qualitative data support it. Journal of Creative Behavior, 37, 117142.Google Scholar
Helson, R., and Crutchfield, R. (1970). Mathematicians: The creative researcher and the average PhD. Journal of Consulting and Clinical Psychology, 34, 250257.Google Scholar
Hennessey, B. A. (1994). The consensual assessment technique: An examination of the relationship between ratings of process and product creativity. Creativity Research Journal, 7, 193208.Google Scholar
Hennessey, B. A. (2004). Developing creativity in gifted children: The central importance of motivation and classroom climate. NRCG/T Senior Scholar Series RM04202. Storrs, CT: National Research Center on the Gifted and Talented.Google Scholar
Hennessey, B. A. (2013a). Cultures of creativity: Nurturing creative mindsets across cultures – a toolbox for teachers. In Cultures of creativity, edited by Gauntlett, D. and Thomsen, B. S.. Billund, Denmark: The Lego Foundation. www.legofoundation.com/en-us/research/research-articles/.Google Scholar
Hennessey, B. A. (2013b). Motivation is everything. In The creative imperative: School librarians and teachers cultivating curiosity together, edited by Jones, J. and Flint, L., 8595. Santa Barbara, CA: Libraries Unlimited.Google Scholar
Hennessey, B. A. (2015a). Creative behavior, motivation, environment and culture: The building of a systems model. Journal of Creative Behavior, 49(3), 194210.Google Scholar
Hennessey, B. A. (2015b). If I were secretary of education: A focus on intrinsic motivation and creativity in the classroom. Psychology of Aesthetics, Creativity, and the Arts, 9, 187192.Google Scholar
Hennessey, B. A. (2017). Intrinsic motivation and creativity in the classroom: Have we come full circle? In Nurturing creativity in the classroom, 2nd ed., edited by Beghetto, R. A. and Kaufman, J. C., 227264. New York: Cambridge University Press.Google Scholar
Hennessey, B. A., and Altringer, B. A. (2014). Creativity across cultures. In Creativity: Theory and practice from psychological perspectives [in Swedish], edited by Carlsson, I. and Hoff, E., 233254. Stockholm: Liber.Google Scholar
Hennessey, B. A., and Amabile, T. M. (1988). Story-telling: A method for assessing children's creativity. Journal of Creative Behavior, 22, 235246.Google Scholar
Hennessey, B. A., Amabile, T. M., and Martinage, M. (1989). Immunizing children against the negative effects of reward. Contemporary Educational Psychology, 14, 212227.Google Scholar
Hennessey, B. A., Amabile, T. M., and Mueller, J. S. (2011). Consensual assessment. In Encyclopedia of creativity, vol. 1, 2nd ed., edited by Runco, M. A. and Pritzker, S. R., 253260. San Diego, CA: Academic Press.Google Scholar
Hennessey, B. A., Kim, G., Guomin, Z., and Sun, W. (2008). A multi-cultural application of the consensual assessment technique. International Journal of Creativity and Problem Solving, 18, 87100.Google Scholar
Hennessey, B. A., and Zbikowski, S. M. (1993). Immunizing children against the negative effects of reward: A further examination of intrinsic motivation training techniques. Creativity Research Journal, 6, 297307.Google Scholar
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549571.Google Scholar
Hoffman, J., and Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6, 175184.Google Scholar
Karkhurin, A. V. (2014). Creativity.4in1: Four-criterion construct of creativity. Creativity Research Journal, 26, 338352.Google Scholar
Kaufman, J. C., Baer, J., Agars, M. D., and Loomis, D. (2010). Creativity stereotypes and the consensual assessment technique. Creativity Research Journal, 22, 200205.Google Scholar
Kruglanski, A., Friedman, E., and Zeevi, G. (1971). The effects of extrinsic incentives on some qualitative aspects of task performance. Journal of Personality, 39, 606617.Google Scholar
Lepper, M. R., and Cordova, D. T. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, 16, 187208.Google Scholar
MacKinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17, 484495.Google Scholar
McGraw, K. O., and McCullers, J. (1979). Evidence of a detrimental effect of extrinsic incentives on breaking a mental set. Journal of Experimental Social Psychology, 15, 285294.Google Scholar
Mottweiler, C. M., and Taylor, M. (2014). Elaborated role play and creativity in preschool age children. Psychology of Aesthetics, Creativity, and the Arts, 8, 277286.Google Scholar
Russ, S. W., Robins, A. L., and Christiano, B. A. (1999). Pretend play: Longitudinal prediction of creativity and affect in fantasy in children. Creativity Research Journal, 12, 129139.Google Scholar
Tobias, S. (1994). Interest, prior knowledge and learning. Review of Educational Research, 64, 3754.Google Scholar
World Economic Forum (2016). Executive summary: The future of jobs and skills. Retrieved from www3.weforum.org/docs/WEF_Future_of_Jobs.pdf.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×