![]() ![]() Personality dispositions are viewed as summaries of act frequencies that, in themselves, possess no explanatory status. We concluded that different life experiences (schooling and culture) may have stronger impacts on domain-specific creative thinking than domain-general creative thinking. Age/grade level, gender, ethnicity, and learning disability status discriminated the 2 constructs-general and specific creative thinking ability. In all 3 studies, domain-general and domain-specific creative thinking ability were found to be distinguishable yet related, and the former had a causal effect on the latter. In Study 3, with preschool children (N = 71), age and gender were included. ![]() In Study 2, with elementary students (N = 108), ethnicity, grade (4th, 5th, and 6th graders), and gender were included. In Study 1 (N = 130), learning disability, grade (high school, college), and gender were included in the model in addition to the 2 latent variables (general and specific creative thinking ability). ![]() Learning disability, ethnicity, gender, and age/grade were included in the model to test their differential effects on general and specific creative thinking. The relationship between domain-general and domain-specific creative thinking ability was examined in 3 studies using structural equation modeling. ![]()
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