SOCIAL LEARNING THEORY AND CREATIVITY: THE EFFECTS OF MODELING ON DIVERGENT THOUGHT PRODUCTION

Persistent Link:
http://hdl.handle.net/10150/291697
Title:
SOCIAL LEARNING THEORY AND CREATIVITY: THE EFFECTS OF MODELING ON DIVERGENT THOUGHT PRODUCTION
Author:
Estes, Linda, 1957-
Issue Date:
1987
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The effects over time of written divergent and convergent models on subjects' creative responses to Guilford's Alternate Uses and Consequences were examined, using forty-eight undergraduate students at the University of Arizona. Subjects were divided equally into divergent model, convergent model, and control groups, and were tested and retested one week later. A multivariate analysis of variance (MANOVA) subjects' scores for flexibility, fluency, and originality, was found to be significant. Univariate F tests, discriminant function analysis, and Tukey's tests were performed to clarify the nature of significant effects. Results were found for scores on flexibility and originality, but only for the convergent group. Convergent modeling significantly increased the number of convergent responses given by subjects, and the convergent group gave significantly more original responses than the other two groups. The effects of modeling on the convergent group persisted over time, and a significant practice effect was noted.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Creative ability.; Social learning.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Psychology
Degree Grantor:
University of Arizona
Advisor:
Domino, George

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleSOCIAL LEARNING THEORY AND CREATIVITY: THE EFFECTS OF MODELING ON DIVERGENT THOUGHT PRODUCTIONen_US
dc.creatorEstes, Linda, 1957-en_US
dc.contributor.authorEstes, Linda, 1957-en_US
dc.date.issued1987en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe effects over time of written divergent and convergent models on subjects' creative responses to Guilford's Alternate Uses and Consequences were examined, using forty-eight undergraduate students at the University of Arizona. Subjects were divided equally into divergent model, convergent model, and control groups, and were tested and retested one week later. A multivariate analysis of variance (MANOVA) subjects' scores for flexibility, fluency, and originality, was found to be significant. Univariate F tests, discriminant function analysis, and Tukey's tests were performed to clarify the nature of significant effects. Results were found for scores on flexibility and originality, but only for the convergent group. Convergent modeling significantly increased the number of convergent responses given by subjects, and the convergent group gave significantly more original responses than the other two groups. The effects of modeling on the convergent group persisted over time, and a significant practice effect was noted.en_US
dc.description.noteDigitization Note: p.16 missing from paper original and microfilm version.-
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectCreative ability.en_US
dc.subjectSocial learning.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDomino, Georgeen_US
dc.identifier.proquest1332232en_US
dc.identifier.oclc18868529en_US
dc.identifier.bibrecord.b23340460en_US
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