Group and Individual Performance on a Creativity Task: The Constraining Effects of Examples

Presentation Type

Oral and/or Visual Presentation

Presenter Major(s)

Psychology

Mentor Information

Christine Smith, smithc@gvsu.edu

Department

Psychology

Location

Kirkhof Center 2201

Start Date

13-4-2011 11:00 AM

End Date

13-4-2011 11:30 AM

Keywords

Social Science

Abstract

Research has demonstrated that individuals provided with examples in a creative idea generation task tend to fixate on the most salient aspects of the examples and incorporate those features into their own creative work. The purpose of this study is to ascertain the extent to which this occurs within the context of groups. The process by which groups generate creative products under two conditions was investigated: with examples provided and without. Groups were compared to participants working alone. Participants were asked to draw new creatures and toys either after having seen examples or not. Participants who saw examples before beginning to draw created toy drawings with more features of examples than those who did not. Individuals also created toy drawings with more fixated features than groups. The first three creature drawings that groups created were compared to the second group of three. Those who saw examples created first three creatures with more fixated features.

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Apr 13th, 11:00 AM Apr 13th, 11:30 AM

Group and Individual Performance on a Creativity Task: The Constraining Effects of Examples

Kirkhof Center 2201

Research has demonstrated that individuals provided with examples in a creative idea generation task tend to fixate on the most salient aspects of the examples and incorporate those features into their own creative work. The purpose of this study is to ascertain the extent to which this occurs within the context of groups. The process by which groups generate creative products under two conditions was investigated: with examples provided and without. Groups were compared to participants working alone. Participants were asked to draw new creatures and toys either after having seen examples or not. Participants who saw examples before beginning to draw created toy drawings with more features of examples than those who did not. Individuals also created toy drawings with more fixated features than groups. The first three creature drawings that groups created were compared to the second group of three. Those who saw examples created first three creatures with more fixated features.