1. Creative people
Week 6 nj kang

2. IQ vs Creativity?

3. Threshold effect theory?
Runco(1991)
McKinnon (978)
Barron (1969)
Roe (1952)
Sternberg and O’Hara (1999)
Kim (2005)
Divergent thinking
Found little in threshold theory
In creative architects, writers, and scientists.
More in mathematicians.
Other area little evidence
Threshold effect theory.
IQ 120 below more effect of IQ
IQ above less effect.
Creative scientists with similar results.
Takes threshold effect theory.
Creative people above average IQ
Threshold effect accepted.
Many variables exists
-Meta-analysis on
-Math creativity tests.
-Found little evidence
-More on test
More on older group

4. So
There are not universally agreed on measures for either creativity or intelligence… at least now.

5. The IPAR studies: In search of Human Effectiveness.

6. Institute of Personality Assessment and Research (IPAR) (Donald MacKinnon, 1950 ~1970)
No relationship between creativity and intelligence in their subjects was essentially zero.

7. MacKinnon’s characteristics of Creative People
High level of energy with a kind of cognitive flexibility.
Are Original not always, associated with fluency of thought.
Are independent. Not necessarily well rounded with a group.
Were found to be intuitive.  often looked for hidden meanings, potential, metaphors, implications, or alternate uses in the things they saw, hear, and learned. They also had strong theoretical and aesthetic interests.
Had a strong sense of destiny. Even in the depression period. It is not physical courage, but courage to experience the opposites of one’s nature and receptive to elements of the unconscious.

8. The Nature of Creativity (Sternberg, 1988)
Cognitive and Personality
characteristics

9. Creative characteristics
Metaphorical Thinking
Flexibility and Skill in Decision Making
Independence in Judgment
Coping Well with Novelty
Logical Thinking Skills
Visualization
Escaping Entrenchment
Finding Order in Chaos.

10. Metaphorical thinking
Find parallels between unlike ideas.
Create a new synthesis, transformation, or perspective.
Remote combinations imply a new synthesis of the remote ideas (Mednick, 1962)
Homospatial process brings ideas together in the same physical or psychological space to construct metaphors (Rothenberg, 1990)  Synectics
Children adapted objects to new uses in play. (Gardner and Winner, 1982)
Children’s metaphor limited to physical objects: hose  snake. Daisy  fairy’s umbrella.

11. Metaphorical linking That tree looks like an arrow pointing at the sky
Your sweater feels as soft as a new little chick
The colonists’ hearts were full of fire
I’m feeling like a balloon today.
Iago was a serpent, Erosion is a thief.
Describing rain as ripples of liquid caterpillars
Chemical bond like puzzle pieces
Marine Romeo and a Iraqi Juliet.
Flying to the moon with going to summer camp  fear about a venture into any unknown place.
Dumps his snack time milk on his bean plant  comparisons between his needs and the needs of the plant.

12. Direct Analogies
Individuals look for parallels between one idea, object, or situation and another. 1) Similar objects: Familiar strange <physical similarities> <functional similarities>

13. Direct Analogies 1) Similar objects: Familiar strange
<physical similarities> between
a tree and a hat rack
How are a comb and a rake alike?  What things are like a comb?]
How is a rock like a tree or a dog?
How is a feather like grass?
How happiness is like fire
How erosion is like a thief.
How immigration is like banking, migrating, or cooking a meal.
What animal is like imperialism

14. Direct Analogies <functional similarities> between
a campfire and a stove.
A bird and an airplane
A kite and a balloon

15. Extended Metaphorical Linking
Familiar strange with bear.
How bear is like underground heating system?
How food chain is like people in my classroom?

16. How many steps of analogies ?

17. Plants’ photosynthesis is like
Teach photosynthesis.  absorb light energy  change that into energy change that energy into chlrophil and make CO2 into O2
Teacher explains how it is like a car.
What would you feel if you are solar energy that transform into co2 and O2?

18. Do you have a dream?

19. Everyone has a dream.

20. Coward lion’s?
Scarecrow
Tin man’s?

21. Pinochio’s dream?

22. Cinderella’s dream?

23. What about you?

24. Yes, the Egg.

25. But dream doesn’t come true because you have a dream.

26. You have to walk and walk, walk and walk

27. You have to swim and swim.

28. Some times feel tired.

29. Some times feel confident

30. But cannot do it alone.

31. But together.

32. At last!

33. At last.

34. At last

35. At last!

36. If they can do it. You can do it, too! That’s why you here~

37. You can make your dream come true
In SMU TESOL
You can make your dream come true

38. With more powerful help.

39. And we have them, too.

40. Flexibility and Skill in Decision Making
The ability to look at a situation from many points of view or to generate many categories of responses.
Why didn’t the three bears have Goldilocks arrested?
Isn’t it racist to write a book about keeping an Indian in a cupboard?
Read the story and find problems and solutions
Random input.

41. Flexibility and Skill in Decision Making
The ability to look at a situation from many points of view or to generate many categories of responses.
Why didn’t the three bears have Goldilocks arrested?
Isn’t it racist to write a book about keeping an Indian in a cupboard?

42. Flexibility and Skill in Decision Making
Talents Unlimited Model (Schlichter, Palmer, & Palmer, 1993)
A, think of many varied things you could do,
Think more carefully about each alternative
Choose one alternative that you think is best,
Give many varied reasons for your choice.

47. Independence in Judgment
Able to assess situations and products by their own standards.
Unless people are able to set their own standards for evaluation, they can make little progress in independent thinking.
Independent students of any age may not always be easy to teach. They may be stubborn, argumentative, or resistant to authority.
It is different from self-centered or without concern for consequences

48. 5) Categorization

49. Plants

50. Book , Lunch, Break, Voice, Hands, Eyes
Mind, Restaurant

51. 돈으로 살 수 있는 것 (Things can buy with money)
돈으로 살 수 없는 것
(Things cannot buy with money)
Book, Lunch, Restaurant, Eyes(?)
Hands, Break, Voice, Mind
움직이는 것 (Moving things)
움직이지 않는 것 (Not moving things)
Hands, Eyes
Book, Lunch, Restaurant, Break, Voice, Mind
생활에 필요한 것 (Things we need for our lives)
생활에 필요하지 않은 것
Lunch, Break, Voice, Hands, Eyes, Mind, Restaurant
Book
우리 엄마에게 필요한 것 (Things my mom need )
우리 엄마에게 필요하지 않은 것
Break
Book, Lunch, Voice, Hands, Eyes, Mind, Restaurant

52. Coping well with novelty
What if?
Older students enjoy the challenge of contemplating changes on earth that might result from global warming.
Encouraging the type of thinking that helps students deal well with novelty necessitates exposing them to novel situations.
To create questions and assignments for which there can be no correct or incorrect answers. How their lives might be different if Spanish had settled New England?

53. Logical Thinking skills
if sts are to be effective in gathering information about a situation, to focus on important issues, or to evaluate potential ideas, logical thinking is indispensable.
Give reasons for their responses, and make use of logical sequences such as if –then or cause – effect.
Is a characteristic associated with divergent thinking in gifted elementary school children. (Borland, 1988)
Emphasizes attention to detail, analytic thinking, order, and control,  support opinion with facts, find evidence in a story to support a statement, or explain their thought processes,

54. Logical Thinking skills
Can even be a tool for dealing with novelty.
To create an animal that might live on Venus and a home for the creature to live in  what is the temperature? The atmosphere? The terrain? What types of adaptations would be most effective under these circumstances? Why? What resources are available for building?

55. Visualization
Creative individuals can visualize things they cannot see.
Einstein  visualized movement within a moving train.
Visualized images  to canvas, stone, paper, or sand. Novels and stories.
Listen to radio dramas, effects of varied camera angles, length of shot, and movements of the camera or suject.

56. Escaping Entrenchment
Are able to get out of the ruts of their everyday ideas and consider things in new ways.
Doing an oral presentation in the persona of the book’s main character or
finding graphics (picture) that represent vocabulary words

57. Finding order in chaos Creative people preference on
Symmetry < assymetry (Barron, 1968, 9)
Complexity > simplicity
It gives them the opportunity to bring order to the chaos in their own unique ways.
They appear to be challenged by disordered multiplicity, which arouses in them a strong need… to achieve the most difficult and far-reaching ordering of the richness that they are willing to experience (MacKinnon, 1978)

58. Personality Characteristics

59. Personality Characteristics
Willingness to take risks
Perseverance, Drive, and Commitment to Task
Curiosity
Openness to Experience
Tolerance for Ambiguity
Broad Interests
Value Originality
Intuition and Deep Emotions
Being Internally Occupied or Withdrawn
Creativity and Mental Illness
Creativity and complexity

60. Creativity and complexity
Energy, quiet, at rest
Smart, naïve, look with new eyes
Playful, disciplined
Imagination, fantasy, rooted sense of reality.
Introversion, extroversion
Humble, proud of
Traditional , rebellious
Passionate maintaining obj3ctivity in their judgments
Suffering and enjoyment in connection with their creative activities

61. Homework Summarize characteristics of creative people shortly.
Select one unit of textbook you use or activities you use for your English lessons.
evaluate each activity in terms of how much of these characteristics are reflected on.
Read chapter 6 ~ p. 144 and summarize each activity