Training Idea Evaluation

dc.contributor.advisorHein, Michael
dc.contributor.authorFrench, Shelby
dc.contributor.committeememberHolt, Aimee
dc.contributor.committeememberReiter-Palmon, Roni
dc.date.accessioned2021-08-10T07:08:35Z
dc.date.available2021-08-10T07:08:35Z
dc.date.issued2021
dc.date.updated2021-08-10T07:08:35Z
dc.description.abstractThe present study was one of the first to attempt training the idea evaluation phase of the creative process. Working memory, divergent thinking, and openness to experience were hypothesized to interact with the ability to train participants on idea evaluation. Participants were split into three groups (control, instructions, training). All three groups received three tasks and were asked to choose the most effective solution to the problem from a list. The control group was asked to only rate solutions to the tasks and were given no instructions or training. The instructions group was given limited instructions on the meaning of quality and originality in creativity after the first task. The training group was given the same instructions with examples and feedback on their responses after the first task. A repeated measures 3 x 3 ANOVA revealed no significant differences between groups. The only significant covariate was working memory. Divergent thinking and openness were nonsignificant.
dc.description.degreeM.L.A.
dc.identifier.urihttps://jewlscholar.mtsu.edu/handle/mtsu/6520
dc.language.rfc3066en
dc.publisherMiddle Tennessee State University
dc.source.urihttp://dissertations.umi.com/mtsu:11491
dc.subjectCreativity
dc.subjectDivergent Thinking
dc.subjectIdea Evaluation
dc.subjectPersonality
dc.subjectTraining
dc.subjectWorking Memory
dc.subjectPsychology
dc.thesis.degreelevelmasters
dc.titleTraining Idea Evaluation

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