SOCIAL LEARNING THEORY AND CREATIVITY: THE EFFECTS OF MODELING ON DIVERGENT THOUGHT PRODUCTION
| dc.contributor.advisor | Domino, George | en_US |
| dc.contributor.author | Estes, Linda, 1957- | |
| dc.creator | Estes, Linda, 1957- | en_US |
| dc.date.accessioned | 2013-05-16T09:36:59Z | |
| dc.date.available | 2013-05-16T09:36:59Z | |
| dc.date.issued | 1987 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/291697 | |
| dc.description.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. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | Creative ability. | en_US |
| dc.subject | Social learning. | en_US |
| dc.title | SOCIAL LEARNING THEORY AND CREATIVITY: THE EFFECTS OF MODELING ON DIVERGENT THOUGHT PRODUCTION | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 18868529 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1332232 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Psychology | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.description.note | Digitization Note: p.16 missing from paper original and microfilm version. | |
| dc.identifier.bibrecord | .b23340460 | en_US |
| refterms.dateFOA | 2018-08-30T01:54:00Z | |
| html.description.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. |
