Social creativity: A cross-sectional study of 6- to 11-year-old children

International Journal of Behavioral Development

Volumn 26, Issue 1, 2002, Pages 60-69

  Mouchiroud, Christophe ^a   Lubart, Todd ^a  

^a UNIVERSITÉ PARIS DESCARTES   (France)

Author keywords

[No Author keywords available]

Indexed keywords

AGE; ARTICLE; CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CONTROLLED STUDY; CREATIVITY; FEMALE; HUMAN; HUMAN EXPERIMENT; HUMAN RELATION; IMAGINATION; INTELLIGENCE; MALE; OBJECT RELATION; PREVALENCE; PROBLEM SOLVING; SOCIAL ASPECT; SOCIAL BEHAVIOR; SOCIAL INTERACTION; SOCIAL PROBLEM; TASK PERFORMANCE;

EID: 0036161541     PISSN: 01650254     EISSN: None     Source Type: Journal    
DOI: 10.1177/016502540202600111     Document Type: Article

References (75)

1. Amabile, T.M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997–1013.
2. Amabile, T.M. (1983). The social psychology of creativity. New York: Springer.
3. Baer, J. (1991). Creativity and divergent thinking: A task-specificapproach. Hillsdale, NJ: Erlbaum.
4. Barron, F., & Harrington, D.M. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439–476.
5. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43–88.
6. Berg, C., Meegan, S., & Deviney, F.P. (1998). A social-contextua l model of coping with everyday problems across the lifespan. International Journal of Behavioral Development, 22, 239–261.
7. Bonino, S., & Cattelino, E. (1999). The relationship between cognitive abilities and social abilities inchildhood: A research on flexibility in thinking and cooperation with peers. International Journal of Behavioral Development, 23, 19–36.
8. Bronstein, P. (1986). Children's social behavior: A cross-cultural comparison. International Journal of Behavioral Development, 9, 153–173.
9. Clifford, M.M. (1988). Failure tolerance and academic risk taking in ten- to twelve-year-old students. British Journal of Educational Psychology, 58, 15–27.
10. Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis forthe behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
11. Compas, B.E. (1998). An agenda for coping research and theory: Basic and applied developmental issues. International Journal of Behavioral Development, 22, 231–237.
12. Dodge, K.A. (1986). A social information processing model of socialcompetence in children. In M. Perlmutter (Ed.), Minnesota Symposia on Child Psychology (Vol. 18, pp. 77–125). Hillsdale, NJ: Erlbaum.
13. Doise, W., & Hanselmann, C. (1991). Interaction sociale et acquisition de la conservation du volume [Socialinteraction and acquisition of volume conservation]. European Journal of Psychology of Education, V, 21–31.
14. Doise, W., & Mugny, G. (1981). Le développement social del'intelligence [The social development of intelligence]. Paris: Interéditions.
15. Dudek, S.Z., Strobel, M.G., & Runco, M.A. (1993). Cumulative and proximal influences on the social environment andchildren's creative potential. Journal of Genetic Psychology, 154, 487–499.
16. Echelle d’Intelligence de Wechsler pour Enfants [WechslerIntelligence Scale for Children] (1996).Troisième édition. Paris: Les Editions du Centre de Psychologie Appliquée.
17. Emler, N., & Ohana, J. (1992). Réponses au préjudice: Représentationssociales enfantines [Responses to prejudice: Children's social representations]. Bulletin de Psychologie, 45, 223–231.
18. Ericsson, K.A., Krampe, R.T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.
19. Fagot, B.I. (1998). Social problem solving: Effect of context and parent sex. International Journal of Behavioral Development, 22, 389–401.
20. Feldhusen, J.F., & Goh, B.E. (1995). Assessing and accessing creativity: An integrative review of theory,research, and development. Creativity Research Journal, 8, 231–247.
21. Gardner, H. (1983). Frames of mind: The theory of multipleintelligence. New York: Basic Books.
22. Gardner. H. (1993a). Creating minds. New York: Basic Books.
23. Gardner, H. (1993b). Multiple intelligences: The theory inpractice. New York: Basic Books.
24. Guilford, J.P. (1967). The nature of human intelligence. New York: McGraw Hill.
25. Guilford, J.P. (1968). Intelligence, creativity, and their educationalimplications. San Diego, CA: Robert Knapp.
26. Guilford, J.P., & Christensen, P.R. (1973). The one-way relation between creative potential and IQ. Journal of Creative Behavior, 7, 247–252.
27. Gustafsson, J.E. (1984). A unifying model for the structure of intellectual abilities. Intelligence, 8, 179–203.
28. Hayes, J.R. (1981). The complete problem solver. Philadelphia, PA: Franklin Institute Press.
29. Hocevar, D., & Bachelor, P. (1989). A taxonomy and critique of measurement used in thestudy of creativity. In J.A. Glover, R.R. Ronning, & C.R. Reynolds (Eds.), Handbook of creativity (pp.53–76). New York: Plenum.
30. Huteau, M. (1995). Manual de Psychologie Differentielle [DifferentialPsychology Manual]. Paris: Dunod.
31. Lautrey, J. (1980). Classe sociale, milieu familial, intelligence [Socialclass, family environment, intelligence]. Paris: Presses Universitaires de France.
32. Lautrey, J., & Lubart, T.I. (1998). Créativité[Creativity]. In O. Houdé, D. Kayser, O. Koenig, J. Proust, & F. Rastier (Eds.), Vocabulaire des sciences cognitives: neurosciences, psychologie,intelligence artificielle, linguistique et philosophie (pp.123–124). Paris: PUF.
33. Losoya, S., Eisenberg, N., & Fabes, R.A. (1998). Developmental issues in the study of coping. International Journal of Behavioral Development, 22, 287–313.
34. Lubart, T.I. (1994). Creativity. In R.J. Sternberg (Ed.), Thinking and problem solving (pp.289–332). New York: Academic Press.
35. Lubart, T.I., & Lautrey, J. (1996). Development of creativity in 9- to 10-year old children. Paper presented at The Growing Mind Congress, Geneva, Switzerland.
36. Lubart, T.I., & Sternberg, R.J. (1995). An investment approach to creativity: Theory anddata. In S.M. Smith, T.B. Ward, & R.A. Finke (Eds.), The creative cognition approach (pp.271–302). Cambridge, MA: MIT Press.
37. Montuori, A., & Purser, R.E. (1999). Social creativity (Vol. 1). Cresskill, NJ: Hampton Press.
38. Mouchiroud, C., & Lubart, T.I. (1999). Assessing creativity through divergent thinking tests: Alternative scoring techniques. Paper presented at the 6th European Congress ofPsychology, Rome, Italy.
39. Mouchiroud, C., & Lubart, T.I. (2000). Patterns of originality in the ideationalprocess. Manuscript in preparation.
40. Nguyen Xuan, A. (1969). Etude par le modèle factoriel d'unehypothèse sur les processus de développement[Investigation of a hypothesis concerning the development process using afactorial model]. Bulletin de l’Institut National d’Etude duTravail et d’Orientation Professionnelle, 25[Special issue], 1–235.
41. Purser, R.E., & Montuori, A. (1999). Social creativity (Vol. 2). Cresskill, NJ: Hampton Press.
42. Reinert, G. (1970). Comparative factor analytic studies ofintelligence throughout the human life-span. In L.R. Goulet & P.B. Baltes (Eds.), Lifespan development psychology: research and theory (pp.467–484). New York: Academic Press.
43. Reuchlin, M. (1964). L’intelligence: conception génétiqueopératoire et conception factorielle [Intelligence: Geneticoperational and factorial conceptions]. Swiss Journal of Psychology, 23, 113–125.
44. Runco, M.A. (1986). Flexibility and originality in children's divergent thinking. Journal of Psychology, 120, 345–352.
45. Runco, M.A. (1987). The generality of creative performance in gifted and nongifted children. Gifted Child Quarterly, 31, 121–125.
46. Runco, M.A. (1991). The evaluative, valuative, and divergent thinking of children. Journal of Creative Behavior, 25, 311–319.
47. Runco, M.A. (1992). Children's divergent thinking and creative ideation. Developmental Review, 12, 233–264.
48. Runco, M.A. (1999). Developmental trends in creative abilities andpotentials. In M.A. Runco & S. Pritzer (Eds.), Encyclopedia of creativity (Vol. 1). New York: Academic Press.
49. Runco, M.A., & Albert, R.S. (1986). The threshold theory regarding creativity and intelligence: An empiricaltest with gifted and nongifted children. Creative Child and Adult Quarterly, 11, 212–218.
50. Runco, M.A., & Charles, R. (1993). Judgments of originality and appropriateness as predictors of creativity. Personality and Individual Differences, 15, 537–546.
51. Runco, M.A., & Charles, R. (1997). Developmental trends in creative potential andcreative performance. In M.A. Runco (Ed.), Creativity research handbook (Vol. 1, pp. 115–152). Cresshill, NJ: Hampton Press.
52. Runco, M.A., Okuda, S.M., & Thurston, B.J. (1987). The psychometric properties of four systems for scoring divergent thinking tests. Journal of Psychoeducational Assessment, 5, 149–156.
53. Shure, M.B., Spivack, G., & Jaeger, M. (1971). Problem-solving thinking and adjustment among disadvantaged preschool children. Child Development, 42, 1791–1803.
54. Simon, H.A., & Chase, W.G. (1973). Skill in chess. American Scientist, 61, 394–403.
55. Simonton, D.K. (1990). Creativity and wisdom in aging. In J.E. Birren & K.W. Schaie (Eds.), Handbook of the psychology of aging (3rd ed., pp.320–329). San Diego, CA: Academic Press.
56. Skinner, E., & Edge, K. (1998). Reflections on coping and development across the lifespan. International Journal of Behavioral Development, 22, 357–366.
57. Smith, G.J., & Carlsson, I. (1983). Creativity in early and middle school years. International Journal of Behavioral Development, 6, 167–195.
58. Smith, G.J., & Carlsson, I. (1985). Creativity in middle and late school years. International Journal of Behavioral Development, 8, 329–343.
59. Steinberg, L.D., Elman, J.D., & Mounts, N.S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child Development, 60, 1424–1436.
60. Sternberg, R.J., & Lubart, T.I. (1995). Defying the crowd: Cultivating creativity in aculture of conformity. New York: Free Press.
61. Sternberg, R.J., & Lubart, T.I. (1996). Investing in creativity. American Psychologist, 51, 677–688.
62. Sternberg, R.J., Conway, B.E., Ketron, J.L., & Bernstein, M. (1981). People's conception of intelligence. Journal of Personality and Social Psychology, 41, 37–55.
63. Sternberg, R.J., Wagner, R.K., Williams, W.M., & Horvath, J.A. (1995). Testing common sense. American Psychologist, 50, 912–927.
64. Thorndike, E.L. (1920). Intelligence and its uses. Harpers, 140, 227–235.
65. Thurstone, L.L. (1938). Primary mental abilities. Chicago, IL: University of Chicago Press.
66. Thurstone, L.L., & Thurstone, T.G. (1953). Batterie Factorielle P. M. A. [SRA Primary MentalAbilities]. Paris: Les Editions du Centre de Psychologie Appliquée.
67. Torrance, E.P. (1963). Education and the creative potential. Minneapolis, MN: University of Minnesota Press.
68. Torrance, E.P. (1968). A longitudinal examination of the fourth-grade slump in creativity. Gifted Child Quarterly, 12, 195–199.
69. Torrance, E.P. (1974). The Torrance test of creative thinking:Technical-norms manual. Bensenville, IL: Scholastic Testing Services.
70. Urban, K.K. (1991). On the development of creativity in children. Creativity Research Journal, 4, 177–191.
71. Vernon, P.E. (1933). Some characteristics of the good judge of personality. Journal of Social Psychology, 4, 42–57.
72. Vygotsky, L.S. (1978). Mind in society: The development of higherpsychological processes. Cambridge, MA: Harvard University Press.
73. Wagner, R.K., & Sternberg, R.J. (1985). Practical intelligence in real-world pursuits: The role of tacit knowledge. Journal of Personality and Social Psychology, 49, 436–458.
74. Wallach, M., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart & Winston.
75. Wechsler, D. (1996). WISC-III: Manuel de l’Echelled’Intelligence de Wechsler pour Enfants [Manual for the WechslerIntelligence Scale for Children—Third Edition]. Paris: Les Editions du Centre de Psychologie Appliquée.