Browsing by Subject "Creative ability"
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Item Adaptive use architecture(Texas Tech University, 1996-05) Gulseth, Dennis D.Using significant residuals of the existing built environment to develop new architecture which clearly reveals its morphosis. The proposed facility will be a middle to high end oriental restaurant, created from an abandoned glass manufacturers warehouse. In addition to the facility itself, the master plan of the district in which it will be located will also be addressed for security and cohesive purposes. The proposed restaurant will be located in an abandoned glass manufacturers warehouse in the downtown Depot District of Lubbock Texas.Item An associative theory of creativity based on neurophysiological principles and its application to architectural design and education(Texas Tech University, 2000-05) Reynolds, Rex Hugh; Jones, Michael A.To construct a theory of creativity, a review of the current beliefs concerning the structure and function of the cerebral cortex is presented. From this, several principles or characteristics suggested by this review are developed. The modern concept of creativity is then addressed and elaborated on using these principles. Finally, artistic creativity with an emphasis on architectural creativity as it relates to architectural design and education is discussed.Item An investigation of art attitudes as related to creative thinking abilities in home economics students(Texas Tech University, 1968-08) Larson, Mary Alice TerryNot availableItem Charting a course to creativity in developmental education(2008-05) Ciez-Volz, Kathleen Ann, 1969-; Roueche, John E.A central problem in community colleges' developmental education programs concerns the over-emphasis on basic skills instruction to the possible exclusion of higher order thinking. Although the ability to read, write, and compute establishes an indispensable foundation for future academic success, basic skills instruction alone does not teach students how to analyze, synthesize, and evaluate ideas--all of which are imperative in the global, knowledge-based economy where creative thinking constitutes the primary form of capital. The purpose of this study, therefore, was to synthesize creativity research and developmental education by investigating the significance of creative thinking in developmental courses taught at Florida Community College at Jacksonville's Kent Campus. To fulfill the study's purpose, the researcher employed a qualitative research design and methodology through which she explored the perspectives and practices of twelve participants selected through stratified purposeful sampling. Representing different disciplines, the participants varied in their instructional classification (full-time versus part-time) and developmental teaching experience. Having designed a basic interpretive qualitative study, the researcher, as a human instrument, sought to understand the participants' perceptions regarding the importance of promoting creativity in developmental courses; the characteristics of classroom environments that facilitate creative thinking; as well as the instructional approaches and methods that foster such thinking. By triangulating the data collection through interviews, observations, and document analyses and by obtaining member checks of the interviews from the participants, the researcher endeavored to enhance the trustworthiness of the findings. Presented in the rich, thick description distinctive of qualitative analysis, the study revealed that the enthusiastic, caring, and learner-centered participants possessed the personality characteristics necessary for the cultivation of creative thinking among students. Despite being intended to promote the acquisition of basic skills, many of the participants' approaches and methods, particularly the use of personalized instruction, verbal praise, cooperative learning, and figurative language, could also be employed to establish learning environments that facilitate creative thinking. Upon reviewing the data, the researcher made recommendations designed to contribute to the limited body of knowledge about the synthesis of creativity research and developmental education.Item Episodic memory and creativity in drawing(Texas Tech University, 1995-12) Prater, MichaelThis study addresses the importance of one specific memory system in the creative process: the episodic memory system. Episodic memories are long-term memories of events or life experiences that make up the central core of human belief systems. What makes them unique from other types of memories is they are stored with a high number of associative and affective access cues. This means that episodic memories are stored so that they can easily be recalled in connection with an emotion or by a connection with another memory. These access cues interconnect episodic memories with other episodic or semantic memories (i.e., knowledge of facts). Accessing one episodic memory has the potential of accessing a large number of other memories, and each of those memories has an equal potential of accessing another group of connected memories, each with its own access potential.Item Incidental concept formation as related to verbal and visual measures of creativity.(Texas Tech University, 1975-05) McGlynn, Ann PalenNot availableItem Logo and learning: does Logo training increase the use of formal operational thought?(Texas Tech University, 1987-08) Hyink, Barbara Gale WalkerThe purpose of this study was to determine the effect of Logo training on seventh grade students' use of formal operational thought as described by Piaget, on higher level thinking skills as described in Bloom's taxonomy, and on levels of creative thought as described by Torrance. Logo is a computer programming language developed to help children develop higher level thinking skills. Supporters claim that its use may make abstract concepts more concrete for the learner, and thus allow the learner to advance to levels of formal thought. Much anecdotal evidence has been collected to support this claim, but little positive evidence has come from traditional experimental research. This study followed a quasi-experimental pretest-posttest design because random assignment to treatment groups was impractical. The experimental subjects were 25 seventh graders identified as being the "best" sixth-grade computer students during the previous year. Students in the experimental group were enrolled in a one-semester class (approximately eighty-five 50 minute periods) devoted to Logo programming. Control subjects were 30 seventh graders at a different junior high, similarly identified, and who received no Logo instruction during the treatment period. Students in both groups had from one to three years prior computer instruction including some Logo.Item A search for insights into the creative processes utilized within the visual arts: shifting focus (1991-2006) : fifteen years of conflict and productivity in the artistic work of Noel Robbins(2007-08) Bowman, Brucie Garrett, 1951-; Davis, O. L. (Ozro Luke), 1928-In an effort to enhance art education, and to garner a better understanding of the artistic individual, arts-based research emphasizing cognitive case studies, or process examination have been conducted; several should be noted for their contributions to this study. First, are the cognitive case studies conducted by Franklin (1989), Gardner (1997), and Gruber and Wallace (2001); second, are studies emphasizing artistic processes conducted by Beittel (1973), and Getzels and Csikszentmihalyi (1976). It is the author's contention that cognition, intuition, and sensory experience, contribute to the successful production of a work of art. A documented history of artsbased research has been conducted inside the classroom, therefore this dissertation focuses on the integration of cognitive, intuitive, and sensory aspects of the creative process utilized by an artist working in a natural setting. It is appropriate to characterize this research as a longitudinal study of the creative process utilized by the accomplished artist Noel Robbins. The author deems Robbins as "accomplished" having earned the highest academic degree, the Master of Fine Arts, and recognition from the artistic community at large. It is challenging for an individual that has been professionally trained as an artist to remain objective while conducting research within her respective discipline. Therefore, the author utilized a phenomenological approach incorporating data triangulation, along with peer and member checking. Robbins's artistic process was analyzed using the Evolving Systems Approach (ESA) developed by Gruber and his associates (2001), whereby purpose, affect, and knowledge were examined. Insights were sought concerning changes within Robbins's artwork over a 15-year period. Self-directed art production (Ulbricht, 2005, Wilson, 2005), termed by Wilson "the third pedagogical site" (p. 1), offers an alternative to the prescribed media/techniqueoriented artwork emphasized in the schools. This is consistent with Robbins's artistic process that the author analyzed. This author posits that it is only through continued micro-aesthetic investigations of artistic processes that art educators will be able to fully embrace Dewey's (1934) belief that the connection between art and its relationship to society and nature is not only an intellectual (conscious) bond, but also an intuitive and sensory connection as well.Item Selected effects of creativity and risk taking on business game behavior: an experimental investigation(Texas Tech University, 1973-05) Ewing, Stephen,Not availableItem Student achievement, creativity, and attitudes as functions of classroom environment and student personality variables(Texas Tech University, 1977-05) Elias, Susan Eileen Fruth,Not availableItem Subliminal perception and the creative preconscious(Texas Tech University, 1973-05) Katz, Robert JoelNot availableItem Subliminal perception and the creative preconscious(Texas Tech University, 1973-05) Katz, Robert JoelIt will be the purpose of this study to demonstrate that the artistic individual is superior to the constricted individual in the ability to use preconscious processes in general. Specifically, the creative individual should be able to produce responses that are conceptually related to the subliminal stimulus under conditions in which the degree of external structure is relatively limited. With the appropriate increase in the amount of external structure, the creative individual should be able to produce isomorphic transformations of the subliminal stimulus. Cumulatively, the creative individual should produce more responses that are either conceptually related to or are isomorphic transformations of the subliminal stimulus under both the relatively unstructured condition and the more highly structured condition.Item The Apprentice: the portrayal on influences that affect sales performance(Texas Tech University, 2004-08) Brown, Bridget NicoleNot availableItem The Draw-A-Person Test and psychoneurological learning disability in children(Texas Tech University, 1968-08) Pratt, Charles LouisThe purpose of this study was to investigate the use of the D-A-P in the diagnosis of neurologically based learning disability. It attempted to find any patterns and/or signa in the drawinga of the human figure which could be ayatematically used to differentiate the impaired child with a learning handicap from the non-impaired child.Item The effects of relaxation training and music upon creativity(Texas Tech University, 1981-08) Gamble, James ArthurNot availableItem The relationship of creativity, locus of control, and openness to experience among Chinese college students(Texas Tech University, 1998-08) Zi, FeiThis study detected control structure and creative abilities of Chinese college students. No between-gender, between-grade, and between college difference in locus of control was found among Chinese undergraduates. However, significant between-grade and between-college differences were found in creative abilities. No between-gender difference was found among Chinese college students. Compared with American norms, Chinese undergraduates was slightly but significantly lower in internality and slightly and significantly higher in chance perception. American college students were higher in powerful others perception. As to creative abilities, Chinese students got higher scores in fluency, originality, and abstractness of thinking while Americans acquired higher scores in elaboration. No significant difference was found in resistance to premature closure between Chinese and American undergraduates. Locus of control and openness to experience, especially locus of control, were good predictors of creative abilities of Chinese freshmen. More internal and opener freshmen tended to be more creative than those who were more external and closed-minded. The linear combination of locus of control and openness to experience was moderately strong predictor of creative abilities among Chinese freshmen. Neither locus of control nor openness to experience, nor the linear combination of them was good predictor of creative abilities of Chinese sophomores and juniors. Locus of control, openness to experience, and the linear combination of locus of control and openness to experience were significant predictors of two of five creative abilities—fluency and originality—of Chinese seniors. Paradoxically, it seniors who were more external and closed got higher scores in fluency and originality.