Factors Inducing Creativity - Essay Example

Creativity and Flow Creativity and Flow Introduction Creativity is the occurrence of actions of significant rational process due to the interaction of a peculiar organism with its tangible and circumstantial environment. The ultimate source of drive for creativity is self-actualization and is due to an individual needs. Certain inner characteristics potentiate one towards creativity. Rigidity inadequacy, being tolerant to ambiguity, an internal drive that some personal objective derives their solutions from creativity is some of the internal prerequisite for creativity. Creativity is stimulated by increasing self- worth of an individual. Creativity at an individual level is a function of the individual’s ability to solve problems in their daily activities. At the society level, creativity is attributed to making of life or changing discoveries of important and significant scientific approaches in various aspects of life such as health, and social programs. Creativity especially in students can be enhanced by activities that tend to sharpen the students’ cognitive abilities. Depending on the type induction factor and the stage of development, different gender tends to exhibit varied creativity. The creativity is measured as a function of various parameters, including flexibility and uniqueness of an individual. Factors Inducing Creativity Several factors induce creativity in individuals. These induction factors improve the cognitive capability of the mind thereby increasing the creativity of an individual. Some creativity induction factors include; Constraints Creativity results from the prevailing constraint an individual is facing. The constraints improve the problem solving ability. Constraint induction method offers improves the creativity especially of artist. This method in is perfected in situation requiring faster problem solving techniques. The constraint method of creativity induction is contrary to the creative freedom which requires freedom to facilitate creativity. The constraint is an induction factor for creativity in highly competitive fields such as music. The artist, for instance, works under constraint and develop creative tactics and skills on how to adapt to the new the prevailing conditions (Otero and Falola, 2013) Anomaly In anomaly, creativity is developed when a failure is encountered in the solution. The failure may results from the inability of a given system or principle to operate as expected. Under such cases, there can be an induction of creativity by search for another way of operating the system. The new solution developed in most time leads to the right direction. Through anomaly, creativity that leads to revising and updating the whole system of operation can then is affected. Anomalies however, are a very unreliable method of induction of creativity and several none creative interplays are encountered in this method of creativity induction. Most successful creative scientific research is based on anomaly and creative modification of the methods and findings. Anomaly acts as inducing factors that therefore enhances the creativity in attempt to create a more reliable alternative solution. The solutions devised by the therefore a consequence of the failed solution to a particular problem (Sellier & Dahl, 2011). Improvement and Performance Performance and improvisation induces creativity through various methods. It’s a combination of analogic, heuristic and aesthetic creativity induction factors. It provides a real time creativity enhancement. It’s importantly seen in field like music where an artist improves on the formal codes. The performance skills are dependent upon the ability to be creative and come up with new unique styles that captivate the audience. Performance is therefore a real time creativity induction factor. The performance art is an external exhibition of the internal creativity and one need to remain constantly creative to remain relevant for a longer duration (Goncalo, Chatman, Duguid, & Kennedy, 2015). Aesthetic and Intuitive Induction Factors Aesthetic factors are creativity induction factors that are derived from taking certain substances. For instance, sniffing of laughing gas tends to increase the creativity of an individual. There is an observed increase in creativity when under influence of the substance while when the effect of the substance fades, there is loss of creativity. The intuitive and aesthetic induction factors works well only in certain individuals and certain fields such as mathematics (Weisberg, 2006). Preparation Preparation is a creative induction factor that requires a prior mastery of the required field to enhance the creativity process. There is high probability of showing creativity in areas one has higher knowledge base. The creativity is an intrinsic behavior and requires preparation of the mind. Creativity is more of a trait than a state in that different individual given the same information while react different. Some individuals will fall off while others will make a substantial contribution to that related area. Preparation of the mind therefore serves as platform for creativity (Althuizen & Wierenga, 2014). State of Flow and Creativity State of flow forms the major topic of discussion for this research paper. Flow is concisely described as maximum state of consciousness where one feels the very best of them and can perform optimally. During flow, the performance creativity is improved. The concentration of an individual is heightened during flow state and an individual’s self -awareness merges with the action they are undertaking. Also observed is the dilation of time, where time loses its actual duration sense. In one instance, the time may pass soon, in another instance; the time appears longer than usual. The flow state is induced by several means, most significant is the watching a creative movie. Individual who undertakes this exercise shows an increased creativity in problem solving abilities. The concept of flow lies derives its observed phenomenon from alteration o neurobiology. The calm state of the flow state is due to transient inactivation of the prefrontal cortex. Prefrontal cortex houses the higher cognitive function. The deactivation of the prefrontal cortex consequently results in the improved creativity during flow (Cheung & Lau, 2013). Other Research on the State of Flow and Creativity Research carried out by Thompson-Schill, Ramscar, and Chrysikou (2009) on the cognitive role of the prefrontal cortex complies with the basic principle underlying this research and its finding. From Thompson and colleagues, the prefrontal cortex is concerned with the regulation of thoughts and behavior. An illustration of state of flow is evident where adults tend to think slowly on alternative use of objects, as used in this paper. On the other hand, children show higher capability to come up with alternative use of a particular object. As Thompson and colleagues explains, there is delayed maturation of prefrontal cortex in children, while in adult. The calming effect of the immature prefrontal cortex is a key factor in high degree of creativity in children as compared to adults. In the case study for this paper, the calming effect is created by the creative movie, the calmed prefrontal cortex results which enhance the creativity of such individuals under test. The control group on the other hand relatively shows less creativity and lack of flexibility of thinking. The research of Thompson and the colleagues therefore confirms the finding in this paper. Gabora (2010) also conducted a research on the possible enhancement of creativity by state of flow. His work involved analysis of characteristics associated with higher creativity. The research explores the idea of defocused attention in enhancing relevant creativity. Broadening of thought as evident in the flow state leads to higher cognitive and creative ability. The second characteristics of the creative individuals observed in this experiment are the flat associative hierarchies. The steepness of associative hierarchy is measured by the number of words an individual utters in response to stimuli. Few words imply steep associative hierarchy. Many words response to stimuli represent flat associative hierarchy and thus higher creativity. In creativity, Gabora (2010) elaborates that there is associated low electroencephalographic measurements due to the low amplitude of the alpha waves in the cerebral cortex, in particular, the cerebral cortex. The research among other things supports the hypothesis that state flow enhances creativity. As noted that there is low EEG with increased creativity, the creative movie therefore lead to the calming effect, and thus an enhanced creativity of such individuals. Therefore, the research by Gabora (2010), forms the fundamental principles of comprehending the mechanism of state of flow and its significance to an individual’s creative ability. Sánchez-Ruiz et al., (2011) also explores various aspects of creativity in their research. In their research, there existed two significant indicators of creativity. The research focused on the Divergent Thinking (DT) Creative Personality and Guilford. DT test measures an individual ability to give several answers to prompt situation. It’s a direct measurement of an individual. DT is concerned with the ability to generate idea and is related to various parameters of creativity such as flexibility. The Sanchez and colleagues research explores relationship such as DT and cognitive ability, Creative Personality and cognitive ability among other parameter of creative. From the result and the analysis thereof, there is sporadic correlation between DT and CP to the cognitive ability. The research is in agreement with the state of flow that requires deactivation of the prefrontal cortex, low cognitive ability and enhanced creativity. Research by Kounios et al (2006) also indicates that that the cognitive ability and creativity show low correlation. The recorded EEG shows that at lower EEG which correlates with calmness leads to higher cognitive ability whereas higher cognitive ability. According to the research, creativity is inherited and the flow state is implicated for higher creativity in most individuals (Kounios., et al, 2006). The Difference between Creativity with Gender Cheung and Lau (2013) conducted a comparison results between the creativity of male and female gender in school. According to the research findings, male gender recorded relatively higher creativity than the female gender. The percentage gains the in creativity parameters such as flexibility, uniqueness and other parameters were great in a span of eight years, that is, between 1994 and 2002. Overall increase in creativity was ranging from 14.34 to 66.o4 percent in females, whereas fluency in men was ranging from 27 percent to 75 percent in males. The comparison of the results across all the parameters indicates that male gender had a higher percentage gain in their creativity when compared to the female gender. There was however an inconsistent observation in the creativity increases in both genders at different grades in school. Female gender particularly showed higher creativity relative to male at Grade six. However, the male dominated most of the grades, with relatively larger increase in the in creativity trends. In response to verbal stimuli, males showed enhanced fluency unusualness compared to ladies in Grade 5. There is need therefore, to treat both genders differently due to the observed differences to response in verbal stimuli. From the conclusion of the research, there is need to treat both the gender differently to come up with more accurate results for their creativity. Under certain circumstances, males perform better in creativity, whereas in other circumstances, ladies perform better. Discussion The study outcomes confirm the validity of hypothesis. The state flow means from the research is at 25.3357 percent and a standard deviation of 5.49114 percent. On the other hand, the alternative use had a mean of 32.1714 and a standard deviation of 13.33516. The correlation factors calculated as the Pearson correlation for the flow state was 1 while that of auttotal is -0.151. The Pearson correlation factor for the two determinant of creativity applied in the test clearly shows that the females that were engaged in the research showed an enhanced creativity relative to the male gender of the. The use of such a video therefore impacts more flow state on females than males Conclusion From the experiment, the state flow indeed induces creativity in both genders. However, the degree of creativity induction in females is higher than that of males, hence a more comprehensive creativity in female gender. The neurobiology behind the flow state is the deactivation of the prefrontal cortex. As a result of the deactivation, there is a calming effect and an enhanced creative personality. Several researches support the role flow state in inducting creativity. The major flaw likely to affect the outcome of the research is the gender bias. The researcher may want to fix in the hypothesis ton fit the research outcome. Moreover, the researcher may chose subjects in practice from different objects. Consequently, the effect of non-uniformity in the practical may result to inaccurate data collection (Thompson-Schill, Ramscar and Chrysikou, 2009) References Althuizen, N., & Wierenga, B. (2014). Supporting Creative Problem Solving with a Case-Based Reasoning System. Journal of Management Information Systems, 31(1), 309-340. doi:10.2753/MIS0742-1222310112 Cheung, P. C., & Lau, S. (2013). A Tale of Two Generations: Creativity Growth and Gender Differences Over a Period of Education and Curriculum Reforms. Creativity Research Journal, 25(4), 463-471. doi:10.1080/10400419.2013.843916 Gabora, L. (2010). Revenge of the “Neurds”: Characterizing Creative Thought in Terms of the Structure and Dynamics of Memory. Creativity Research Journal, 22(1), 1-13. doi:10.1080/10400410903579494 Goncalo, J. A., Chatman, J. A., Duguid, M. M., & Kennedy, J. A. (2015). Creativity from Constraint? How the Political Correctness Norm Influences Creativity in Mixed-sex Work Groups. Administrative Science Quarterly, 60(1), 1-30. doi:10.1177/0001839214563975 Kounios, J., Frymiare, J. L., Bowden, E. M., Fleck, J. I., Subramaniam, K., Parrish, T. B., & Jung-Beeman, M. (2006). The Prepared Mind: Neural Activity Prior to Problem Presentation Predicts Subsequent Solution by Sudden Insight. Psychological Science (Wiley-Blackwell), 17(10), 882-890. doi:10.1111/j.1467-9280.2006.01798.x Otero, S., & Falola, T. (2013). Yemoja: Gender, sexuality, and creativity in the Latina/o and Afro-Atlantic Diasporas. Albany: SUNY Press. Sánchez-Ruiz, M., Hernández-Torrano, D., Pérez-González, J., Batey, M., & Petrides, K. (2011). The relationship between trait emotional intelligence and creativity across subject domains. Motivation & Emotion, 35(4), 461-473. doi:10.1007/s11031-011-9227-8 Sellier, A., & Dahl, D. W. (2011). Focus!! Creative Success Is Enjoyed Through Restricted Choice. Journal Of Marketing Research (JMR), 48(6), 996-1007. doi:10.1509/jmr.10.0407 Thompson-Schill, S. L., Ramscar, M., & Chrysikou, E. G. (2009). Cognition Without Control: When a Little Frontal Lobe Goes a Long Way. Current Directions In Psychological Science (Wiley-Blackwell), 18(5), 259-263. doi:10.1111/j.1467-8721.2009.01648.x Weisberg, R. W. (2006). Creativity: Understanding Innovation in Problem Solving, Science, Invention, and the Arts. Hoboken: John Wiley & Sons. Top of Form Top of Form Bottom of Form Bottom of Form Read More