| Acknowledgments | p. xvii |
| Preface | p. xix |
| Definitions and Processes of Creativity | p. 1 |
| Making Sense of Creativity | p. 5 |
| The Term "Creativity" | p. 6 |
| Psychological, Psychoanalytic, Philosophic, and Religious Overtones | p. 8 |
| Creativity and Psychology | p. 9 |
| Psychometric Approaches | p. 9 |
| Developmental Psychology | p. 13 |
| Social Psychology | p. 17 |
| Cognitive Psychology | p. 19 |
| Educational Psychology | p. 23 |
| Humanistic Psychology | p. 24 |
| Positive Psychology | p. 26 |
| Psychoanalysis, Psychiatry, and Creativity | p. 26 |
| Creativity and Business and Technology | p. 28 |
| Philosophy and Creativity: Why Are We So Interested in Creativity, Anyway? | p. 28 |
| Reasons of Quantity | p. 29 |
| Quality as Creativity | p. 30 |
| Creativity and Nationalism | p. 31 |
| Creativity and Equity | p. 31 |
| Creativity as Human Freedom | p. 32 |
| Can a Person Be Creative Without a Product? | p. 33 |
| Precocity as Predictive | p. 33 |
| Creativity of the Moment and for the Ages | p. 34 |
| Creativity Can Take Place Without Mastery | p. 35 |
| The Existence and Development of Talent | p. 36 |
| Creativity Is Natural | p. 37 |
| Summary | p. 38 |
| The Creative Process | p. 41 |
| Current Psychological Theories of the Creative Process | p. 41 |
| Cognitive Psychology: Selection | p. 42 |
| Industrial Psychology: The CPS Model | p. 42 |
| Psychoanalytic Theory: Janusian and Homospatial | p. 42 |
| Social Psychological Theories: The Power of Suggestion and Motivation | p. 43 |
| The Work of Brewster Ghiselin | p. 45 |
| Core Attitudes in the Creative Process | p. 46 |
| Core Attitude of Naivete | p. 46 |
| Core Attitude of Self-Discipline | p. 47 |
| Core Attitude of Risk-Taking | p. 47 |
| Core Attitude of Group Trust | p. 48 |
| The Seven I's | p. 49 |
| Inspiration | p. 49 |
| Imagery | p. 60 |
| Imagination | p. 60 |
| Intuition | p. 62 |
| Insight | p. 63 |
| Incubation | p. 64 |
| Improvisation and an Attitude of Playfulness | p. 65 |
| Other Aspects of the Creative Process | p. 67 |
| The Need for Solitude | p. 67 |
| Creativity Rituals | p. 69 |
| Meditation | p. 69 |
| Creativity as the Process of a Life | p. 71 |
| Creativity and Madness | p. 75 |
| Suicide Among Creators | p. 76 |
| Conclusion | p. 78 |
| Summary | p. 78 |
| How To Enhance Creativity | p. 81 |
| Encouraging Creativity: Motivation and Schooling | p. 83 |
| What Creative Writers Said about their Schooling | p. 84 |
| Motivating Creative Behavior | p. 91 |
| Strong Emotion as a Motivator | p. 91 |
| Close Your Eyes | p. 93 |
| Escaping and Getting the Giggles | p. 95 |
| Creativity as Spontaneous Adventures | p. 96 |
| Creativity Is Not Permitted | p. 97 |
| Motivation for Creativity | p. 97 |
| Rewards | p. 98 |
| Summary | p. 100 |
| How Parents and Teachers Can Enhance Creativity in Children | p. 101 |
| Provide a Private Place for Creative Work to Be Done | p. 101 |
| Provide Materials: Musical Instruments, Sketchbooks, Fabric, Paper, Clay | p. 103 |
| Encourage and Display the Child's Creative Work, but Avoid Overly Evaluating It | p. 105 |
| Do Your Own Creative Work, and Let the Child See You Doing It | p. 107 |
| Set a Creative Tone | p. 110 |
| Value the Creative Work of Others | p. 112 |
| Incorporate Creativity Values into Your Family Mythology | p. 113 |
| Avoid Reinforcing Sex-Role Stereotypes | p. 116 |
| Provide Private Lessons and Special Classes | p. 118 |
| Use Hardship to Teach the Child Expression through Metaphor | p. 121 |
| Discipline and Practice Are Important | p. 124 |
| Allow the Child to be "Odd"; Avoid Emphasizing Socialization at the Expense of Creative Expression | p. 126 |
| Use Humor, and Get Creativity Training | p. 129 |
| Summary | p. 130 |
| Personality and Intellectual Characteristics of Creative People In Various Domains | p. 133 |
| The Piirto Pyramid of Talent Development Model | p. 135 |
| The Pyramid (Piiramid) of Talent Development | p. 138 |
| The Genetic Aspect | p. 138 |
| The Emotional Aspect: Personality Attributes | p. 138 |
| The Cognitive Aspect | p. 140 |
| Talent in Domains | p. 141 |
| Environmental "Suns" | p. 142 |
| Talent Multipotentiality: Feeling the Call, or the "Thorn" | p. 144 |
| Crystallizing Experiences and Catalysts | p. 144 |
| Support for the Pyramid Theory | p. 145 |
| Summary | p. 146 |
| Visual Artists and Architects | p. 147 |
| The Genetic Aspect for Visual Artists | p. 148 |
| The Emotional Aspect: Personalities of Visual Artists | p. 149 |
| Androgyny | p. 150 |
| Pacifism and Androgyny | p. 151 |
| Tolerance for Ambiguity and Preference for Complexity | p. 151 |
| Naivete | p. 152 |
| Nonconformity | p. 152 |
| Intuition | p. 153 |
| Ambition, Drive | p. 154 |
| Interests and Values of Visual Arts Students | p. 155 |
| Differences in Values Among Artists According to Specialty | p. 155 |
| The Cognitive Aspect: Intelligence of Visual Artists | p. 156 |
| Spatial Intelligence | p. 156 |
| Use of Tests to Assess Artistic Intelligence or Talent | p. 157 |
| Problem-finding | p. 157 |
| The Domain "Thorn" in Visual Artists | p. 158 |
| Predictive Behaviors for Visual Arts Talent | p. 158 |
| Passion for the Domain | p. 162 |
| Sun of Home in Visual Artists | p. 163 |
| Sun of School in Visual Artists | p. 165 |
| Sun of Community and Culture in Visual Artists | p. 167 |
| Community and Culture for Picasso | p. 168 |
| Cross-Fertilization and Cross-Cultural Influences among Artists | p. 169 |
| Cross-Cultural Differences | p. 170 |
| Sun of Gender in Visual Artists | p. 170 |
| Biographical Example of Judy Chicago | p. 171 |
| Foley's Study: Having a Supportive Husband Helps | p. 171 |
| Biographical example of Lee Krasner | p. 173 |
| Self-Promotion | p. 174 |
| Sun of Chance in Visual Artists | p. 174 |
| Sun of Chance | p. 174 |
| Biographical Example of Georgia O'Keeffe | p. 176 |
| Architects | p. 177 |
| Genetic Aspect in Architects | p. 177 |
| Emotional Aspect: Personalities of Architects | p. 178 |
| Sun of Chance in Architects | p. 179 |
| Biographical Example of the Saarinens | p. 181 |
| Biographical Example of Frank Lloyd Wright | p. 183 |
| Summary | p. 187 |
| Creative Writers | p. 189 |
| Directory of American Poets and Fiction Writers | p. 189 |
| The Genetic Aspect: Creative Writers | p. 190 |
| The Emotional Aspect: Personalities of Creative Writers | p. 190 |
| Ambition/Envy | p. 191 |
| Productivity/Self-Discipline | p. 191 |
| Concern with Philosophical Matters | p. 192 |
| The Aesthetics of It All | p. 192 |
| Independence of Thought: Frankness | p. 192 |
| Psychopathology | p. 193 |
| Depression | p. 195 |
| A Sense of Humor | p. 198 |
| The Myers-Briggs Type Indicator and Writers | p. 199 |
| The Cognitive Aspect: The Intelligence of Creative Writers | p. 199 |
| What Is Writing Talent? | p. 200 |
| The Domain "Thorn" in Creative Writers | p. 202 |
| Passion for the Domain | p. 202 |
| The Sun of Home in Creative Writers | p. 203 |
| Predictive Behavior of Extensive Early Reading | p. 203 |
| Predictive Behavior of Early Publication and Interest in Writing | p. 203 |
| Unconventional Families and Family Traumas | p. 204 |
| Depression and/or Acts such as Use of Alcohol, Drugs, or the Like | p. 208 |
| Being in an Occupation Different from their Parents | p. 210 |
| The Sun of Community and Culture in Creative Writers | p. 210 |
| Feeling of Marginalization or Being an Outsider, and a Resulting Need to Have their Group's Story Told | p. 210 |
| Late Career Recognition | p. 211 |
| The Sun of School in Creative Writers | p. 212 |
| High Academic Achievement and Many Writing Awards | p. 212 |
| Nurturing of Talents by Both Male and Female Teachers and Mentors | p. 213 |
| Attendance at Prestigious Colleges, Majoring in English Literature but Without Attaining the Ph.D. | p. 214 |
| The Sun of Chance in Creative Writers | p. 215 |
| Residence in New York City at Some Point, Especially among the Most Prominent | p. 215 |
| The Accident of Place of Birth and of Ethnicity | p. 216 |
| The Sun of Gender in Creative Writers | p. 216 |
| Conflict with Combining Parenthood and Careers in Writing | p. 217 |
| Societal Gender Expectations Incongruent with their Essential Personalities | p. 219 |
| History of Divorce More Prevalent in Women | p. 220 |
| Military Service More Prevalent in Men | p. 221 |
| Summary | p. 222 |
| Creative Writers: Children with Extraordinary Writing Talent | p. 225 |
| Qualities Found in the Writing of Children Who Display Extraordinary Talent | p. 228 |
| Prose Talent | p. 232 |
| Predictive Behaviors in Children with Writing Talent | p. 237 |
| Famous Writers as Children | p. 239 |
| George Eliot | p. 239 |
| Stephen Crane | p. 240 |
| Jane Austen | p. 240 |
| Sinclair Lewis | p. 241 |
| Dylan Thomas | p. 241 |
| Thomas Wolfe | p. 241 |
| Virginia Woolf | p. 241 |
| Tennessee Williams | p. 242 |
| The Bronte Family | p. 242 |
| Harry Crews | p. 243 |
| John Updike and C. S. Lewis | p. 243 |
| Graham Greene | p. 245 |
| Summary | p. 247 |
| Creative Scientists, Mathematicians, Inventors, and Entrepreneurs | p. 249 |
| The Genetic Aspect in Scientists and Mathematicians | p. 249 |
| The Emotional Aspect: Personalities of Scientists and Mathematicians | p. 250 |
| Self-Discipline and Productivity | p. 250 |
| Motivation--Volition | p. 251 |
| The Cognitive Aspect: Intelligence of Scientists and Mathematicians | p. 252 |
| Cognitive Insight in Scientists and Mathematicians | p. 253 |
| Associative Richness | p. 254 |
| Cognitive Imagery | p. 254 |
| Threshold of Intelligence Needed to Do Science and Mathematics | p. 254 |
| The Domain Thorn: Passion for Science and Mathematics | p. 256 |
| Sun of Home in Scientists and Mathematicians | p. 257 |
| The Sun of Home in Einstein and Teller | p. 257 |
| Other Home Factors | p. 260 |
| Sun of School in Scientists and Mathematicians | p. 260 |
| Mentors | p. 262 |
| Sun of Community and Culture in Scientists and Mathematicians | p. 263 |
| The Influence of the Zeitgeist | p. 263 |
| Creativity in the Sciences as Different from that in the Arts | p. 265 |
| Outsiders | p. 266 |
| Sun of Gender in Scientists and Mathematicians | p. 267 |
| Helson's Study of Creative Female Mathematicians | p. 267 |
| Recent Studies | p. 269 |
| Sun of Chance in Scientists and Mathematicians | p. 271 |
| Serendipity | p. 272 |
| Biographical Example: Darwin | p. 272 |
| Inventors | p. 275 |
| Emotional Aspect: Personalities of Inventors | p. 276 |
| Cognitive Aspect: Inventors | p. 277 |
| Patterns in the Lives of Inventors | p. 277 |
| Entrepreneurs | p. 279 |
| Emotional Aspect: Personalities of Entrepreneurs | p. 279 |
| Sun of Gender in Entrepreneurs | p. 281 |
| Sun of Community and Culture in Entrepreneurs | p. 281 |
| Biographical Examples: J. Paul Getty, Warren Buffett, and Bill Gates | p. 282 |
| Summary | p. 286 |
| Musicians, Conductors, and Composers | p. 289 |
| The Genetic Aspect in Musicians | p. 291 |
| The Emotional Aspect: Personality Attributes in Musicians | p. 292 |
| Kemp's Studies | p. 292 |
| Other Personality Studies | p. 293 |
| Personality Attribute of Introversion/Shyness | p. 294 |
| Personalities of Conductors | p. 295 |
| The Cognitive Aspect in Musicians | p. 296 |
| Standardized Tests | p. 297 |
| IQ Intelligence of Musicians | p. 297 |
| Talent in the Domain: The Thorn | p. 298 |
| The Sun of Home in Musicians | p. 299 |
| The Development of Expertise | p. 299 |
| The Sun of School in Musicians | p. 301 |
| Choosing a Career in Music | p. 301 |
| Life at Juilliard | p. 304 |
| The Sun of Community and Culture in Musicians | p. 305 |
| Synergy | p. 309 |
| Statistical Output of Composers | p. 309 |
| Influence of Folk Culture | p. 310 |
| The Influence of African-Americans on Contemporary Music | p. 311 |
| The Sun of Gender in Musicians | p. 314 |
| Why Are There So Few Women Composers? | p. 315 |
| Biographical Example of Marilyn Shrude | p. 316 |
| Women Conductors | p. 321 |
| Recent Research | p. 321 |
| The Sun of Chance in Musicians | p. 321 |
| The Creative Process in Music: Improvisation and Creativity | p. 322 |
| Summary | p. 328 |
| Physical Performers: Actors, Dancers, and Athletes | p. 329 |
| Actors | p. 331 |
| The Genetic Aspect: Actors | p. 332 |
| The Emotional Aspect: Personalities of Actors | p. 332 |
| Actors, Dancers, Athletes: Cognitive Aspect | p. 333 |
| Passion for the Domain: The Thorn | p. 335 |
| Creative Process in Acting | p. 335 |
| The Sun of Home in Actors | p. 336 |
| The Sun of School in Actors | p. 338 |
| Predictive Behaviors for Acting | p. 338 |
| The Look | p. 340 |
| Actors, Dancers, Athletes: The Sun of Community and Culture | p. 343 |
| Famous Ensembles in Theater | p. 344 |
| The Sun of Gender in Actors | p. 346 |
| The Sun of Chance in Actors | p. 347 |
| Dancers and Athletes | p. 348 |
| The Aesthetics of Dance | p. 349 |
| Personality Attributes: The Emotional Aspect in Dancers and Athletes | p. 351 |
| Personality Studies of Dancers | p. 351 |
| Emotion and Personality in Athletes | p. 352 |
| Gifted and Tolerated | p. 352 |
| Mood Disorders | p. 353 |
| Positive Deviance | p. 353 |
| Mental Toughness | p. 353 |
| The Domain Thorn: Dance and Athletics | p. 353 |
| Sun of Home in Dancers and Athletes | p. 355 |
| Sun of School in Dancers and Athletes | p. 356 |
| Sun of Community and Culture in Dancers and Athletes | p. 356 |
| Sun of Gender in Dancers and Athletes | p. 357 |
| Androgyny in Athletes | p. 357 |
| Sun of Chance in Dancers and Athletes | p. 358 |
| Biographical Example of Suzanne Farrell | p. 358 |
| Biographical Example of Arnold Palmer | p. 361 |
| Physical Repercussions of Dance and Athletics | p. 363 |
| Assessing the Creativity of Dancers, Athletes, and Actors | p. 365 |
| Summary | p. 367 |
| Creativity Assessment and Training | p. 369 |
| Creativity Assessment | p. 373 |
| Testing for Creativity | p. 379 |
| Two Schools of Thought | p. 379 |
| Validity | p. 381 |
| Content/Construct Validity | p. 381 |
| Criterion or Predictive Validity | p. 383 |
| The Threshold Theory | p. 385 |
| Concurrent Validity Of Creativity Tests | p. 386 |
| Reliability | p. 387 |
| Reliability in Administering Tests | p. 388 |
| Reliability in Scoring | p. 389 |
| Studies of Significant Results | p. 391 |
| A Flawed Study of Creative Adolescents | p. 392 |
| The Normal Curve Assumption | p. 393 |
| Using Personality Questionnaires in Creativity Assessment | p. 394 |
| Overexcitabilities Questionnaire from the Dabrowski Theory | p. 394 |
| The Myers-Briggs Type Indicator | p. 400 |
| Creativity Checklists | p. 401 |
| Promising Practices in Creativity Assessment | p. 402 |
| Performance Assessment | p. 402 |
| Talent Assessment Profile | p. 404 |
| Summary | p. 406 |
| Creativity Training | p. 407 |
| Divergent Production Training | p. 408 |
| Creativity Training in College Courses | p. 410 |
| Creativity Studies Project | p. 410 |
| Creativity Training in the Schools | p. 412 |
| Creativity Training as Differentiation for the Talented | p. 417 |
| Creativity Training Is Fun | p. 418 |
| Teachers Get More Empathy with Creativity Training | p. 418 |
| Core Attitudes for Creativity Enhancement | p. 420 |
| Core Attitude of Self-Discipline | p. 420 |
| Cultivating Risk-Taking | p. 421 |
| Cultivating Naivete | p. 422 |
| Group Trust | p. 423 |
| The Seven I's | p. 425 |
| Imagery | p. 425 |
| Imagination | p. 426 |
| Intuition | p. 426 |
| Insight | p. 428 |
| Inspiration | p. 430 |
| Improvisation | p. 433 |
| Incubation: The Seventh "I"--Meditation | p. 435 |
| Other Organic, Less-Linear Creativity Exercises | p. 437 |
| Creativity Rituals | p. 437 |
| Cultivating Solitude | p. 437 |
| Creating Ideal Conditions | p. 438 |
| Background Music | p. 438 |
| Synesthesia | p. 438 |
| Seeing | p. 439 |
| Hearing | p. 439 |
| Smelling | p. 439 |
| Taste | p. 439 |
| Touch | p. 440 |
| Cultivation of Synchronicity | p. 440 |
| Exercise | p. 441 |
| Passion: Stepping into the River of the Domain | p. 441 |
| Flow | p. 441 |
| Conversation: A Salon | p. 442 |
| A Visit | p. 442 |
| Appreciate the Creative Work of Others | p. 443 |
| Individual Creativity Project | p. 445 |
| Summary | p. 446 |
| Creativity Theory | p. 447 |
| Focus Questions | p. 455 |
| References | p. 465 |
| Index | p. 503 |
| About the Author | p. 521 |
| List of Tables and Figures | |
| Topics in the 1999 Encyclopedia of Creativity | |
| Pyramid of Talent Development | |
| Poets with Depression or Manic-Depression | |
| Writers with Depression or Manic-Depression | |
| Myers-Briggs Type Indicator Preferences of Entrepreneurs and Managers | |
| Overexcitability Questionnaire Responses of Talented Adolescents, along with their MBTI Type Preferences | |
| An Exercise in Divergent Production | |
| A Sampling of Creativity Training Programs | |
| A Creativity Course | |
| Table of Contents provided by Rittenhouse. All Rights Reserved. |