Postformal thinking and creativity among late adolescents: a post-Piagetian approach.
Most studies on creativity have originated in personality and educational psychology, whereas the relationship between cognitive development and creativity has received little attention. Few studies about creative people have focused on individual cognitive development.
Two major approaches have been used to study creativity. The psychological measurement approach considers creativity as an individual ability that may be conceptualized with descriptive theories. This approach mainly evaluates individual differences in creativity and creative performance. The other approach focuses on describing the creative process, with the aim of understanding the internal processes of creativity. However, it fails to address developmental changes in creativity. Lacking an ontological genesis for creativity, studies in the cultivation of creativity have found only the necessary factors. Thus, studies based on these two approaches may offer examples of highly creative people and discuss their characteristics or describe their major thought processes This is a list of thinking styles, methods of thinking (thinking skills), and types of thought. See also the List of thinking-related topic lists, the List of philosophies and the . . However, a better understanding of the factors involved in creativity requires a developmental approach that considers the origins of creative development (Ross, 1977).
Understanding how cognitive development affects creative functioning is central to the developmental study of creativity. A post-Piagetian perspective on cognitive development in late adolescence suggests that the epistemic ep·i·ste·mic
Of, relating to, or involving knowledge; cognitive.
[From Greek epistm level of late adolescence develops from Piaget's (1980) final cognitive developmental stage (formal operations), leading to postformal thinking (Arlin, 1984; Koplowitz, 1984; Kramer & Woodruff, 1986; Perry, 1970; Rybash & Roodin, 1989). Results of tests of this theoretical proposal have been consistent with this view (Chiou, in press; Kahlbaugh & Kramer, 1995; Kramer & Melchior, 1990; Kramer, Kahlbaugh, & Goldston, 1992; Sebby & Papini, 1994). Kramer (1983) proposed three themes running through postformal thinking: (a) awareness of the relativistic rel·a·tiv·is·tic
1. Of or relating to relativism.
a. Of, relating to, or resulting from speeds approaching the speed of light: relativistic increase in mass. nature of knowledge, (b) acceptance of contradiction, and (c) integration of contradiction into the dialectical whole. Thus, "postformal" thinking is considered to be relativistic and dialectical in nature.
In this study, we considered the development of postformal thinking at one particular point in life--late adolescence--and its relationship to creative growth. In particular, we investigated the ways in which postformal thinking development in late adolescence might facilitate creative performance.
The Essence of Creativity
Although creativity has yet to be defined, researchers considering the phenomenon from different perspectives commonly agree on a number of characteristics of the creative process and creative work products. The first characteristic is novelty, and most definitions of creativity start here. Being novel, atypical, or unusual are the dimensions most frequently measured on creativity tests (Guilford, 1967; Torrance, 1962).
Another dimension of creative performance is value. In addition to being unusual, the creative response needs to fulfill criteria of usefulness and effectiveness in problem solving problem solving
Process involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. . The value dimension stresses quality in the creative response. For example, to the three dimensions of flexibility, fluency, and originality suggested by Guilford (1967), Torrance (1962) added elaboration, which is essentially value. Both elaboration and value stress that creative response measure merits cannot be limited to quantity, but must also include quality (see Amabile, 1983, and Rothenberg and Hausman, 1976, for a related idea).
Relationship between Postformal Thinking and Creativity
Formal or postformal thinking are two possible modes of cognitive development in the developmental stages of late adolescence (Kahlbaugh & Kramer, 1995; Kramer et al., 1992). Formal thinking allows the late adolescent to manipulate logical relationships among abstract propositions, think about logically possible states of affairs, and use the experimental method to test hypotheses (Benack, 1984; Labouvie-Vief, 1982). The formal operational thinker solves problems by modeling them as "closed systems" that are made up of a finite number of possibilities (Basseches, 1984; King, Kitchener, Davison, Parker, & Wood, 1983). When late adolescents approach a problem through formal thinking, they already hold some systematic framework from which to consider the problem. This framework specifies a finite number of variables to be considered and defines other aspects of the problem as irrelevant to the solution (Piaget, 1950, 1980). Formal thinkers expect to produce a single right answer that will hold in all similar circumstances and across time. Contradictions (inconsistent observations or disagreement by other people) are regarded as a sign that something is wrong with the solution (Kahlbaugh, 1989). Hence, formal operational analysis does not appear to describe adequately the creative aspects of evolving thought, i.e., of theory creation rather than theory testing. Creativity in science and other fields based on formal analysis appears to require cognitive operations that retain the power of systematic thinking but also transcend its limitations. Thus, formalist for·mal·ism
1. Rigorous or excessive adherence to recognized forms, as in religion or art.
2. An instance of rigorous or excessive adherence to recognized forms.
3. thinking is in opposition to the novelty of creativity. In short, formal thinking cannot create unlimited possibilities because a closed system can generate only a limited number of relationships (Sinnott, 1981, 1989).
In relativistic thinking, which is a particular mode of postformal thinking, specific beliefs and values are part of larger thought systems (Kahlbaugh, 1989; Kramer & Melchior, 1990; Kramer et al., 1992). Thus, differences of opinion can exist, and one answer is not "right" and the others "wrong," because problems can be viewed from many perspectives. This awareness of multiple systematic ways of viewing reality renders an individual's own view more permeable permeable /per·me·a·ble/ (per´me-ah-b'l) not impassable; pervious; permitting passage of a substance.
That can be permeated or penetrated, especially by liquids or gases. and more influenced by other perspectives that may define the problem in fundamentally different ways (Basseches, 1984). The tendency of relativistic thinkers to be aware of and look to perspectives other than their own should be a source of greater diversity and novelty. The criterion for creative value in relativistic thinking lies in the ecological validity
In dialectical thinking, the other mode of postformal thinking (Basseches, 1980, 1984), individuals understand their thoughts to be in a process of evolution (Basseches, 1989). Whereas formal thinkers tend to change their ideas only if the old view is "in error," dialectical thinkers see changes in thinking as natural, expectable, and valuable. Thus, a dialectical view of knowledge encourages individuals to willingly move away from past points of view and to perform the "set-breaking" of "leaping away" shift from old traditions that is viewed as characteristic of creative thinkers. Furthermore, the dialectical thinker sees the evolution of knowledge as resulting from contradictions within a thought system or between a thought system and outside factors (Manzo, 1992). For the formal thinker, contradictions are signs of trouble, irritants to be ignored where possible, and eliminated when necessary (Kramer, 1989). In contrast, the dialectical thinker considers that contradictions play a key role in intellectual growth. A dialectical epistemology epistemology (ĭpĭs'təmŏl`əjē) [Gr.,=knowledge or science], the branch of philosophy that is directed toward theories of the sources, nature, and limits of knowledge. Since the 17th cent. sees contradictions as opportunities to be sought out and developed. Finally, dialectical thinking directs the individual to resolve contradictions by means of higher order syntheses that create new, more complex systems, encompassing the old contradictory elements (Sternberg, 2001). For(researchers who understand creativity to involve the holding together or relating of contradictory ideas or frameworks, as in Rotenberg's "Janusian thinking" (1976) or Koestler's idea of "bisociation" (1964), dialectical thinking serves as a "roadmap" for the creative process.
In general, postformal thinking gives both cognitive and affective support to viewing these processes as central to creativity. On the cognitive side, postformal thinking may be seen as providing a set of directions to thought, such as considering the problem from multiple perspectives, expecting one's way of thinking to change, paying close attention to contradictions and creating ways to relate and synthesize To create a whole or complete unit from parts or components. See synthesis. ideas that seem to be in opposition or to be inconsistent. On the affective side, postformal thinking facilitates an understanding of how knowledge evolves and helps to support the emotional tensions of the creative process, which include holding opposing views simultaneously, sustaining uncertainty, breaking away from established ways of seeing things Seeing Things may refer to:
Participants and Procedure
The study participants was comprised of 386 college students (191 females and 195 males, 19-26 years old; M = 22.03, SD = 1.80). of these, 97 (25%) were freshmen, 100 (26%) sophomores, 97 (25%)juniors, and 94 (24%) seniors or non-graduating seniors. Participants were stratified stratified /strat·i·fied/ (strat´i-fid) formed or arranged in layers.
Arranged in the form of layers or strata. into three demographic areas: northern, central, and southern Taiwan. Participants were asked to complete questionnaires about their cognitive development, as measured by the Social Paradigm Belief Inventory (SPBI; Kramer et al., 1992), and creativity, as measured by the Divergent Thinking Noun 1. divergent thinking - thinking that moves away in diverging directions so as to involve a variety of aspects and which sometimes lead to novel ideas and solutions; associated with creativity
out-of-the-box thinking Test (DTT DTT Deloitte Touche Tohmatsu (Deloitte & Touch Global Operations)
DTT Dithiothreitol (cytology reagent)
DTT Digital Terrestrial Television
DTT Discrete Trial Training ; Lin & Wang, 1994).
Cognitive development. SPBI, developed by Kramer et al. (1992), was used to evaluate the cognitive developmental levels of participants. The original SPBI was a 27-item, forced-choice inventory, wherein subjects chose one of three statements (formal, relativistic, or dialectical) with which they most agreed. The following is a sample item: (a) Change in unnatural. This is because people need traditional values Traditional values refer to those beliefs, moral codes, and mores that are passed down from generation to generation within a culture, subculture or community. Since the late 1970s in the U.S. to correct society's problems, and deviating from such values would be destructive (formal thinking statement); (b) Change is natural. This is because nothing lasts forever, and each new generation brings its own changes (relativistic thinking statement); (c) Change is natural. This is because there will always be problems whose solutions may dramatically change old ways of thinking (dialectical thinking statement). SPBI showed internal consistencies ranging from .60 to .84 (M = .72, SD = .11), good test-retest reliability, points of connection to an in-depth interview measure of worldview world·view
n. In both senses also called Weltanschauung.
1. The overall perspective from which one sees and interprets the world.
2. A collection of beliefs about life and the universe held by an individual or a group. beliefs, and both convergent and discriminate validity) (see Kramer et al., 1992, for details).
According to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. Kramer et al. (1992), the highest z-score method was applied to classify participants into formal relativistic, or dialectical thinking groups. Specifically, to obtain a single "stage score," which typically produces a definitive and discriminating classification, the frequencies of responses to each statement were converted into z-scores, and each subject was classified based on their highest attained z-scores. The z-score method classified 155 participants as formal thinkers and 231 as postformal thinkers (161 relativistic and 70 dialectical thinkers).
Creativity. To measure creativity, we used the Divergent Thinking Test (DTT) in the Creativity Assessment Packet, as modified by Lin and Wang (1994). The DTT is composed of 12 unfinished drawings to be completed within a specified time (20 minutes). This test seeks primarily to measure an individual's creative performance and includes six dimensions: fluency, openness, flexibility, originality, elaboration, and naming.
The inter-rater reliability for all DTT scores ranged between .88 and .99, indicating satisfactory consistency among the raters. In test-retest reliability, the correlation coefficients of the six dimensions ranged between .44 and .68. Cronbach's alpha Cronbach's (alpha) has an important use as a measure of the reliability of a psychometric instrument. It was first named as alpha by Cronbach (1951), as he had intended to continue with further instruments. coefficients measuring internal consistency In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. ranged between .45 and .87. For scale validation, the Torrance Tests of Creative Thinking (Torrance, 1966) were used as a criterion test. Correlation coefficients for concurrent validity concurrent validity,
n the degree to which results from one test agree with results from other, different tests. were statistically significant for all age groups, with correlation coefficients ranging between .26 and .55. DTT was implemented in a group format. Higher scores in each of the dimensions indicated higher creative performance. Possible scores for fluency and flexibility ranged from 0 to 12. Possible scores for openness, originality, elaboration, and naming ranged from 0 to 24.
Table 1 shows the means and standard deviations of participant responses to the tests, as well as correlations among the measures. Participant scores for the three kinds of cognitive thinking were negatively correlated: r = -.51 between formal and relativistic thinking, r = -.42 between formal and dialectical thinking, and r = -.41 between relativistic and dialectical thinking. The results indicated that SPBI showed satisfactory discriminant validity Discriminant validity describes the degree to which the operationalization is not similar to (diverges from) other operationalizations that it theoretically should not be similar to. and further revealed that the three-choice forced-choice SPBI version could distinguish the preeminent and preferable thinking mode used by each participant from among the three levels of cognitive development.
With respect to correlations among various levels of cognitive development and creativity, the formal thinking scores of participants were negatively correlated with the six dimensions of creativity. More importantly, however, both relativistic and dialectical thinking (i.e., postformal thinking modes) scores were positively correlated with three creative dimensions. These findings support our predictions and suggest that postformal thinking may promote creativity.
Cognitive Group Differences in Creativity
The z-score method, which divided participants among the three levels of cognitive development based on their highest attained z-score (Kramer et al., 1992), placed 155 participants in the formal thinking group and 231 in the postformal thinking group. Planned contrasts analyzed by t-tests were conducted to compare the mean differences between the two groups in six dimensions of creativity (see Table 2).
The t-tests revealed a consistent pattern of differences between the two cognitive groups. Postformal thinking group participants scored significantly higher than did the formal thinking group in all dimensions of creativity (p < .001; t(384) = 9.32, for fluency, t(384) = 43.40 for openness, t(384) = 27.47 for flexibility, t(384) = 49.37 for originality, t(384) = 40.71 for elaboration, and t(384) = 29.79 for naming). In addition, a one-way MANOVA MANOVA Multivariate Analysis of the Variance was conducted to examine the holistic difference in creativity between the two cognitive thinking groups. Results supported the t-test findings, indicating that creativity in the postformal thinking group was significantly higher than in the formal thinking group (F(6, 379) = 707.24, p < .001).
Multiple Discriminant dis·crim·i·nant
An expression used to distinguish or separate other expressions in a quantity or equation. Analysis
Multiple discriminant analysis (MDA (1) (Monochrome Display Adapter) The first IBM PC monochrome video display standard for text. Due to its lack of graphics, MDA cards were often replaced with Hercules cards, which provided both text and graphics. See PC display modes and Hercules Graphics. ) may allow us to determine whether a participant's performance in the six creativity dimensions (fluency, openness, flexibility, originality, elaboration, and naming) effectively identifies the participant's membership in a cognitive development group (group variable: 0 = formal thinking group, 1 = postformal thinking group). For cross-validation, the total sample was randomly classified into either an "analysis sample" (n = 193) or "holdout hold·out
One that withholds agreement or consent upon which progress is contingent.
Noun 1. holdout - a negotiator who hopes to gain concessions by refusing to come to terms; "their star pitcher was a holdout for six sample" (n = 193). In the analysis sample, 71 participants (37%) belonged to the formal thinking group and 122 (63%) to the postformal thinking group.
MDA with the simultaneous method (see Table 3) indicated that the linear combination of the six dimensions of creativity could effectively differentiate the two cognitive groups. The derived discriminant function discriminant function
A function of a set of variables used to classify an object or event. is: y (discriminant z score) = -30.35 + (-0.61) fluency + (-0.08) openness + (-0.86) flexibility + 1.36 originality + 4.25 elaboration + (-2.54) naming, in which Wilks' [lambda] = .07, [chi square chi square (kī),
n a nonparametric statistic used with discrete data in the form of frequency count (nominal data) or percentages or proportions that can be reduced to frequencies. ](6) = 489.77, p < .001. The hit rate of correct classification in the analysis sample was 99%, which was more than 25% above the proportional chance criterion ([0.37.sup.2] + [0.63.sup.2] = 54%, Press's Q = 189.02, df = 1, p < .001). The hit rate of correct classification proportion in the holdout analysis sample was 98%, which was also more than 25% above the chance criterion. These findings indicate that the discriminant MDA validity was satisfactory (Hair, Anderson, Tatham, & Black, 1998). Furthermore, discriminant coefficients are subject to multicollinearity; the discriminant loadings of the variables that refer to correlations between discriminating variables and standardized canonical discriminant functions (i.e., shared variance) are more appropriate for understanding the contribution of each discriminant variable to the discriminant function (Hair et al., 1998). In the analysis sample data, the discriminant loadings of the six discriminant variables were all significantly positive at p < .01, indicating that participants who scored higher on the six dimensions of creativity also exhibited a higher likelihood of being in the postformal thinking group.
Correlation analysis found that formal thinking and the six creative performance dimensions were negatively correlated. These results support our original hypothesis, which held that formal thinking is a single, closed system of cognitive transformations that do not relate to creative performance. However, because SPBI is a forced-choice test, a high score in one mode of thinking necessarily leads to a lower score in another mode. Therefore, the negative correlation Noun 1. negative correlation - a correlation in which large values of one variable are associated with small values of the other; the correlation coefficient is between 0 and -1
indirect correlation between formal thinking and creative performance could have been strengthened by the measurement, and the two variables could have a slight negative correlation or no correlation at all. With respect to the relationship between postformal thinking and creativity, both relativistic and dialectical thinking were positively correlated with all six creative performance dimensions. The correlation analyses supported the inferences discussed in the literature review, indicating that postformal thinking may be related to creativity and could facilitate the development of natural forms of creativity.
In terms of creativity, the postformal thinkers consistently outscored the formal thinkers in all six dimensions of creativity. The group difference results were consistent with Pearson's correlation analysis results, indicating that postformal thinking and creative performance may exhibit parallel developmental relationships. In addition, multiple discriminant analysis showed that six creative dimensions could be distinguished between the two groups of cognitive thinkers. However, because this study used a cross-sectional design, we could not determine the direction of causality causality, in philosophy, the relationship between cause and effect. A distinction is often made between a cause that produces something new (e.g., a moth from a caterpillar) and one that produces a change in an existing substance (e.g. between cognitive development and creativity. The influence of postformal thinking in late adolescence on creativity could be a necessary, but not sufficient, condition. If so, the cognitive development of late adolescents who exhibit high creative performance should be postformal thinking.
Future studies may employ a cross-lagged panel design (Cook & Campbell, 1979), in which postformal thinking and creative performance would be tested at two different points in time to explore the causal relations between cognitive development and creativity. The two separate testing times must be distant enough to reveal significant developmental change. A cross-examination of the panel coefficients might determine the causal relations between postformal thinking development and creativity in late adolescence. In addition, we might adopt a developmental approach to explore other questions central to creativity in late adolescence. For example, does the development of other realms (affective development, acquisition of expertise in specific domains, wisdom) also affect creative functioning and performance? How does adolescent creativity differ from creativity in adulthood or childhood? What experiences contribute to the maturation of creativity in late adolescence?
Kahlbaugh and Kramer (1995) employed the Likert version of SPBI and Kramer's Paradigm Interview (KPI KPI Key Performance Indicator
KPI Kuwait Petroleum International
KPI Kiev Polytechnic Institute (Ukraine)
KPI Kernel Programming Interface
KPI King Pin Inclination (vehicle steering geometry angle) ; Kramer, 1990) to explore the relationship between relativism and identity crisis in young adulthood. However, KPI and SPBI scores did not correspond, and the association between relativism (SPBI) and identity was not replicated in interviews. This discrepancy between measures suggests that the method employed to assess cognitive development is critical. In the present study, only the forced-choice version of SPBI was used. To avoid a mono-method bias that might threaten construct validity construct validity,
n the degree to which an experimentally-determined definition matches the theoretical definition. , we may in the future employ multiple formats or methods to assess cognitive development in late adolescence. To draw unambiguous conclusions from interviews, the amount of verbal output must be controlled or systematically tested.
In conclusion, our findings support the appropriateness of employing post-Piagetian genetic epistemological and constructivist con·struc·tiv·ism
A movement in modern art originating in Moscow in 1920 and characterized by the use of industrial materials such as glass, sheet metal, and plastic to create nonrepresentational, often geometric objects. perspectives to explore the relationship between cognitive development and creativity among late adolescents. Our study supported the possible relationship of postformal thinking to creativity and suggests that cognitive development and creativity are related in late adolescence. The development of postformal thinking would facilitate the development of mature forms of creativity because postformal thinking tends to view the process of thinking as creative. In short, postformal thinking emphasizes and encourages factors that have been described as important to the essence of creativity.
The pedagogical ped·a·gog·ic also ped·a·gog·i·cal
1. Of, relating to, or characteristic of pedagogy.
2. Characterized by pedantic formality: a haughty, pedagogic manner. implications of this study are based on post-Piagetian genetic epistemology. Our results suggest a developmentally parallel relationship between postformal thinking and overall creative performance. In teaching creativity the post-Piagetian constructivist epistemological position emphasizes cognitive development as cognitive reorganization (Piaget, 1980). New forms of creative activity are based on old forms and are generated by reorganizing prior forms and using them to expand previous creative activities, leading to creative evolution. Thus, basing the teaching of creativity on Piagetian genetic epistemology would provide adolescent creators with activities designed to develop novel and valuable epistemic views. Thus, any teaching activity aimed at raising the level of creative thinking must occur within an individual's "zone of potential creation," as Piagetian pedagogy holds that subsequent knowledge must be based on prior knowledge and is limited by the basic assumptions of prior knowledge (Kramer, 1989; Piaget, 1985). The zone of potential creation refers to an adaptable area of creative activity within the learner's current stage of creative thinking. Educators can also provide activities stressing postformal operations to stimulate mature forms of creativity. For example, a relativistic or dialectical view of objects and events could foster awareness of novelty and relationships. A postformal view of knowledge is likely to foster habits of thought that promote set-breaking, attention to contradictions, and attempts at synthesis, all of which are important features of the creative process. The development of a coherent metasystematic perspective may provide the cognitive operations that are necessary to consciously manage an interrelated in·ter·re·late
tr. & intr.v. in·ter·re·lat·ed, in·ter·re·lat·ing, in·ter·re·lates
To place in or come into mutual relationship.
in , evolving system, one that Gruber (1984) suggests is characteristic of mature, sustained creative efforts. Finally, educators should encourage students to reflect on the transformation of their own categories of creative activity in order to better understand that forms of thinking change, and to recognize key processes in reorganization.
Using the results of this study as an exemplar, educators or researchers can further explore the relationship between cognitive development and creative thinking in different disciplines, Research into individual cognitive and creative thinking development could provide new insights into creativity education through the use of a fresh perspective, one that differs from psychometric psy·cho·met·rics
n. (used with a sing. verb)
The branch of psychology that deals with the design, administration, and interpretation of quantitative tests for the measurement of psychological variables such as intelligence, aptitude, and or creative process approaches. A structural-developmental approach allows developmental psychology and creative thinking pedagogy to create a dialogue, one that could lead to creative disciplinary integration; it could also open the door to more pro-active approaches to the study of creativity, approaches that could go beyond merely marveling at, or measuring, creativity.
Amabile, T. M. (1983). The social psychology of creativity. New York New York, state, United States
New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Springer-Verlag.
Arlin, P. K. (1984). Adolescent and adult thought. In M. L. Commons, F. A. Richards, & C. Armon (Eds.), Beyond formal operations: Late adolescent and adult cognitive development (pp. 258-271). New York: Praeger.
Basseches, M. (1980). Dialectical schemata: A framework for the empirical study of the development of dialectical thinking. Human Development, 23, 400-421.
Basseches, M. (1984). Dialectical thinking and adult development. Norwood, NJ: Ablex.
Basseches, M. (1989). Dialectical thinking as an organized whole: Comments on Irwin and Kramer. In M. L. Commons, J. D. Sinnott, F. A. Richards, & C. Armon (Eds.), Adult development: Comparisons and applications of developmental models (pp. 161-178). New York: Praeger.
Benack, S. (1984). Postformal epistemologies and the growth of empathy. In M. L. Commons, F. A. Richards, & C. Armon (Eds.), Beyond formal operations: Late adolescent and adult cognitive development (pp. 340-356). New York: Praeger.
Chiou, W. (in press). College students' role models, learning style preferences, and academic achievement in collaborative teaching: Absolute thinking versus relativistic thinking. Adolescence.
Cook, T. D., & Campbell, D. T. (1979). Quasi-Experimentation. Boston, MA: Houghton Mifflin Houghton Mifflin Company is a leading educational publisher in the United States. The company's headquarters is located in Boston's Back Bay. It publishes textbooks, instructional technology materials, assessments, reference works, and fiction and non-fiction for both young readers .
Gruber, H. E. (1984). The emergence of a sense of purpose: A cognitive case study of young Darwin. In M. L. Commons, F. A. Richards, & C. Armon (Eds.), Beyond formal operations: Late adolescent and adult cognitive development (pp. 3-27). New York: Praeger.
Guilford, J. P. (1967). The nature of human intelligence. New York: Harper & Row.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River Saddle River may refer to:
Kahlbaugh, P. E. (1989). William James Noun 1. William James - United States pragmatic philosopher and psychologist (1842-1910)
James : A clarification of the contextual worldview. In D. A. Kramer & M. J. Bopp (Eds.), Transformation in clinical and developmental psychology (pp. 73-88). New York: Springer-Verlag.
Kahlbaugh, P. E., & Kramer, D. A. (1995). Relativism and identity crisis in young adulthood. Journal of Adult Development, 2, 63-70.
King, P. M., Kitchener, K. S., Davison, M. L., Parker, C. A., & Wood, P. K. (1983). The justification of beliefs in young adults: A longitudinal study longitudinal study
a chronological study in epidemiology which attempts to establish a relationship between an antecedent cause and a subsequent effect. See also cohort study. . Human Development, 26, 106-115.
Koestler, A. (1964). The art of creation. New York: Macmillan.
Koplowitz, H. (1984). A projection beyond Piaget's formal-operations stage. In M. L. Commons, F. A. Richards, & C. Armon (Eds.), Beyond formal operations: Late adolescence and adult cognitive development (pp. 272-295). New York: Praeger.
Kramer, D. A. (1983). Post-formal operations? A need for further conceptualization con·cep·tu·al·ize
v. con·cep·tu·al·ized, con·cep·tu·al·iz·ing, con·cep·tu·al·iz·es
To form a concept or concepts of, and especially to interpret in a conceptual way: . Human Development, 26, 91-105.
Kramer, D. A. (1989). A developmental framework for understanding conflict resolution processes. In J. D. Sinnott (Ed.), Everyday problem solving in adulthood (pp. 133-152). New York: Praeger.
Kramer, D. A. (1990). A scoring manual for assessing absolute, relativistic, and dialectical thinking. New Brunswick New Brunswick, province, Canada
New Brunswick, province (2001 pop. 729,498), 28,345 sq mi (73,433 sq km), including 519 sq mi (1,345 sq km) of water surface, E Canada. , NJ: Rutgers, The State University of New Jersey.
Kramer, D. A., & Melchior, J. (1990). Gender, role, conflict, and the development of relativistic and dialectical thinking. Sex Roles, 23, 553-575.
Kramer, D. A., & Woodruff, D. S. (1986). Relativistic and dialectical thought in three adult age-groups. Human Development, 29, 280-290.
Kramer, D. A., Kahlbaugh, P. E., & Goldston, R. B. (1992). A measure of paradigm beliefs about the social world. Journal of Gerontology gerontology: see geriatrics. , 47, 180-189.
Labouvie-Vief, G. (1982). Dynamic development and mature autonomy. A theoretical prologue. Human Development, 25, 161-196.
Lin, C., & Wang, M. (1994). The Creativity Assessment Packet. Taipei, Taiwan: Psychological Publishing Company.
Manzo, A. V. (1992, December). Dialectical thinking: A generative approach to critical/creative thinking. Paper presented at the Annual Meeting of the National Reading Conference, San Antonio San Antonio (săn ăntō`nēō, əntōn`), city (1990 pop. 935,933), seat of Bexar co., S central Tex., at the source of the San Antonio River; inc. 1837. , TX.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
Piaget, J. (1950). The psychology of intelligence. New York: International Universities Press.
Piaget, J. (1980). Experiments in contradictions. Chicago, IL: University of Chicago Press The University of Chicago Press is the largest university press in the United States. It is operated by the University of Chicago and publishes a wide variety of academic titles, including The Chicago Manual of Style, dozens of academic journals, including .
Piaget, J. (1985). The equilibration equilibration /equi·li·bra·tion/ (e-kwil?i-bra´shun) the achievement of a balance between opposing elements or forces.
occlusal equilibration of cognitive structures (B. Terrance & K. J. Thampy, Trans.). Chicago, IL: University of Chicago Press.
Ross, R. J. (1977). The development of formal thinking and creativity in adolescents. Adolescence, 11, 609-617.
Rothenberg, A. (1976). The process of Janusian thinking in creativity. In A. Rothenberg & C. R. Hausman (Eds.), The creativity question. Durham, NC: Duke University Press.
Rothenberg, A., & Hausman, C. R. (1976). The creativity question. Durham, NC: Duke University Press.
Rybash, J. M., & Roodin, P. A. (1989). Making decisions about health-care problems: A comparison of formal and postformal modes of competence. In M. L. Commons, J. D. Sinnott, F. A. Richards, & C. Armon (Eds.), Adult development: Comparisons and applications of developmental models (pp. 217-238). New York: Praeger.
Sebby, R. A., & Papini, D. R. (1994). Postformal reasoning during adolescence and young adulthood: The influence of problem relevancy. Adolescence, 29, 389-400.
Sinnott, J. D. (1981). The theory of relativity theory of relativity
Einstein’s contribution to the space-time relationship. [Science: NCE, 843–844]
See : Turning Point : A metatheory met·a·the·o·ry
A theory devised to analyze theoretical systems. for development? Human Development, 24, 292-311.
Sinnott, J. D. (1984). Postformal reasoning: The relativistic stage. In M. L. Commons, F. A. Richards, & C. Armon (Eds.), Beyond formal operations: Late adolescent and adult cognitive development (pp. 298-325). New York: Praeger.
Sinnott, J. D. (1989). A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. In J. D. Sinnott (Ed.), Everyday problem solving: Theory and applications (pp. 72-99). New York: Praeger.
Sternberg, R. J. (2001). What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychologist, 56, 360-362.
Torrance, E. P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice-Hall.
Torrance, E. P. (1966). Torrance tests of creative thinking: Norms-technical manual (Research Ed.). Princeton, NJ: Personnel Press.
Pai-Lu Wu, Center for Teacher Education, Cheng Shiu University, Taiwan, Republic of China.
Requests for reprints should be sent to Wen-Bin Chiou, Center for Teacher Education, National Sun Yat-Sen University
Table 1 Means and Standard Deviations of Study Measures Measures M SD 1. 2. 3. 1. Dialectical Thinking 10.48 3.16 -- 2. Relativistic Thinking 12.51 3.41 -0.41 -- 3. Formal Thinking 14.26 3.12 -0.42 -0.51 -- 4. Fluency 10.45 0.91 0.37 0.12 -0.48 5. Openness 15.21 1.78 0.42 0.21 -0.62 6. Flexibility 8.06 1.37 0.39 0.19 -0.58 7. Originality 15.18 1.68 0.44 0.21 -0.63 8. Elaboration 14.81 1.73 0.42 0.18 -0.59 9. Naming 15.32 1.78 0.39 0.14 -0.52 Measures 4. 5. 6. 7. 8. 9. 1. Dialectical Thinking 2. Relativistic Thinking 3. Formal Thinking 4. Fluency -- 5. Openness 0.57 -- 6. Flexibility 0.60 0.90 -- 7. Originality 0.56 0.95 0.92 -- 8. Elaboration 0.59 0.97 0.92 0.96 -- 9. Naming 0.56 0.92 0.88 0.92 0.98 -- Note. All correlations were significant at p < .01. Table 2 Means and Standard Deviations of Two Cognitive Thinking Groups Formal Thinking Group Postformal Thinking Group (n=155) (n=231) Creativity M SD M SD Fluency 9.98 0.84 10.77 0.80 Openness 13.24 0.69 16.54 0.76 Flexibility 6.70 0.76 8.97 0.82 Originality 13.28 0.54 16.46 0.67 Elaboration 12.91 0.62 16.08 0.83 Naming 13.52 0.83 16.54 1.06 Note. The possible scores of fluency and flexibility ranged from 0 to 12, whereas those of openness, originality, elaboration, and naming ranged from 0 to 24. Table 3 MDA of Six Dimensions of Creativity among the Cognitive Thinking Groups Discriminant Variables Standardized Discriminant Discriminant Coefficients Loadings Fluency -0.50 0.71 Openness -0.06 0.64 Flexibility -0.69 0.60 Originality 0.81 0.43 Elaboration 3.05 0.39 Naming -2.40 0.13 Hit Rate Analysis Sample (n =193) 99% Holdout Sample (n =193) 97% Note. For the analysis sample, the formal thinking group consisted of 77 participants, and the postformal thinking group of 122 participants. All discriminant loadings were significant alp <. 01.