Do Field-Dependent Individuals Tend to Have Lower Creativity than Field-Independent Ones? The Role of Informational Cues in Electronic Brainstorming

Autor/inn/en	Li, Chun; Mu, Xiaolin; Tan, Yuanyuan; Gu, Chuanhua; Hu, Bi Ying; Fan, Cuiying
Titel	Do Field-Dependent Individuals Tend to Have Lower Creativity than Field-Independent Ones? The Role of Informational Cues in Electronic Brainstorming
Quelle	In: Interactive Learning Environments, 31 (2023) 2, S.1106-1125 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gu, Chuanhua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1821715
Schlagwörter	Brainstorming; Cues; Environmental Influences; Creativity; Cognitive Style; Individual Characteristics; College Students; Scores; Computer Mediated Communication; Foreign Countries; Talent Development; China + Suchen Sie Ihr Suchwort? Stichwort; Environmental influence; Umwelteinfluss; Kreativität; Cognitive styles; Kognitiver Stil; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Collegestudent; Computerkonferenz; Ausland; Begabtenförderung; Talentförderung
Abstract	Much research on brainstorming has found that the power of a team can stimulate individual creativity, and that this influence is more prominent in computer-mediated online interactions. However, creativity appears to depend on the outcome of combining certain environmental factors with certain kinds of Individual characteristics. Two experiments using electronic brainstorming were conducted in this study to examine the creative performance of individuals with different cognitive styles in several creative fields and with various environmental cues. Overall, it was found that cognitive styles significantly affected the creativity of individuals. Creative performances of individuals with field-independent cognitive styles were more stable than those of individuals with field-dependent cognitive styles. However, the appearance of environmental cues reversed this particular effect. When cues were present, there were no significant differences between the creativity of field-dependent and field-independent individuals. The findings provide empirical evidence for improving the creativity of field-dependent individuals and have significant implications for education and talent cultivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01