TY - JOUR
T1 - Cross-field differences in creative problem-solving skills
T2 - A comparison of health, biological, and social sciences
AU - Mumford, Michael D.
AU - Antes, Alison L.
AU - Caughron, Jared J.
AU - Connelly, Shane
AU - Beeler, Cheryl
N1 - Funding Information:
We would like to thank Stephen Murphy, Whitney Helton-Fauth, Ginamarie Scott, Lynn Devenport, and Ryan Brown for their contributions to this article. The data collection was supported, in part, by the National Institutes of Health, National Center for Research Resources, General Clinical Research Center Grant M01 RR-14467. Parts of this work were also sponsored by a grant, 5R01-NS049535-02, from the National Institutes of Health and the Office of Research Integrity, Michael D. Mumford, Principal Investigator.
PY - 2010/2
Y1 - 2010/2
N2 - In this study, 258 doctoral students working in the health, biological, and social sciences were asked to solve a series of field-relevant problems calling for creative thought. Proposed solutions to these problems were scored with respect to critical creative thinking skills such as problem definition, conceptual combination, and idea generation. Results indicated that health, biological, and social scientists differed with respect to their skill in executing various operations, or processes, involved in creative thought. Interestingly, no differences were observed as a function of the students' level of experience. The implications of these findings for understanding cross-field, and cross-experience level, differences in creative thought are discussed.
AB - In this study, 258 doctoral students working in the health, biological, and social sciences were asked to solve a series of field-relevant problems calling for creative thought. Proposed solutions to these problems were scored with respect to critical creative thinking skills such as problem definition, conceptual combination, and idea generation. Results indicated that health, biological, and social scientists differed with respect to their skill in executing various operations, or processes, involved in creative thought. Interestingly, no differences were observed as a function of the students' level of experience. The implications of these findings for understanding cross-field, and cross-experience level, differences in creative thought are discussed.
UR - http://www.scopus.com/inward/record.url?scp=77951084803&partnerID=8YFLogxK
U2 - 10.1080/10400410903579510
DO - 10.1080/10400410903579510
M3 - Article
AN - SCOPUS:77951084803
SN - 1040-0419
VL - 22
SP - 14
EP - 26
JO - Creativity Research Journal
JF - Creativity Research Journal
IS - 1
ER -