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dc.contributor.authorWelsh, Kacy Driscoll
dc.date.accessioned2014-03-04T02:25:14Z
dc.date.available2014-03-04T02:25:14Z
dc.date.issued2006-08
dc.identifier.otherwelsh_kacy_d_200608_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/welsh_kacy_d_200608_phd
dc.identifier.urihttp://hdl.handle.net/10724/23557
dc.description.abstractThis experiment was conducted to examine a possible relationship between the development of creativity and the development of intentional cognitive inhibition. Creativity was defined as the creation of something novel and useful and was theorized to be an ability that all people possess to varying degrees. Cognitive inhibition was defined as the suppression of irrelevant items from working memory. It was hypothesized that a decrease in creative ability would occur during the fourth grade, reflecting a beginning understanding and overuse of cognitive inhibition, which would reduce the number of irrelevant items in working memory to such a degree that creative ability would suffer. Forty participants from second grade, fourth grade, sixth grade and college completed two tasks from the Torrance Tests of Creative Thinking (TTCT) and a directed forgetting task designed to measure intentional cognitive inhibition. The hypotheses were not supported. Methodological concerns are discussed as a possible reason for the results.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectCreativity
dc.subjectCognitive Inhibition
dc.subjectDevelopment
dc.subjectChildren
dc.subjectTesting
dc.titleCreativity and cognitive inhibition
dc.title.alternativea new interpretation of the development of creativity
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentPsychology
dc.description.majorPsychology
dc.description.advisorKatherine Kipp
dc.description.committeeKatherine Kipp
dc.description.committeeJanet Frick
dc.description.committeeTom Hebert


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