Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta-analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well-designed creativity training programs typically induce gaïns in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.
ASJC Scopus subject areas
- Visual Arts and Performing Arts
- Developmental and Educational Psychology
- Psychology (miscellaneous)