3.00 credits
22.5 h
Q2
Teacher(s)
Barbot Baptiste;
Language
English
> French-friendly
> French-friendly
Main themes
- Different perspectives on the conceptualization and definition of creativity
- The multivariate nature of creativity and its individual and environmental components
- The different sub-fields of creativity research
- Methodological issues related to the measurement and study of creativity
- The multivariate nature of creativity and its individual and environmental components
- The different sub-fields of creativity research
- Methodological issues related to the measurement and study of creativity
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 | A1- master the knowledge to explain and understand creative behavior throughout an individual's life, considering different theoretical and methodological insights into this knowledge. A2- analyze and criticize in an argumentative manner the creative development of an individual, with reference to theories, research results, methods and tools in psychology. C1 - present and develop, via a clear and comprehensible synthesis by a non-specialist, a well-founded argument relating to a theme covered in class. F1 - learning to learn from one's own experience and with others; identify and use continuing education resources; develop the information skills necessary to document themselves independently and critically |
Content
Creativity is one of the key “21st century’ skills” which has strong implications for social progress and individual well-being. Beyond the achievements of eminent creators and other creative talents, creativity is a psychological dimension present in each of us to different degrees and which takes different forms. Indeed, creativity is certainly involved in artistic or literary expression, but also in solving problems of daily life as well as in adapting to change or facing new challenges. This course introduces the psychology of creativity, a multidisciplinary field established since several decades (APA, Division 10), associated with growing interest in recent years (for example, PISA 2021; 21st Century Skills), particularly with the contribution of the cognitive neurosciences of creativity. Based on recent empirical evidence, an emphasis will be placed on individual differences (abilities, traits, involved in creativity) and their interactions with external resources (physical and social environment) that contribute to potential and its realization throughout the lifespan. Examples applied to artistic and literary creation and in the field of education, clinical, and organizational settings will be presented. Through the various topics covered, this course will also illustrate the complementarity of theoretical and methodological approaches in psychology.
| Session | Theme |
| 1 | Defining creativity |
| 2 | Measuring creativity |
| 3 | The neurobiological bases of creativity |
| 4 | Creative cognition |
| 5 | Intelligence, creativity and giftedness |
| 6 | Creativity and personality |
| 7 | Motivation, emotions and creativity |
| 8 | Man vs. Machine: Artificial intelligence and creativity |
| 9 | Environment and creativity |
| 10 | Creativity accross cultures |
| 11 | Creativity development |
| 12 | Malovelent creativity and ethics |
| 13 | Creativity and psychosocial development |
Teaching methods
The course consists of lectures based on the presentation of slides, visual / sound extracts commented by the instructor.
The course also provides hands-on activities to illustrate course concepts.
Interactivity is also solicited through debates related to the themes discussed (based on scientific articles).
Teaching is in English with a “French-friendly” format (see below). Readings are in English and will be subject of presentations / discussion by the students (students’ presentation can be done in French or English).
The course also provides hands-on activities to illustrate course concepts.
Interactivity is also solicited through debates related to the themes discussed (based on scientific articles).
Teaching is in English with a “French-friendly” format (see below). Readings are in English and will be subject of presentations / discussion by the students (students’ presentation can be done in French or English).
Evaluation methods
As part of this course, students are assessed through three components:
• Written final exam – 75% of the final grade (MCQ consisting of 40 items with 4 answer options. One point is awarded for each correct answer and no points are awarded for no answer or incorrect answer; 10 Short answer questions; One extended answer Question) -> A1, A2
• Group work – 20% of the final grade (synthesis and presentation of an article from a list of selected articles on a topic covered in class) -> C1, F1
• Participation in class activities – 5% of the final grade (completion of tests, questionnaires, etc.) serving as support for the illustration of concepts and methods discussed in class -> F1
The final grade is the sum of these three components.
• Written final exam – 75% of the final grade (MCQ consisting of 40 items with 4 answer options. One point is awarded for each correct answer and no points are awarded for no answer or incorrect answer; 10 Short answer questions; One extended answer Question) -> A1, A2
• Group work – 20% of the final grade (synthesis and presentation of an article from a list of selected articles on a topic covered in class) -> C1, F1
• Participation in class activities – 5% of the final grade (completion of tests, questionnaires, etc.) serving as support for the illustration of concepts and methods discussed in class -> F1
The final grade is the sum of these three components.
Other information
This course is given in English but in an “French-friendly” format. For details, please see below.
- The course is given in English, but a set of French slides is available for students
- The core reading for the course is in English.
- The standard exam is a written exam in English. However, students taking this course:
- will be allowed to use a dictionary when taking the written exam in English
- Are provided with the opportunity to provide written response to the exam either in English or French
- Are provided with the opportunity to present the group work either in English or French
Bibliography
Lectures Conseillées
- Besançon, M., & Lubart, T. (2015). La créativité de l’enfant. Evaluation et développement. Mardaga.
- Kaufman, J. C. (2016). Creativity 101. Springer publishing company.
- Lubart, T., Mouchiroud, C., Tordjman, S., & Zenasni, F. (2015). Psychologie de la créativité—2e édition. Armand Colin.
- Barbot, B., Besançon, M., & Lubart, T. (2015). Creative potential in educational settings: Its nature, measure, and nurture. Education 3-13, 43(4), 371–381. https://doi.org/10.1080/03004279.2015.1020643
- Barbot, B., Hass, R. W., & Reiter-Palmon, R. (2019). Creativity assessment in psychological research:(Re) setting the standards. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 233–240. https://doi.org/10.1037/aca0000233
- Hennessey, B. A., & Amabile, T. M. (2009). Creativity. Annual Review of Psychology, 61(1), 569–598. https://doi.org/10.1146/annurev.psych.093008.100416
- Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
- Kaufman, J. C., & Sternberg, R. J. (Éds.). (2019). The Cambridge Handbook of Creativity (2e éd.). Cambridge University Press. https://doi.org/10.1017/9781316979839
Faculty or entity
EPSY
