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To study implicit concepts of creativity in computer science in the United States and mainland China, we first asked 308 Chinese computer scientists for adjectives that would describe a creative computer scientist. Computer scientists and non-computer scientists from China (N = 1069) and the United States (N = 971) then rated how well those adjectives described creative computer scientists using a 5-point Likert Scale. Factor analysis revealed that the concept of a creative computer scientist had four dimensions: (1) smart/effective, (2) outgoing, (3) creative thinking and (4) unsociable. Differences in the implicit concepts across disciplines, ethnicity, gender, age, and working experience were analyzed. We discuss the implications of these findings for our understanding of the domain specificity of creativity.

The article integrates the seven papers of the two special issues with a special focus on discussing the differences in people's beliefs about creativity between the Chinese and American cultures: How it is conceived, evaluated, and nurtured. It uses three metaphors to capture major differences in these aspects, and highlights areas with profound cultural variations in conceptions and creative education for future research.

Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and academic potential. The idea that programs of advanced academics have "two paths" (one for creativity and one for academic learning) needs to be replaced with a new metaphor, and appropriate pedagogical strategies need to be developed to support that new metaphor. In order to facilitate this process, educators will need to broaden their traditional conceptions of learning and creativity to include interpretive perspectives on learning and creativity. A new metaphor, intellectual estuary, illustrates the notion that streams of creative and academic interpretations can converge and thrive when educators in programs of advanced academic simultaneously support learning and creativity. Possible pedagogical strategies that utilize intellectual estuaries include exploratory talk and Socratic seminars. [ABSTRACT FROM AUTHOR]

Presents a forum to aid teachers in the selection of psychology reference textbooks in the United States. Examination for selecting cognitive psychology textbooks.

• This study investigated the association between the creative problem solving stages and overall creativity in engineering students. • The relationship between the quality of the four stages and overall creativity varied depending on whether idea generation was averaged or summed • Problem recognition, idea generation (when fluency is emphasized), and solution validation are important in the creative process. Despite the growing call for enhancing creativity in STEM fields, creativity is still largely absent in contemporary engineering education. Developing creativity-supportive environments in engineering education requires an understanding of the creative process itself, particularly as it applies to engineering. Engineering students from a public university in the Northeastern region of the United States were asked to solve an engineering-related problem across four stages of the creative problem solving process. The Consensual Assessment Technique was then used to assess the quality of each stage as well as the overall creativity of the entire response. Two path analysis models were conducted to investigate the association between the creative problem solving stages and overall creativity. The first path analysis model computed the mean quality of the ideas generated, whereas the second path analysis considered the total quality of the ideas generated. The different interpretations of idea generation greatly impacted which stages were most related to each other and overall creativity. [ABSTRACT FROM AUTHOR]