Skip to main content
×
×
Home
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 4
  • Cited by
    This chapter has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Taylor, Christa L. Zaghi, Arash E. Kaufman, James C. Reis, Sally M. and Renzulli, Joseph S. 2018. Characteristics of ADHD Related to Executive Function: Differential Predictions for Creativity-Related Traits. The Journal of Creative Behavior,

    Tu, Cuiping Guo, Jiajun Hatcher, Ryan C. and Kaufman, James C. 2018. The Relationship between Emotional Intelligence and Domain-Specific and Domain-General Creativity. The Journal of Creative Behavior,

    Lothwesen, Kai Stefan 2018. The profile of music as a creative domain in people’s conceptions: Expanding Runco & Bahleda’s 1986 study on implicit theories of creativity in a conceptual replication. Musicae Scientiae, p. 102986491879841.

    Karwowski, Maciej Kaufman, James C. Lebuda, Izabela Szumski, Grzegorz and Firkowska-Mankiewicz, Anna 2017. Intelligence in childhood and creative achievements in middle-age: The necessary condition approach. Intelligence, Vol. 64, Issue. , p. 36.

    ×
  • Print publication year: 2017
  • Online publication date: September 2017

2 - The Amusement Park Theoretical Model of Creativity

from Part I - Creativity and Domain
Summary
Abstract

The Amusement Park Theoretical (APT) Model of Creativity weaves together both domain-general and domain-specific factors supporting creative performance with a hierarchical structure. There are four levels of the model – Initial Requirements, General Thematic Areas, Domains, and Microdomains – that describe increasing levels of domain specificity. The APT Model reminds creativity researchers and theorists of the need to consider and to identify the differing degrees of domain generality and domain specificity in the constructs they are investigating. The APT Model also provides a useful and flexible framework for such discussions.

Recommend this book

Email your librarian or administrator to recommend adding this book to your organisation's collection.

The Cambridge Handbook of Creativity across Domains
  • Online ISBN: 9781316274385
  • Book DOI: https://doi.org/10.1017/9781316274385
Please enter your name
Please enter a valid email address
Who would you like to send this to *
×
Amabile, T. M. (1996). Creativity in context: Update to “The social psychology of creativity.” Boulder, CO: Westview Press.
Baer, J. (1996). The effects of task-specific divergent-thinking training. Journal of Creative Behavior, 30, 183187.
Baer, J. (1997). Gender differences in the effects of anticipated evaluation on creativity. Creativity Research Journal, 10, 2531.
Baer, J. (1998a). Gender differences in the effects of extrinsic motivation on creativity. Journal of Creative Behavior, 32, 1837.
Baer, J. (1998b). The case for domain specificity in creativity. Creativity Research Journal, 11, 173177.
Baer, J. (2009). Are the Torrance Tests still relevant in the 21st century? Invited Address, presented at the annual meeting of the American Psychological Association, Boston, MA., August 2009.
Baer, J. (2010). Is creativity domain specific? In Kaufman, J. C. & Sternberg, R. J. (Eds.), Cambridge handbook of creativity (pp. 321341). Cambridge: Cambridge University Press.
Baer, J. (2011a) Domains of creativity. In Runco, M.A., and Pritzker, S.R. (Eds.), Encyclopedia of creativity (2nd edn., pp. 404408), Vol. 1. San Diego: Academic Press.
Baer, J. (2011b). Four (more) arguments against the Torrance Tests. Psychology of Aesthetics, Creativity, and the Arts. 5, 316317.
Baer, J. (2011c). How divergent thinking tests mislead us: Are the Torrance Tests still relevant in the 21st century? Psychology of Aesthetics, Creativity, and the Arts, 5, 309313.
Baer, J. (2016). Domain specificity of creativity. San Diego, CA: Academic Press/Elsevier.
Baer, J., & Kaufman, J. C. (2005). Bridging generality and specificity: The Amusement Park Theoretical (APT) Model of creativity. Roeper Review, 27, 158163.
Barron, F. (1969). Creative person and creative process. New York: Holt, Rinehart & Winston.
Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity and factor structure of the Creative Achievement Questionnaire. Creativity Research Journal, 17, 3750.
Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 313335). Cambridge: Cambridge University Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Eisenberger, R., & Shanock, L. (2003). Rewards, intrinsic motivation, and creativity: A case study of conceptual and methodological isolation. Creativity Research Journal, 15, 121130.
Feist, G. J. (2004). The evolved fluid specificity of human creative talent. In Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.), Creativity: From potential to realization (pp. 5782). Washington, DC: American Psychological Association.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Gardner, H. (2006). Five minds for the future. Cambridge, MA: Harvard Business School Press.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444454.
Hennessey, B. A. (2010). Intrinsic motivation and creativity in the classroom: Have we come full circle? In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing creativity in the classroom (pp. 329361). New York: Cambridge University Press.
Hennessey, B. A. (2015). If I were Secretary of Education: A focus on intrinsic motivation and creativity in the classroom. Psychology of Aesthetics, Creativity, and the Arts, 9, 187192.
Hennessey, B. A., Amabile, T. M., & Martinage, M. (1989). Immunizing children against the negative effects of reward. Contemporary Educational Psychology, 14, 212227.
Hirschfeld, L. A., & Gelman, S. A. (1994). Mapping the mind: Domain specificity in cognition and culture. New York: Cambridge University Press.
Horn, J. L., & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology, 57, 253270.
Ivcevic, Z., & Mayer, J. D. (2009). Mapping dimensions of creativity in the life-space. Creativity Research Journal, 21, 152165.
Jung, R. E. (2014). Evolution, creativity, intelligence, and madness: “Here Be Dragons.” Frontiers in Psychology, 5, 784.
Kaufman, J. C. (2006). Self-reported differences in creativity by gender and ethnicity. Journal of Applied Cognitive Psychology, 20, 10651082.
Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman-Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6, 298308.
Kaufman, J. C., & Baer, J. (2004a). The Amusement Park Theoretical (APT) Model of creativity. Korean Journal of Thinking and Problem Solving, 14, 1525.
Kaufman, J. C., & Baer, J. (2004b). Sure, I’m creative – but not in mathematics!: Self-reported creativity in diverse domains. Empirical Studies of the Arts, 22, 143155.
Kaufman, J. C., & Baer, J. (2005). The Amusement Park Theory of Creativity. In Kaufman, J. C. & Baer, J. (Eds.), Creativity across domains (pp. 321328). Mahwah, NJ: Erlbaum.
Kaufman, J. C., & Baer, J. (2006). Intelligent testing with Torrance. Creativity Research Journal, 18, 99102.
Kaufman, J. C., Cole, J. C., & Baer, J. (2009). The construct of creativity: A structural model for self-reported creativity ratings. Journal of Creative Behavior, 43, 119134.
Kim, K. H. (2006). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education, 16, 5766.
Kim, K. H. (2009). Are the Torrance tests still relevant in the 21st century?. Invited Address, presented at the annual meeting of the American Psychological Association, Boston, MA., August 2009.
Kim, K. H. (2011a). Proven reliability and validity of the Torrance Tests of Creative Thinking (TTCT). Psychology of Aesthetics, Creativity, and the Arts, 5, 314315.
Kim, K. H. (2011b). The APA 2009 Division 10 debate: Are the Torrance tests still relevant in the 21st century? Psychology of Aesthetics, Creativity, and the Arts, 5, 302308.
McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37, 110.
McKay, A. S., Karwowski, M., & Kaufman, J. C. (in press). Measuring the muses: Validating the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts.
Plucker, J. A. (1998). Beware of simple conclusions: The case for the content generality of creativity. Creativity Research Journal, 11, 179182.
Sternberg, R. J. (1996). Successful intelligence. New York: Simon & Schuster.
Torrance, E. P. (1963). Education and the creative potential. Minneapolis, MN: University of Minnesota Press.
Treffert, D. A. (2014). Savant syndrome: Realities, myths and misconceptions. Journal of Autism and Developmental Disorders, 44, 564571.
Wallas, G. (1926). The art of thought. New York: Harcourt, Brace, & World.