PSY210: 7. Guest Lecture Flashcards

Question

Identity Status and Psychological Well-Being

Answer 1

identity achievement/moratorium: healthy trajectories; information- gathering cognitive style, high goals + aspiration identity foreclosure/diffusion: maladaptive: fear rejection short term pleasures - trust fate/luck foreclosure: dogmatic, inflexible cognitive style diffused: diffuse-avoidant cognitive style high correlation drug abuse and anti social acts

Answer 2

enhanced when family serves as “secure base” parenting styles: democratic parenting fosters identity achievement (teenagers feel free to voice their own opinion) autocra)c paren)ng fosters iden)ty foreclosure (insufficient opportuni)es for healthy separa)on) permissive paren)ng foster iden)ty diffusion (lack of certainty)

Answer 3

building on Piaget’s Theory of Moral Development used Piaget’s story-telling approach to tell people stories involving moral dilemmas moral maturity is determined by the way an individual reasons about the dilemma, not so much the content of the response

Answer 4

Qualitatively different between stages consequently in series of invariant sequences 3 levels of development each with 2 stages principal everyone given full and equal respect – otherways just soloution could no be reached

Answer 5

important = reasoning behind response different par)cipants might choose the same solu)on to Heinz’s moral dilemma, but for different reasons that revealed the differing founda)ons of their moral thinking let wife die, so that Heinz would not go to prison steal the drug because fate/God would punish Heinz for letting his wife die

Answer 6

let wife die because stealing is against the law steal the drug because failing to help someone who is in danger is punishable by law reach just decisions by looking at a situa)on through one another’s eyes (perspec)ve taking)

Answer 7

same solution but for different reasons these reason show moral thinking level reach just/moral decisions by looking at dilemma through all peoples povs assume "bane of ignorance" - acting as if you do not know which role you will eventually occupy all individuals must be given full and equal respect -no life can be valued over another

Answer 8

cause and consequence as identity development - identity development enhanced when family serves as “secure base” - paren)ng styles: - democra)c paren)ng fosters iden)ty achievement (teenagers feel free to voice their own opinion) - autocra)c paren)ng fosters iden)ty foreclosure (insufficient opportuni)es for healthy separa)on)

Answer 9

- permissive paren)ng foster iden)ty diffusion (lack of certainty) identity development enhance when family serves as secure base how do people learn to make morally sound decisions? How children develop ability?

Answer 10

how do people larn to make morally sound desicions - building on Piaget’s Theory of Moral Development - used Piaget’s story-telling approach to tell people stories involving moral dilemmas

Answer 11

- moral maturity is determined by the way an individual reasons about the dilemma, not so much the content of the response - arrived at three levels of moral development, each with two stages

Answer 12

consequently in series of invariant sequences | diff modes thinking/problem solvings at each level - qualitatively different

Answer 13

get bike if saves enough money - lauren saves up money tells father and father reverses desision and says to give him money for faster car - torn between obeying him and not supporting his destrictive driving habts

Answer 14

how make descision in moral develeopment - especially in children moral maturity about way deal with moral development not actual content of response

Answer 15

Stage 4: Social-order-maintaining orientation (The Good Citizen) conventions that guide behaviour expand to include wider rule of society justice demands wrong doers be punished, precedant/consistancy must be maintained following laws is rewarded right = maintain order for its own sake **most adults this is the max they attain

Answer 16

Stage 5: social contract orientation (the philosopher) Question: What is the just things to do given all the circumstances? What will bring the most good to the greatest number of people? Heinz Dilemma: steal, the law needs to be reinterpreted; no anti stealing response

Answer 17

Stage 5: social contract orientation (the philosopher) applies to 10-15% of adults some teenagers but usually not till mid 30s or 40s freely entire commitment clear awareness of relativeness of personal values right action is a matter of personal action and opinions additional emphasis on changing law in terms of changing – outside free agreement/ free contract these are the binding elements (the official level of morality)

Answer 18

Kohlberg – agreed with piaget but wanted to further develop Qualitatively different between stages 3 levels of development each with 2 stages principal everyone given full and equal respect – otherways just soloution could no be reached must be impartial

Answer 19

Stage 6: universal ethical principle orientation (the prophet) individual judgments of good and bad influenced by universal moral principals consciousness – self chosen ethical principles appeal to universality categorical imperative – not concrete moral rules principals of justice, respect of human beings as individual persons

Answer 20

people go through stages in above order only 20-25% of the adult popula)on aWain the post-conven)onal level; in fact, even the conven)onal levels are already quite mature

Answer 21

People reason below levels capable (e.g., emotional factors, situational context) – discussion can encourage development because these higher levels can be reasoned As gains traction also gains criticism

Answer 22

dilemmas are ar)ficial and hypothe)cal: Most of the dilemmas are unfamiliar to most people. never been married and never been placed in a situa)on remotely like the one in the story. How should they know whether Heinz should steal the drug? dilemmas lack ecological validity.

Answer 23

lack general validity: In a real situa)on what course of ac)on a person takes will have real consequences – and some)mes very unpleasant ones for themselves. Would par)cipants reason in the same way if they were placed in a real situa)on? We just don’t know.

Answer 24

sample is biased: Gilligan noted that all par)cipants in Kohlberg’s study were male; reflect male defini)on of morality (i.e., it is androcentric); abstract principles of law and jus)ce versus principles of compassion and care

Answer 25

Need other variables to clarify the relationship – moral identity (moral reasoning integrated into moral behavior) claims moral of male advanced to females – girls tend to be at stage 3 boys at stage 4 gender debate has large impacts - cannot be ignored vs principals of passion/care 9may be found more in females?)

Answer 26

-Dis)nct stages?: situa)onal, emo)onal, cultural factors -moral reasoning equals moral behaviour only modest connec)on to action; moral iden)ty as modulator keep in mind: powerful theory, influen)al findings

Answer 27

evidence doesn’t always support cultural bias - main stream North American moral values moral behavior more consistent more predictable at higher stages

Answer 28

identity (how central morality central to self construct) --> driving decision making Capable of great reasoning – but do you see it in actions? scale or moral thinking not moral actions – may not behave accordingly to talk at high moral level

Answer 29

jus)ce as most fundamental moral principle? principle of compassion versus principle of jus)ce women prioritize ethics of care over ethics of justice - challenges fundemental assumptions central assumption that with age gain moral prowess - strong concept

Answer 30

postformal thought: - more flexible + logical; integra)ng moral and intellectual complexities - researchers have observed that cogni)ve development occurs beyond Piaget’s formal opera)ons - as personal effort and social experiences spark, increasingly ra)onal, flexible, and prac)cal ways of thinking

Answer 31

relativistic thinking and dualistic thinking refers to our reflections on how we arrive at facts, beliefs, and ideas -when mature, rational thinkers reach conclusions that differ from those of others, they consider the justifiability of their conclusions -when they cannot justify their approach, they revise it, seeking a more balanced, adequate route to acquiring knowledge

Answer 32

important = reasoning behind eavh response different par)cipants might choose the same solu)on to Heinz’s moral dilemma, but for different reasons that revealed the differing founda)ons of their moral thinking - let wife die, so that Heinz - steal the drug because fate/God would not go to prison

Answer 33

- let wife die because stealing is against the law would punish Heinz for lexng his wife die - steal the drug because failing to help someone who is in danger is punishable by law Kohlberg: we reach just decisions by looking at a situa)on through one another’s eyes (perspec)ve taking)

Answer 34

- younger students regarded knowledge as made up of separate units (beliefs and preposi)ons) - they believed the truth of these separate units could be determined by comparing them to objective standards: these standards exist apart from the thinking person and his/her current situation

Answer 35

engaged in dualis'c thinking – dividing information, values, and authority into right and wrong, good and bad, we and they ex. College freshman: “When I went to my first lecture, what the man said was just like God’s word. I believed everything he said because he is a professor... and this is a respected posi)on.”

Answer 36

same solution but for different reasons these reason show moral thinking level reach just/moral decisions by looking at dilemna through all peoples povs assume "bane of ignorance" - acting as if you do not know which role you will eventually occupy all individuals must be given full and equal respect -no life can be valued over another

Answer 37

older students moved toward rela'vis'c thinking – viewing all knowledge as embedded in a framework of thought being aware of a diversity of opinions on many topics, they gave up the possibility of absolute truth in favor of mul)ple truths, each rela)ve to its context

Answer 38

one’s own beliefs are often subjec)ve, since several frameworks satisfy the criterion of internal logical consistency acutely aware that each person, in arriving at a posi)on, creates his/her own “truth” if amongst equals discussions made lead to resolutions not concurrent to absolute truth process of thinking through soloutions may go deeper - don't accept pov because they have authority

Answer 39

commitment within rela'vis'c thinking – instead of choosing between opposing views, they try to formulate a more sa)sfying perspec)ve that synthesizes contradic)ons the individual moves beyond the stance that everything is a maWer of opinion and generates ra)onal criteria against which op)ons can be evaluated

Answer 40

few college students reach this extension of rela)vism adults who aWain it generally display a more sophis)cated approach to learning they ac)vely seek out differing perspec)ves to advance their knowledge and understanding

Answer 41

advances in epistemic cogni)on depend on further gains in metacogni)on more likely to occur in situa)ons that challenge young peoples’ perspec)ves and induce them to consider ra)onality of their thought processes

Answer 42

interac)on among individuals who are roughly equal in knowledge and authority is beneficial prevents acceptance of another’s reasoning simply because of greater power or exper)se movement from dualism to rela)vism is probably limited to people who are college educated

Answer 43

theory needs to be testable/falseifiable like Perry, points out that whereas adolescents operate within a world of possibility, adulthood involves movement from hypothe)cal to pragmatic thought pragma'c thought – a structural advance in which logic becomes a tool for solving real-world problems

Answer 44

need to specialize motivates this change as adults select one path out of many alterna)ves, they become more aware of the constraints of everyday life; in the course of balancing various roles, they accept contradic)ons as part of existence and develop ways of thinking that thrive on imperfec)on and compromise viewing of this stage of life

Answer 45

enhanced reflec)ve capaci)es alter the dynamics of their emo)onal lives young adults become more adept in integra)ng cogni)on with emo)on which allows for making sense of discrepancies discrepancies not ignored but dealt with development of thought and integrated

Answer 46

from adolescence through middle adulthood, people gain in cognitive-affective complexity – awareness of positive and negative feelings and coordination of them into a complex organized structure 34 year old combined roles and traits into coherent description - with birth of 1st child more prepared than ever but more struggles - temper their needs with fuflilling needs of child while maintain self as individual **adults emotional intelligence - very important

Answer 47

cogni)ve-affec)ve complexity promotes greater awareness of one’s own and others’ perspec)ves and mo)va)ons it is a vital aspect of adult emo)onal intelligence and is valuable in solving many pragma)c problems makes sense of positive and negative feelings, allows thinking rational about real world dilemma even those containing lots of negative information

Answer 48

- several dilemmas - three levels, two stages in each - par)cipants: school-aged boys, some included in follow-up asked many question - analyzed

Answer 49

expertise–acquisition of extensive knowledge in a field or endeavor because it takes many years to master any complex domain, expertise is supported by the specializa)on that begins with selec)ng a college major or an occupa)on cognitively dealng with information different ways chess players cognitively chunking information where as novices - slower and less efective

Answer 50

once attained, exper'se has a profound impact on informa'on processing characteris)cs of experts experts remember + reason more quickly and effec)vely experts know more domain-specific concepts, and represent them at a deeper and more abstract level and as having more features that can be linked to other concepts

Answer 51

Stage 1: Punishment and Obedience (Might Makes Right) Ques)on: What must I do to avoid punishment? What can I do to force my will upon others? Heinz Dilemma: don’t steal because you will go to jail; steal the drug because if you let your wife die, there will be an inves)ga)on

Answer 52

exper)se is necessary for crea)vity + problem solving besides just being original, the crea)ve products of adults must be directed at a social or aesthe)c need 5 yr old creative in drawngs - different kind of creativity (about being original)

Answer 53

mature crea)vity requires the ability to formulate new, culturally meaningful problems and to ask significant ques)ons that have not been posed before this movement from problem solving to problem finding is a core feature of postformal thought evident in highly accomplished ar)sts and scien)sts

Answer 54

case studies support the 10-year rule in development of master-level crea)vity decade between ini)al exposure to a field and sufficient exper)se to produce a crea)ve work crea)ve accomplishment rises in early adulthood, peaks in the late 30s or early 40s, and gradually declines

Answer 55

early start in crea)vity tend to peak and drop off sooner, while “late bloomers” hit their stride at older ages this suggests that crea'vity is more a func'on of “career age” than of chronological age

Answer 56

course of crea)vity also varies across disciplines artists + musicians typically show an early rise in creativity, maybe because they do not need extensive formal education before they begin to produce academic scholars and scientists, who must earn higher academic degrees and spend years doing research to make worthwhile contributions, usually display their achievements later and over a longer time

Answer 57

creativity requires other quali)es in addi)on to exper)se an innova)ve thinking style, tolerance of ambiguity, a special drive to succeed, and a willingness to experiment and try again after failure crea)vity is determined by mul)ple factors and, when promoted by personal situa)onal factors, can con)nue many decades

Answer 58

creativity requires other quali)es in addi)on to exper)se an innova)ve thinking style, tolerance of ambiguity, a special drive to succeed, and a willingness to experiment and try again after failure crea)vity is determined by mul)ple factors and, when promoted by personal situa)onal factors, can con)nue many decades level of resilience and openness

Answer 59

Stage 1: Punishment and Obedience (Might Makes Right) avoid consequences usually from parents avoidance of punishment and unvarying deference to power/authority very little perspective taking

Answer 60

Stage 2: Instrumental Purpose (The Egoist) Ques)on: What’s in it for me? What must I do to avoid pain, gain pleasure? Heinz Dilemma: don’t steal, more risk than it is worth; steal even when you risk going to jail, aoer all it is your life and thus your choice

Answer 61

Stage 2: Instrumental Purpose (The Egoist) market place exchange of favors or blows - do unto others as they do unto you satisfy own needs and maybe occasionally needs of others elements of fairness/sharing but all in a physical understanding (you scratch my back ill scath yours) not loyalty/gratitude/justice

Answer 62

Stage 3: interpersonal cooperation (good boy – good girl orientation) Question: What must I do to be seen as a good girl/boy (socially acceptable)? Heinz Dilemma: steal because you will never be able to look anyone in the face again if you won’t; don’t steal, you will bring dishonour to you and your family

Answer 63

Stage 3: interpersonal cooperation (good boy – good girl orientation) conform to personal expectations and loyalty - actively maintaining(social groups not individuals as source of authority)/supporting the order established age 7 to age 12 seek acceptance from members of other group - good behaviour is what approved by others/ how majority behaves (conformity)

Answer 64

Stage 4: Social-order-maintaining orientation (The Good Citizen) Ques)on: What if everyone did that? Heinz Dilemma: steal the drug with the idea of paying later and accep)ng the penalty; don’t steal, if everyone starts breaking the law in a jam, civiliza)on will break down age more blurry 10 to about 15 or older on average

Answer 65

Stage 4: Social-order-maintaining orientation (The Good Citizen) conventions that guide behaviour expand to include wider rule of society justice demans wrong doers be punished, precedant/consistancy must be maintained following laws is rewarded right = miatingiant order for its own sake **most adults this is the max they attain

Answer 66

Stage 5: social contract orientation (the philosopher) Question: What is the just things to do given all the circumstances? What will bring the most good to the greatest number of people? Heinz Dilemma: steal, the law needs to be reinterpreted; no an)stealing response

Answer 67

Stage 5: social contract orientation (the philosopher) applies to 10-15% of adults some teenagers but usually not till mid 3s or 40s freely entire commitment clear awareness of relativeness of personal values right action is a matter of personal action and opinions additional emphasis on changing law in terms of changing – outside free agreement/ free contract these are the binding elements (the official level of morality)

Answer 68

Stage 6: universal ethical principle orientation (the prophet) Question: What if everyone did that? Heinz Dilemma: steal, respect for human life is absolute and as such, we have a mutual duty to save one another

Answer 69

Stage 6: universal ethical principle orientation (the prophet) individual judgments of good and bad influenced by universal moral principals consciousness – self chosen ethical prinicplas appeal to universality categorical imperative – not concrete moral rules principals of justice, respect of human beings as individual persons

Answer 70

- people go through stages in above order - only 20-25% of the adult popula)on aWain the post-conven)onal level; in fact, even the conven)onal levels are already quite mature - in real life, people ooen reason below levels of which they are capable (e.g., emo)onal factors, situa)onal context)

Answer 71

People reason below levels capable – discussion can encourage development because these higher levels can be reasoned As gains traction also gains criticism

Answer 72

- The dilemmas are ar)ficial and hypothe)cal: Most of the dilemmas are unfamiliar to most people. For example, in the Heinz dilemma Kohlberg’s par)cipants were aged between 7 and 16. They have never been married and never been placed in a situa)on remotely like the one in the story. How should they know whether Heinz should steal the drug? As such, the dilemmas lack ecological validity.

Answer 73

They may also lack general validity: In a real situa)on what course of ac)on a person takes will have real consequences – and some)mes very unpleasant ones for themselves. Would par)cipants reason in the same way if they were placed in a real situa)on? We just don’t know.

Answer 74

Most people never been married – how should they know how Hienz should act in moral dilemma In real life what course of action a person decided to take has real life consequences – can be very unpleasant Would the reason in same way if placed in real life situation? General validity?

Answer 75

- The sample is biased: Gilligan noted that all par)cipants in Kohlberg’s study were male; reflect male defini)on of morality (i.e., it is androcentric); abstract principles of law and jus)ce versus principles of compassion and care chicago school boys all male sample

Answer 76

Need other variables to clarify the relationship – moral identity (moral reasoning integrated into moral behavior) Kohlberg claims moral of male advanced to females – girls tend to be at stage 3 boys at stage 4 gender debate has large impacts - cannot be ignored vs principals of passion/care 9may be found more in females?)

Answer 77

- Dis)nct stages? situa)onal, emo)onal, cultural factors - moral reasoning equals moral behaviour? only modest connec)on; moral iden)ty as modulator - jus)ce as most fundamental moral principle? principle of compassion versus principle of jus)ce (Gilligan’s point, see earlier slide) keep in mind: powerful theory, influen)al findings

Answer 78

evidence doesn’t always support Behind theory culturally biased POV – north American perspective Capable of great reasoning – but do you see it in actions? Kohlberg is a scale or moral thinking not moral actions – may not behave accordingly to talk at high moral level

Answer 79

cultural bias - main stream North American moral values moral behavior more consistent more predictable at higher stages satge 3 = feelings ;vary stage 4 = laws; more consistent more research to support but not clear cut - there is a relationship between moral behaviour and action but need other variables to clarify ie moral identity (how central morality central to self construct) --> driving decision making is justice most fundemental moral principal (kohlberg clearly thinks so) - Gilenberg : caring is equally important

Answer 80

women prioritize ethics of care over ethics of justice - challenges fundemental assumptions central assumption that with age gain moral prowess - strong concept

Answer 81

pospormal thought: - more flexible and logical; integra)ng moral and intellectual complexities - researchers studying pospormal thought have observed that cogni)ve development occurs beyond Piaget’s formal opera)ons - as personal effort and social experiences spark, increasingly ra)onal, flexible, and prac)cal ways of thinking

Answer 82

relativistic thinking and dualistic thinking refers to our reflec)ons on how we arrive at facts, beliefs, and ideas - when mature, ra)onal thinkers reach conclusions that differ from those of others, they consider the jus)fiability of their conclusions - when they cannot jus)fy their approach, they revise it, seeking a more balanced, adequate route to acquiring knowledge

Answer 83

what stood out for you during this previous year? responses indicated that students reflection on knowing changed as experience complexity of college life and moved closer to adulthood

Answer 84

- Perry interviewed university students to discover why they respond in drama)cally different ways to the diversity of ideas they encounter in college - at the end of each of their 4 years, he asked students “what stood out” during the previous year

Answer 85

- responses indicated that the students’ reflec)ons on “knowing” changed as they experienced the complexi)es of university life and moved closer to adult roles

Answer 86

- younger students regarded knowledge as made up of separate units (beliefs and preposi)ons) - they believed the truth of these separate units could be determined by comparing them to objec)ve standards: these standards exist apart from the thinking person and his/her current situa)on

Answer 87

- as a result, they engaged in dualis'c thinking – dividing informa)on, values, and authority into right and wrong, good and bad, we and they ex. College freshman: “When I went to my first lecture, what the man said was just like God’s word. I believed everything he said because he is a professor... and this is a respected posi)on.”

Answer 88

Idea are very individualized – how great their thought could be without it being absolute no absolute truth - instead multiple truths each realtive to context (more flexible/tolerant)

Answer 89

older students moved toward rela'vis'c thinking – viewing all knowledge as embedded in a framework of thought being aware of a diversity of opinions on many topics, they gave up the possibility of absolute truth in favor of mul)ple truths, each rela)ve to its context

Answer 90

as a result, their thinking becomes more flexible and tolerant ex. College senior: “Just seeing how [famous philosophers] fell short of an all-encompassing answer, [you realize] that ideas are really individualized. And you begin to have respect for how great their thought could be, without its being absolute.”

Answer 91

- rela)vis)c thinking leads to the realiza)on that one’s own beliefs are ooen subjec)ve, since several frameworks sa)sfy the criterion of internal logical consistency thus, the rela)vis)c thinker is acutely aware that each person, in arriving at a posi)on, creates his/her own “truth” if amongst equals discussions made lead to resolutions not concurrent to absolute truth process of thinking through soloutions may go deeper - don't accept pov because they have authority

Answer 92

- eventually, the most mature individuals progress to commitment within rela'vis'c thinking – instead of choosing between opposing views, they try to formulate a more sa)sfying perspec)ve that synthesizes contradic)ons - when considering which of two theories studied in a college course is beWer, or which of several movies most deserves an Oscar the individual moves beyond the stance that everything is a maWer of opinion and generates ra)onal criteria against which op)ons can be evaluated

Answer 93

- few college students reach this extension of rela)vism - adults who aWain it generally display a more sophis)cated approach to learning they ac)vely seek out differing perspec)ves to advance their knowledge and understanding

Answer 94

- importance of peer interac)on and reflec)on - advances in epistemic cogni)on depend on further gains in metacogni)on more likely to occur in situa)ons that challenge young peoples’ perspec)ves and induce them to consider the ra)onality of their thought processes

Answer 95

- interac)on among individuals who are roughly equal in knowledge and authority is beneficial prevents acceptance of another’s reasoning simply because of greater power or exper)se - movement from dualism to rela)vism is probably limited to people who are college educated

Answer 96

because of the many viewpoints encountered in the course of college study; the most advanced aWainment – commitment within rela.vism – may require advanced graduate study may not see kinds of thinking in anyone

Answer 97

theory needs to be testable/falseifiable - like Perry, Labouvie-Vief points out that whereas adolescents operate within a world of possibility, adulthood involves movement from hypothe)cal to pragma*c thought pragma'c thought – a structural advance in which logic becomes a tool for solving real-world problems

Answer 98

- the need to specialize mo)vates this change as adults select one path out of many alterna)ves, they become more aware of the constraints of everyday life; in the course of balancing various roles, they accept contradic)ons as part of existence and develop ways of thinking that thrive on imperfec)on and compromise viewing of this stage of life

Answer 99

- these enhanced reflec)ve capaci)es alter the dynamics of their emo)onal lives young adults become more adept in integra)ng cogni)on with emo)on which allows for making sense of discrepancies discrepancies not ignored but dealt with development of thought and integrated

Answer 100

- Labovie-Vief found that from adolescence through middle adulthood, people gain in cogni've-affec've complexity – awareness of posi)ve and nega)ve feelings and coordina)on of them into a complex organized structure 34 year old combined roles and traits into coherent description - with birth of 1st child more prepared than ever but more struggles - temper their needs with fuflilling needs of child while maintain self as individual **adults emotional intelligence - very important

Answer 101

cogni)ve-affec)ve complexity promotes greater awareness of one’s own and others’ perspec)ves and mo)va)ons it is a vital aspect of adult emo)onal intelligence and is valuable in solving many pragma)c problems makes sense of positive and negative feelings, allows thinking rational about real world dilemma even those containing lots of negative information

Answer 102

it helps people regulate intense emo)on and, therefore, think ra)onally about real-world dilemmas, even those that are full of nega)ve informa)on more specialized and context bound thought may be saying bye to some parts and opens new doors to higher levels of confidence

Answer 103

- exper'se – acquisi)on of extensive knowledge in a field or endeavor - because it takes many years to master any complex domain, exper)se is supported by the specializa)on that begins with selec)ng a college major or an occupa)on cognitively dealng with information different ways chess players cognitively chunking information where as novices - slower and less efective

Answer 104

- once aWained, exper'se has a profound impact on informa'on processing - characteris)cs of experts experts remember and reason more quickly and effec)vely experts know more domain-specific concepts, and represent them at a deeper and more abstract level and as having more features that can be linked to other concepts

Answer 105

when faced with a complicated problem novices tend to use a trial and error approach experts tend to plan ahead, systema)cally analyzing and categorizing elements and selec)ng the best from many possibili)es

Answer 106

exper)se is necessary for crea)vity , as well as problem solving besides just being original, the crea)ve products of adults must be directed at a social or aesthe)c need 5 yr old creative in drawngs - different kind of creativity (about being original)

Answer 107

mature crea)vity requires the ability to formulate new, culturally meaningful problems and to ask significant ques)ons that have not been posed before this movement from problem solving to problem finding is a core feature of pospormal thought evident in highly accomplished ar)sts and scien)sts not about problem solving but problem finding - process of problem finding is core feature of thought

Answer 108

- case studies support the 10-year rule in development of master-level crea)vity a decade between ini)al exposure to a field and sufficient exper)se to produce a crea)ve work - crea)ve accomplishment rises in early adulthood, peaks in the late 30s or early 40s, and gradually declines

Answer 109

- those who get an early start in crea)vity tend to peak and drop off sooner, while “late bloomers” hit their stride at older ages this suggests that crea'vity is more a func'on of “career age” than of chronological age

Answer 110

- the course of crea)vity also varies across disciplines ar)sts and musicians typically show an early rise in crea)vity, maybe because they do not need extensive formal educa)on before they begin to produce academic scholars and scien)sts, who must earn higher academic degrees and spend years doing research to make worthwhile contribu)ons, usually display their achievements later and over a longer )me different time for it depending on domain

Answer 111

- crea)vity requires other quali)es in addi)on to exper)se an innova)ve thinking style, tolerance of ambiguity, a special drive to succeed, and a willingness to experiment and try again aoer failure - crea)vity is determined by mul)ple factors and, when promoted by personal situa)onal factors, can con)nue many decades level of resilience and openness