When asked who is creative, many people immediately think of artists, writers, musicians, and painters—in short, they think of creativity as existing primarily in the Arts. Of course, this is too narrow view of creativity. Creative thought and behaviour exist in most any field of endeavour and in many aspects of life. The major advances in science and technology have done as much, if not more, to change society and culture than any other set of professions. One major question, therefore, is who becomes a creative scientist and what are its psychological predictors? How do neuroscientific patterns, developmental histories, personalities, gender, cognitive styles, motivations, and social influences make creative discoveries more or less likely?
The primary problem to address is what is our current understanding of the psychological predictors of scientific talent and creative achievement. The psychology of science in general has focused on the cognitive, social, developmental, personality, motivational, and gender influences of scientific thought and behaviour. The current research topic will focus on the most up-to-date research on creative science, that is those scientists who are pioneers, start new lines of research, or make the most significant discoveries in their field of science, including but not limited to the physical, biological, social, computer sciences as well as math and technology.
We will primarily be soliciting reviews, perspectives, and conceptual analysis papers, but a few manuscripts may be brief research reports. A sample of targeted themes include, but will not be limited to:
· Development of scientific thought and talent as well as age and productivity.
· Cognitive mechanisms that facilitate creative problem solving in science, math, and technology.
· Neuroscientific mechanisms that involved in creative problem solving in science, math, and technology.
· Personality traits that make creative achievement in science more likely.
· The role of gender in the development and recognition of scientific talent and achievement.
· Social and cultural forces that facilitate and hinder creative solutions in science.
When asked who is creative, many people immediately think of artists, writers, musicians, and painters—in short, they think of creativity as existing primarily in the Arts. Of course, this is too narrow view of creativity. Creative thought and behaviour exist in most any field of endeavour and in many aspects of life. The major advances in science and technology have done as much, if not more, to change society and culture than any other set of professions. One major question, therefore, is who becomes a creative scientist and what are its psychological predictors? How do neuroscientific patterns, developmental histories, personalities, gender, cognitive styles, motivations, and social influences make creative discoveries more or less likely?
The primary problem to address is what is our current understanding of the psychological predictors of scientific talent and creative achievement. The psychology of science in general has focused on the cognitive, social, developmental, personality, motivational, and gender influences of scientific thought and behaviour. The current research topic will focus on the most up-to-date research on creative science, that is those scientists who are pioneers, start new lines of research, or make the most significant discoveries in their field of science, including but not limited to the physical, biological, social, computer sciences as well as math and technology.
We will primarily be soliciting reviews, perspectives, and conceptual analysis papers, but a few manuscripts may be brief research reports. A sample of targeted themes include, but will not be limited to:
· Development of scientific thought and talent as well as age and productivity.
· Cognitive mechanisms that facilitate creative problem solving in science, math, and technology.
· Neuroscientific mechanisms that involved in creative problem solving in science, math, and technology.
· Personality traits that make creative achievement in science more likely.
· The role of gender in the development and recognition of scientific talent and achievement.
· Social and cultural forces that facilitate and hinder creative solutions in science.
