Creativity / operational definition exercise
Main goal is type #3: Practice doing the skills they’ll need for the research project,
creating a scale for a psychological concept.
This is done early in the quarter.
Change over time: I used to try to get them to develop it from scratch each quarter. Now
I use some pieces from previous quarters to help
I think this is a good example where I have used bits from previous quarters to assist but
not take over. I do use it to skip some steps along the way. The tougher question is, do I
want to help them skip some steps in the research project so the resulting scales are more
interesting or meaningful? In the projects, they rarely go in much detail, they rarely
come up with their own questions, or give thoughts to different kinds of questions.
Perhaps I should concentrate on having them evaluate existing scales?
Originally very #4 oriented. I wanted them to create new, interesting, rich, descriptive
scales of common concepts. I am very frustrated by the reliance
I also believe a good scale in and of itself can tell you something. The descriptions aren’t
always direct comparisons (e.g. some, more, a lot of the same thing) and the facets are
interesting, to decide which are the same and which are not.
#1 They need to use it for their projects. If it is descriptive it should help them think
differently about material.
Perhaps I should compare traditional self report scales (e.g. Rosenberg self esteem) and
on-line quizzes with more descriptive ones, such as anxiety scale from Pebbles in the
Pond. The stress situational questions are ok, in the right direction. Parent-focused vs.
child-focused discipline might work, too.
#2 Content is about methods, not about creativity. Concept and operational definitions
are key ideas, but not given much time in the introductory text.
I can give them more, look up Amabile and other creativity research. It might distract.
Don’t want something too close to what I’m asking them to do, I’m afraid it will crush
the #4 stuff. Can give them quotes, like Scott Adams’s on creativity.
#3
Steps are developed. Different practices for developing concept and operational
definition. It’s more art than skill to the back and forth between them.
See handout, last page
#4 Key question is how do I make this possible? If I am too thorough in #1, #2, #3, then
I have answered all the #4 potentials that I have come up with. Creativity is pretty
Have one facet of creativity where it is thoroughly set up, then have another facet that
they start themselves and get as far as they can.
Another tact is to note the possibilities explicitly as we’re going through the exercise.
This way the possibilities are noted, but we don’t have to follow up on them. This is the
kind of thing that could be on the web site, eventually, from previous quarters to prod
students when choosing their projects.
Research Methods – operational definition and concept
Goals:
Come up with operational definitions that are specific and consistent, and ones that bring
in some of the complexity of the concept.
Come up with multiple operational definitions for the same concept and explain why they
are different and useful.
For creativity study:
(FOR DRAWER)
1. Which hand do you use to write with?
LEFT
RIGHT
BOTH
2. Circle one number for the following that best describes you:
Totally Right
Hand/ Left
Brain
1
Do all of the
following with
ONLY RIGHT
hand/foot:
Writing, using
scissors,
throwing
kicking
Ambidextrous
2
Most with right,
one with left
3
Do ALL of the
following (at
least functional)
with BOTH:
Writing, using
scissors,
throwing
kicking
4
Most with left,
one with right
Totally Lieft
Hand/Right
Brain
5
Do allof the
following with
ONLY LEFT
hand/foot:
Writing, using
scissors,
throwing
kicking
(FOR RATER – NOT FOR DRAWER)
Creativity Scales
Obviousness
Totally
Obvious
“S” is part
of one
object that
is main
part of
picture
“Oh”
Line is part
of object,
but object is
not main
piece OR
line is one
part of
object
1
Number
eight
2
Flag
3
As part of
wave
(ocean
scene)
4
Back of a
dinosaur
(who had
bow on
head)
5
Person
holding
hose
sprinkling,
Even seeing
the picture, I
couldn’t
imagine
coming up
with that
idea starting
with the
line…
Line fits in
well with
picture, but
is not main
part. Picture
has ideas
and message
unrelated to
line part
6
7
Part of
hood of
VW bug