Creativity
creativity的英语作文
creativity的英语作文Creativity。
Creativity is the ability to think and act in ways that are new and original. It is a skill that can be developed and nurtured, and it is essential for success in many areas of life. Whether it is in the arts, sciences, business, or everyday problem-solving, creativity is what sets individuals and organizations apart.One of the key aspects of creativity is the ability to think outside the box. This means being able to see things from a different perspective, and to come up with new and innovative solutions to problems. It also involves being open to new ideas and experiences, and being willing to take risks and make mistakes. Creativity is not just about coming up with new ideas, but also about being able to turn those ideas into reality.Creativity is important in many areas of life. In thearts, creativity is what allows artists to express themselves and create works that are unique and original. In the sciences, creativity is essential for coming up with new theories and hypotheses, and for finding new ways to solve problems. In business, creativity is what allows companies to develop new products and services, and to stay ahead of the competition. In everyday life, creativity is what allows individuals to come up with new and innovative solutions to everyday problems.There are many ways to develop and nurture creativity. One of the most important is to be open to new ideas and experiences. This means being willing to try new things, and to take risks and make mistakes. It also means being willing to learn from others, and to be open to feedback and criticism. Another important aspect of creativity is being able to think critically and analytically. This means being able to see things from a different perspective, and to come up with new and innovative solutions to problems. It also involves being able to think creatively and to come up with new and original ideas.Creativity is a skill that can be developed and nurtured, and it is essential for success in many areas of life. Whether it is in the arts, sciences, business, or everyday problem-solving, creativity is what sets individuals and organizations apart. By being open to new ideas and experiences, and by being willing to take risks and make mistakes, individuals can develop and nurturetheir creativity and achieve success in their chosen field.。
creativity 的量表
创造力的定义与重要性创造力的定义创造力是指个体或集体在创造、创新和解决问题时，能够产生独特、有价值的想法和成果的能力。
它涉及对现实的认识、思考、观察、联想、整合和表达等多个方面。
创造力的重要性创造力在个人和社会的发展中起着重要的作用。
以下是创造力的几个重要方面：1.创新和进步：创造力是人类进步的源泉，推动着科学技术、艺术文化和社会制度等的不断发展，为社会带来新的可能性和进步。
2.解决问题：创造力使个体能够从新的角度思考问题，寻找创新的解决方法，有助于解决日常生活中的困难和挑战。
3.独特性和个人发展：创造力使个体能够表达独特的思想和观点，发展自己的特长和潜能，实现个人目标和价值。
4.创业和经济发展：创造力是创业精神的核心，有助于培养创业者和创新企业，推动经济的繁荣和持续发展。
5.美学和审美体验：创造力在艺术、设计和文学等领域中起着重要作用，创造了美的范畴，丰富了人类的审美体验。
创造力的量表创造力的量表是用来评估个体创造力水平的工具，通过对个体的创造力进行量化，帮助我们了解个体的创造力特点和发展需求。
以下是一些常用的创造力量表：1. 托雷克创造力量表（Torrance Tests of Creative Thinking）托雷克创造力量表是目前应用最广泛的创造力评估工具之一。
该量表包括作品测验、提示测验和应用测验三个部分，主要评估个体的创造力思维和表现能力。
2. 吉尔福德多元智能测验（Guilford’s Structure of Intellect）吉尔福德多元智能测验是一种综合性的智力和创造力评估工具。
它通过对个体的认知能力和创造能力进行多元化评估，帮助了解个体的多样性智能组合和创造力潜能。
3. 转化型领导力量表（Transformational Leadership Questionnaire）转化型领导力量表是一种评估领导者创造力特质和行为的工具。
它主要从创新和激励等方面，评估领导者对员工创造力的激发和促进程度，为组织的创新和发展提供指导。
Creativity、Productivity和Recursiveness 辨析精品文档3页
Creativity、Productivity和Recursiveness 辨析语言的区别性特征其中包括创造性（creativity）或多产性（productivity）和递归性（recursiveness）。
这一特征是指一门语言可以通过递归规则，在现有的词汇和语法的基础上，创造出无限的新语句以及词语的组合，甚至可以创造出无限长的句子。
虽然创造性（creativity）、多产性（productivity）和递归性（recursiveness）都指语言的这一特征，但是这三个词之间还是有一些不同，它们所侧重的方面不同。
下面我们将逐一分析创造性、多产性和递归性。
一、创造性（Creativity）最先提出语言具有创造性的是德国语言学家威廉?冯?洪堡特，语言是一种创造性的精神活动，这是洪堡特对语言属性的一个基本界定。
他指出，人的大脑里天生就有一种能力――创造语言的能力。
他认为语言能力是组成人类大脑功能的重要部分，儿童在语言环境中能自然的习得语言就是最好的例子。
因为语言是大脑的一种能力，讲话人才能运用有限的语言手段创造出无限的语言行为。
洪堡特认为语言是精神力量积极自主的活动；语言的创造性意味着精神力量的创造性。
在这里洪堡特关于创造性的观点就体现出语言的创造性侧重于语言的使用者，因为语言是人的一种精神活动，只有语言使用者运用一定的方法才能创造出无限的语言使用。
只有语言使用者才有创造语言的能力，这也就是人类语言之所以区别于动物语言的原因之一。
二、多产性（Productivity）在美国语言学家霍凯特提出的语言的13个区别性特征中就包括多产性。
语言的多产性是指语言可以理解并创造出无限数量的新句子。
霍凯特指出人类的语言是开放的、多产的，人类有能力说出以前从没说过和听过的句子。
人们每天都在输出以前没有的信息，也在不断的接收新的信息，在这个过程中人们可以理解之前从未听过的句子。
这里我们所说的语言的多产性侧重于语言本身，对于语言本身来说，语言是多产的，它可以有无限数量的句子。
什么是创造力Creativity
CreativityCreativity is a phenomenon whereby something new and somehow valuable is formed, such as an idea, a scientific theory, an invention, a literary work, a painting, a musical composition, a joke, etc.Scholarly interest in creativity involves many definitions and concepts pertaining to a number of disciplines: psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, songwriting, and economics, covering the relations between creativity and general intelligence, mental and neurological processes, personality type and creative ability, creativity and mental health; the potential for fostering creativity through education and training, especially as augmented by technology; and the application of creative resources to improve the effectiveness of teaching and learning.Contents [hide]1 Definition2 Aspects3 Etymology4 History of the concept4.1 Ancient views4.2 The Enlightenment and after4.3 Twentieth century to the present day4.4 "Four C" model5 Theories of creative processes5.1 Incubation5.2 Convergent and divergent thinking5.3 Creative cognition approach5.4 The Explicit–Implicit Interaction (EII) theory5.5 Conceptual blending5.6 Honing theory5.7 Everyday imaginative thought6 Measuring6.1 Creativity quotient6.2 Psychometric approach6.3 Social-personality approach7 Intelligence8 Neurobiology8.1 Working memory and the cerebellum8.2 REM sleep9 Affect9.1 Positive affect relations10 Formal theory11 Mental health12 Some types of creativity according to R.J. Sternberg13 In various contexts13.1 Creativity profiles13.2 In diverse cultures13.3 In art and literature13.4 Psychological examples from science and mathematics13.5 Creative industries and services13.6 In other professions13.7 In organizations13.8 Economic views of creativity13.9 Social network view of creativity14 Fostering creativity15 Understanding and enhancing the creative process with new technologies16 Social attitudes17 See also18 Notes19 References20 Further reading21 External linksDefinition[edit]In a summary of scientific research into creativity, Michael Mumford suggested: "Over the course of the last decade, however, we seem to have reached a general agreement that creativity involves the production of novel, useful products" (Mumford, 2003, p. 110).[1] Creativity can also be defined "as the process of producing something that is both original and worthwhile" or "characterized by originality and expressiveness and imaginative".[2] What is produced can come in many forms and is not specifically singled out in a subject or area. Authors have diverged dramatically in their precise definitions beyond these general commonalities: Peter Meusburger reckons that over a hundred different analyses can be found in the literature.[3]Aspects[edit]Theories of creativity (particularly investigation of why some people are more creative than others) have focused on a variety of aspects. The dominant factors are usually identified as "the four Ps" — process, product, person and place (according to Mel Rhodes).[4] A focus on process is shown in cognitive approaches that try to describe thought mechanisms and techniques for creative thinking. Theories invoking divergent rather than convergent thinking (such as Guilford), or those describing the staging of the creative process (such as Wallas) are primarily theories of creative process. A focus on creative product usually appears in attempts to measure creativity (psychometrics, see below) and in creative ideas framed as successful memes.[5] The psychometricapproach to creativity reveals that it also involves the ability to produce more.[6] A focus on the nature of the creative person considers more general intellectual habits, such as openness, levels of ideation, autonomy, expertise, exploratory behavior and so on. A focus on place considers the circumstances in which creativity flourishes, such as degrees of autonomy, access to resources and the nature of gatekeepers. Creative lifestyles are characterized by nonconforming attitudes and behaviors as well as flexibility.[6]Etymology[edit]The lexeme in the English word creativity comes from the Latin term creō "to create, make": its derivational suffixes also come from Latin. The word "create" appeared in English as early as the 14th century, notably in Chaucer, to indicate divine creation[7] (in The Parson's Tale[8]). However, its modern meaning as an act of human creation did not emerge until after the Enlightenment.[7]History of the concept[edit]Main article: History of the concept of creativityGreek philosophers like Plato rejected the concept of creativity, preferring to see art as a form of discovery. Asked in The Republic, "Will we say, of a painter, that he makes something?", Plato answers, "Certainly not, he merely imitates."[9]Ancient views[edit]Most ancient cultures, including thinkers of Ancient Greece,[9] Ancient China, and Ancient India,[10] lacked the concept of creativity, seeing art as a form of discovery and not creation. The ancient Greeks had no terms corresponding to "to create" or "creator" except for the expression "poiein" ("to make"), which only applied to poiesis (poetry) and to the poietes (poet, or "maker") who made it. Plato did not believe in art as a form of creation. Asked in The Republic,[11] "Will we say, of a painter, that he makes something?", he answers, "Certainly not, he merely imitates."[9]It is commonly argued that the notion of "creativity" originated in Western culture through Christianity, as a matter of divine inspiration.[7] According to the historian Daniel J. Boorstin, "the early Western conception of creativity was the Biblical story of creation given in the Genesis."[12] However, this is not creativity in the modern sense, which did not arise until the Renaissance. In the Judaeo-Christian tradition, creativity was the sole province of God; humans were not considered to have the ability to create something new except as an expression of God's work.[13] A concept similar to that of Christianity existed in Greek culture, for instance, Muses were seen as mediating inspiration from the Gods.[14] Romans and Greeks invoked the concept of an external creative "daemon" (Greek) or "genius" (Latin), linked to the sacred or the divine. However, none of these views are similar to the modern concept of creativity,and the individual was not seen as the cause of creation until the Renaissance.[15] It was during the Renaissance that creativity was first seen, not as a conduit for the divine, but from the abilities of "great men".[15]The Enlightenment and after[edit]The rejection of creativity in favor of discovery and the belief that individual creation was a conduit of the divine would dominate the West probably until the Renaissance and even later.[13] The development of the modern concept of creativity begins in the Renaissance, when creation began to be perceived as having originated from the abilities of the individual, and not God. However, this shift was gradual and would not become immediately apparent until the Enlightenment.[15] By the 18th century and the Age of Enlightenment, mention of creativity (notably in art theory), linked with the concept of imagination, became more frequent.[16] In the writing of Thomas Hobbes, imagination became a key element of human cognition;[7] William Duff was one of the first to identify imagination as a quality of genius, typifying the separation being made between talent (productive, but breaking no new ground) and genius.[14]As a direct and independent topic of study, creativity effectively received no attention until the 19th century.[14] Runco and Albert argue that creativity as the subject of proper study began seriously to emerge in the late 19th century with the increased interest in individual differences inspired by the arrival of Darwinism. In particular they refer to the work of Francis Galton, who through his eugenicist outlook took a keen interest in the heritability of intelligence, with creativity taken as an aspect of genius.[7]In the late 19th and early 20th centuries, leading mathematicians and scientists such as Hermann von Helmholtz (1896) and Henri Poincaré (1908) began to reflect on and publicly discuss their creative processes.Twentieth century to the present day[edit]The insights of Poincaré and von Helmholtz were built on in early accounts of the creative process by pioneering theorists such as Graham Wallas[17] and Max Wertheimer. In his work Art of Thought, published in 1926, Wallas presented one of the first models of the creative process. In the Wallas stage model, creative insights and illuminations may be explained by a process consisting of 5 stages:(i) preparation (preparatory work on a problem that focuses the individual's mind on the problem and explores the problem's dimensions),(ii) incubation (where the problem is internalized into the unconscious mind and nothing appears externally to be happening),(iii) intimation (the creative person gets a "feeling" that a solution is on its way), (iv) illumination or insight (where the creative idea bursts forth from itspreconscious processing into conscious awareness);(v) verification (where the idea is consciously verified, elaborated, and then applied).Wallas' model is often treated as four stages, with "intimation" seen as a sub-stage.Wallas considered creativity to be a legacy of the evolutionary process, which allowed humans to quickly adapt to rapidly changing environments. Simonton[18] provides an updated perspective on this view in his book, Origins of genius: Darwinian perspectives on creativity.In 1927, Alfred North Whitehead gave the Gifford Lectures at the University of Edinburgh, later published as Process and Reality.[19] He is credited with having coined the term "creativity" to serve as the ultimate category of his metaphysical scheme: "Whitehead actually coined the term – our term, still the preferred currency of exchange among literature, science, and the arts. . . a term that quickly became so popular, so omnipresent, that its invention within living memory, and by Alfred North Whitehead of all people, quickly became occluded".[20]The formal psychometric measurement of creativity, from the standpoint of orthodox psychological literature, is usually considered to have begun with J. P. Guilford's 1950 address to the American Psychological Association, which helped popularize the topic[21] and focus attention on a scientific approach to conceptualizing creativity. (It should be noted that the London School of Psychology had instigated psychometric studies of creativity as early as 1927 with the work of H. L. Hargreaves into the Faculty of Imagination,[22] but it did not have the same impact.) Statistical analysis led to the recognition of creativity (as measured) as a separate aspect of human cognition to IQ-type intelligence, into which it had previously been subsumed. Guilford's work suggested that above a threshold level of IQ, the relationship between creativity and classically measured intelligence broke down.[23]"Four C" model[edit]James C. Kaufman and Beghetto introduced a "four C" model of creativity; mini-c ("transformative learning" involving "personally meaningful interpretations of experiences, actions and insights"), little-c (everyday problem solving and creative expression), Pro-C (exhibited by people who are professionally or vocationally creative though not necessarily eminent) and Big-C (creativity considered great in the given field). This model was intended to help accommodate models and theories of creativity that stressed competence as an essential component and the historical transformation of a creative domain as the highest mark of creativity. It also, the authors argued, made a useful framework for analyzing creative processes in individuals.[24]The contrast of terms "Big C" and "Little c" has been widely used. Kozbelt, Beghetto and Runco use a little-c/Big-C model to review major theories of creativity [23] Margaret Boden distinguishes between h-creativity (historical) and p-creativity (personal).[25]Robinson[26] and Anna Craft[27] have focused on creativity in a general population, particularly with respect to education. Craft makes a similar distinction between "high" and "little c" creativity.[27] and cites Ken Robinson as referring to "high" and "democratic" creativity. Mihály Csíkszentmihályi[28] has defined creativity in terms of those individuals judged to have made significant creative, perhaps domain-changing contributions. Simonton has analysed the career trajectories of eminent creative people in order to map patterns and predictors of creative productivity.[29]Theories of creative processes[edit]There has been much empirical study in psychology and cognitive science of the processes through which creativity occurs. Interpretation of the results of these studies has led to several possible explanations of the sources and methods of creativity.Incubation[edit]Incubation is a temporary break from creative problem solving that can result in insight.[30] There has been some empirical research looking at whether, as the concept of "incubation" in Wallas' model implies, a period of interruption or rest from a problem may aid creative problem-solving. Ward[31] lists various hypotheses that have been advanced to explain why incubation may aid creative problem-solving, and notes how some empirical evidence is consistent with the hypothesis that incubation aids creative problem-solving in that it enables "forgetting" of misleading clues. Absence of incubation may lead the problem solver to become fixated on inappropriate strategies of solving the problem.[32] This work disputes the earlier hypothesis that creative solutions to problems arise mysteriously from the unconscious mind while the conscious mind is occupied on other tasks.[33]Convergent and divergent thinking[edit]J. P. Guilford[34] drew a distinction between convergent and divergent production (commonly renamed convergent and divergent thinking). Convergent thinking involves aiming for a single, correct solution to a problem, whereas divergent thinking involves creative generation of multiple answers to a set problem. Divergent thinking is sometimes used as a synonym for creativity in psychology literature. Other researchers have occasionally used the terms flexible thinking or fluid intelligence, which are roughly similar to (but not synonymous with) creativity.[citation needed]Creative cognition approach[edit]In 1992, Finke et al. proposed the "Geneplore" model, in which creativity takes place in two phases: a generative phase, where an individual constructs mental representations called preinventive structures, and an exploratory phase where those structures are used to come up with creative ideas. Some evidence shows that when people use their imagination to develop new ideas, those ideas are heavily structured in predictable ways by the properties of existing categories and concepts.[35] Weisberg[36] argued, by contrast, that creativity only involves ordinary cognitive processes yielding extraordinary results.The Explicit–Implicit Interaction (EII) theory[edit]Helie and Sun[37] recently proposed a unified framework for understanding creativity in problem solving, namely the Explicit–Implicit Interaction (EII) theory of creativity. This new theory constitutes an attempt at providing a more unified explanation of relevant phenomena (in part by reinterpreting/integrating various fragmentary existing theories of incubation and insight). The EII theory relies mainly on five basic principles, namely 1) The co-existence of and the difference between explicit and implicit knowledge; 2) The simultaneous involvement of implicit and explicit processes in most tasks; 3) The redundant representation of explicit and implicit knowledge; 4) The integration of the results of explicit and implicit processing; and 5) The iterative (and possibly bidirectional) processing. A computational implementation of the theory was developed based on the CLARION cognitive architecture and used to simulate relevant human data. This work represents an initial step in the development of process-based theories of creativity encompassing incubation, insight, and various other related phenomena.Conceptual blending[edit]Main article: Conceptual blendingIn The Act of Creation, Arthur Koestler introduced the concept of bisociation—that creativity arises as a result of the intersection of two quite different frames of reference.[38] This idea was later developed into conceptual blending. In the '90s, various approaches in cognitive science that dealt with metaphor, analogy and structure mapping have been converging, and a new integrative approach to the study of creativity in science, art and humor has emerged under the label conceptual blending.Honing theory[edit]Honing theory posits that creativity arises due to the self-organizing, self-mending nature of a worldview, and that it is by way of the creative process the individual hones (and re-hones) an integrated worldview. Honing theory places equal emphasis on the externally visible creative outcome and the internal cognitive restructuring brought about by the creative process. Indeedone factor that distinguishes it from other theories of creativity is that it focuses on not just restructuring as it pertains to the conception of the task, but as it pertains to the worldview as a whole. When faced with a creatively demanding task, there is an interaction between the conception of the task and the worldview. The conception of the task changes through interaction with the worldview, and the worldview changes through interaction with the task. This interaction is reiterated until the task is complete, at which point not only is the task conceived of differently, but the worldview is subtly or drastically transformed. Thus another distinguishing feature of honing theory is that the creative process reflects the natural tendency of a worldview to attempt to resolve dissonance and seek internal consistency amongst its components, whether they be ideas, attitudes, or bits of knowledge; it mends itself as does a body when it has been injured.Yet another central, distinguishing feature of honing theory is the notion of a potentiality state.[39] Honing theory posits that creative thought proceeds not by searching through and randomly ‘mutating’ predefined possibilities, but by drawing upon associations that exist due to overlap in the distributed neural cell assemblies that participate in the encoding of experiences in memory. Midway through the creative process one may have made associations between the current task and previous experiences, but not yet disambiguated which aspects of those previous experiences are relevant to the current task. Thus the creative idea may feel ‘half-baked’. It is at that point that it can be said to be in a potentiality state, because how it will actualize depends on the different internally or externally generated contexts it interacts with.Honing theory can account for many phenomena that are not readily explained by other theories of creativity. For example, creativity was commonly thought to be fostered by a supportive, nurturing, trustworthy environment conducive to self-actualization. However, research shows that creativity is actually associated with childhood adversity, which would stimulate honing. Honing theory also makes several predictions that differ from what would be predicted by other theories. For example, empirical support has been obtained using analogy problem solving experiments for the proposal that midway through the creative process one's mind is in a potentiality state. Other experiments show that different works by the same creator exhibit a recognizable style or 'voice', and that this same recognizable quality even comes through in different creative outlets. This is not predicted by theories of creativity that emphasize chance processes or the accumulation of expertise, but it is predicted by honing theory, according to which personal style reflects the creator's uniquely structured worldview. This theory has been developed by Liane Gabora.Everyday imaginative thought[edit]In everyday thought, people often spontaneously imagine alternatives to realitywhen they think "if only...".[40] Their counterfactual thinking is viewed as an example of everyday creative processes.[41] It has been proposed that the creation of counterfactual alternatives to reality depends on similar cognitive processes to rational thought.[42]Measuring[edit]Creativity quotient[edit]Several attempts have been made to develop a creativity quotient of an individual similar to the intelligence quotient (IQ), however these have been unsuccessful.[43]In Malcolm Gladwell's 2008 book Outliers: The Story of Success,[44] there is mentioning of a "divergence test". As opposed to "convergence tests", where a test taker is asked to sort through a list of possibilities and converge on the right answer, a divergence test requires one to use imagination and take one's mind in as many different directions as possible. "With a divergence test, obviously there isn't a single right answer. What the test giver is looking for are the number and uniqueness of your responses. And what the test is measuring isn't analytical intelligence but something profoundly different -- something much closer to creativity. Divergence tests are every bit as challenging as convergence tests."Psychometric approach[edit]J. P. Guilford's group,[34] which pioneered the modern psychometric study of creativity, constructed several tests to measure creativity in 1967:Plot Titles, where participants are given the plot of a story and asked to write original titles.Quick Responses is a word-association test scored for uncommonness.Figure Concepts, where participants were given simple drawings of objects and individuals and asked to find qualities or features that are common by two or more drawings; these were scored for uncommonness.Unusual Uses is finding unusual uses for common everyday objects such as bricks.Remote Associations, where participants are asked to find a word between two given words (e.g. Hand _____ Call)Remote Consequences, where participants are asked to generate a list of consequences of unexpected events (e.g. loss of gravity)Building on Guilford's work, Torrance[45] developed the Torrance Tests of Creative Thinking in 1966.[46] They involved simple tests of divergent thinking and other problem-solving skills, which were scored on:Fluency –The total number of interpretable, meaningful and relevant ideas generated in response to the stimulus.Originality – The statistical rarity of the responses among the test subjects. Elaboration – The amount of detail in the responses.The Creativity Achievement Questionnaire, a self-report test that measures creative achievement across 10 domains, was described in 2005 and shown to be reliable and valid when compared to other measures of creativity and to independent evaluation of creative output.[47]Such tests, sometimes called Divergent Thinking (DT) tests have been both supported[48] and criticized.[49]Considerable progress has been made in automated scoring of Divergent Thinking tests using semantic approach. When compared to human raters, NLP techniques were shown to be reliable and valid in scoring the originality (when compared to human raters).[50][51] The reported computer programs were able to achieve a correlation of 0.60 and 0.72 respectively to human graders.Semantic networks were also used to devise originality scores that yielded significant correlations with socio-personal measures.[52] Most recently, An NSF-funded[53] team of researchers led by James C. Kaufman and Mark A. Runco[54] combined expertise in creativity research, natural language processing, computational linguistics, and statistical data analysis to devise a scalable system for computerized automated testing (SparcIt Creativity Index Testing system). This system enabled automated scoring of DT tests that is reliable, objective, and scalable, thus addressing most of the issues of DT tests that had been found and reported.[49] The resultant computer system was able to achieve a correlation of 0.73 to human graders.[55]Social-personality approach[edit]Some researchers have taken a social-personality approach to the measurement of creativity. In these studies, personality traits such as independence of judgement, self-confidence, attraction to complexity, aesthetic orientation and risk-taking are used as measures of the creativity of individuals.[21] A meta-analysis by Gregory Feist showed that creative people tend to be "more open to new experiences, less conventional and less conscientious, more self-confident, self-accepting, driven, ambitious, dominant, hostile,and impulsive." Openness, conscientiousness, self-acceptance, hostility and impulsivity had the strongest effects of the traits listed.[56] Within the framework of the Big Five model of personality some consistent traits have emerged.[57] Openness to experience has been shown to be consistently related to a whole host of different assessments of creativity.[58] Among the other Big Five traits, research has demonstrated subtle differences between different domains of creativity. Compared to non-artists, artists tend to have higher levels of openness to experience and lower levels of conscientiousness, while scientists are more open to experience, conscientious, and higher in theconfidence-dominance facets of extraversion compared to non-scientists.[56]Intelligence[edit]There has been debate in the psychological literature about whether intelligence (as measured by IQ) and creativity are part of the same process (the conjoint hypothesis) or represent distinct mental processes (the disjoint hypothesis). Evidence from attempts to look at correlations between intelligence and creativity from the 1950s onwards, by authors such as Barron, Guilford or Wallach and Kogan, regularly suggested that correlations between these concepts were low enough to justify treating them as distinct concepts.[57]Some researchers believe that creativity is the outcome of the same cognitive processes as intelligence, and is only judged as creativity in terms of its consequences, i.e. when the outcome of cognitive processes happens to produce something novel, a view which Perkins has termed the "nothing special" hypothesis.[59]An often cited model is what has come to be known as "the threshold hypothesis," proposed by Ellis Paul Torrance, which holds that a high degree of intelligence appears to be a necessary but not sufficient condition for high creativity.[34] That is, while there is a positive correlation between creativity and intelligence, this correlation disappears for IQs above a threshold of around 120. Such a model has found acceptance by many researchers, although it has not gone unchallenged.[60] A study in 1962 by Getzels and Jackson among high school students concluded that high IQ and high creativity tend to be mutually exclusive with a majority of the highest scoring students being either highly creative or highly intelligent, but not both. While this explains the threshold, the exact interaction between creativity and IQ remains unexplained.[61] A 2005 meta-Analysis found only small correlations between IQ and creativity tests and did not support the threshold theory.[62]An alternative perspective, Renzulli's three-rings hypothesis, sees giftedness as based on both intelligence and creativity.Many experts have suggested a relationship between associative memory and creativity.[63][64][65]Neurobiology[edit]The neurobiology of creativity has been addressed[66] in the article "Creative Innovation: Possible Brain Mechanisms." The authors write that "creative innovation might require coactivation and communication between regions of the brain that ordinarily are not strongly connected." Highly creative people who excel at creative innovation tend to differ from others in three ways:。
创造力的重要性和意义英语作文
创造力的重要性和意义英语作文【中英文实用版】The Importance and Significance of CreativityCreativity is an essential aspect of human nature that plays a vital role in the development and progress of society.It is the ability to think outside the box, generate new ideas, and approach problems from different perspectives.The importance and significance of creativity cannot be overstated, as it encompasses various aspects of our lives.Firstly, creativity fosters innovation.It is the driving force behind scientific discoveries, technological advancements, and artistic masterpieces.By thinking creatively, individuals are able to push boundaries, challenge the status quo, and come up with groundbreaking solutions.Without creativity, society would stagnate, and progress would be hindered.Secondly, creativity enhances problem-solving skills.It allows individuals to approach challenges from unique angles, enabling them to find solutions that may not be apparent through conventional thinking.This is particularly crucial in fields such as engineering, medicine, and business, where complex problems require innovative solutions.Furthermore, creativity boosts personal growth and self-expression.Engaging in creative activities allows individuals to exploretheir talents, develop new skills, and express their emotions and ideas.It provides an outlet for self-expression, fostering a sense of fulfillment and purpose.Moreover, creativity promotes collaboration and diversity.When people with different backgrounds and perspectives come together, their creative ideas can merge, leading to richer and more comprehensive solutions.This not only enhances teamwork but also contributes to a more inclusive and vibrant society.In the realm of education, fostering creativity is crucial.It encourages critical thinking, curiosity, and a lifelong love for learning.By nurturing creativity in students, educators can help them become adaptable, resilient, and well-equipped to face the challenges of the future.Lastly, creativity has a profound impact on mental well-being.Engaging in creative pursuits has been shown to reduce stress, increase happiness, and improve overall cognitive function.It allows individuals to tap into their inner creativity, finding solace and purpose in the process.In conclusion, creativity is of utmost importance and significance.It drives innovation, enhances problem-solving, fosters personal growth, promotes collaboration, and contributes to mental well-being.Embracing and nurturing creativity is essential for individuals,communities, and society as a whole.创造力的重要性和意义创造力是人类本质的重要方面，对社会的发展和进步起着关键作用。
creativity小托福作文
creativity小托福作文英文回答：Creativity is a crucial aspect of human life. It allows us to think outside the box, come up with innovative ideas, and solve problems in unique ways. In today's fast-pacedand competitive world, creativity is highly valued and sought after in various fields such as art, science, business, and technology.Creativity is not limited to a specific group of people. It is a skill that can be developed and nurtured by anyone. Some people may have a natural inclination towards creativity, while others may need to work harder to tapinto their creative potential. Regardless of our background or abilities, everyone has the capacity to be creative.One of the benefits of creativity is that it promotes individuality and self-expression. Through creativepursuits such as painting, writing, or music, we canexpress our thoughts, emotions, and unique perspectives. This not only helps us understand ourselves better but also allows others to connect with us on a deeper level.Moreover, creativity plays a vital role in problem-solving. When faced with challenges or obstacles, acreative mindset enables us to find innovative solutions.It encourages us to think outside the box, exploredifferent possibilities, and take risks. As the saying goes, "Necessity is the mother of invention." When we are pushedto think creatively, we often come up with ingenious solutions that we might not have considered otherwise.In addition, creativity fosters collaboration and teamwork. When individuals with different backgrounds and perspectives come together to solve a problem, theirdiverse ideas and approaches can lead to breakthroughs. Creativity encourages open-mindedness, flexibility, and the ability to adapt to new situations. It allows us to embrace change and see it as an opportunity for growth and improvement.中文回答：创造力是人类生活中至关重要的一部分。
creativity 英语作文
creativity 英语作文Creativity is a wonderful thing. It allows us to think outside the box and come up with new and innovative ideas. It's like a spark that ignites our imagination and drives us to create something unique and original.Creativity comes in many forms. It can be found in art, music, writing, cooking, and even problem-solving. It's not limited to any one area or skill set. Anyone can be creative, regardless of their background or expertise.When we tap into our creativity, we open ourselves up to a world of possibilities. We can take risks, try new things, and push the boundaries of what is possible. It's a way to express ourselves and share our unique perspective with the world.Creativity is also a great way to relieve stress and boost our mood. When we engage in creative activities, we can lose ourselves in the process and forget about ourworries for a while. It's a form of self-care that allows us to recharge and rejuvenate our minds.In today's fast-paced world, creativity is more important than ever. It's what sets us apart from machines and automation. It's what makes us human. By nurturing our creativity, we can continue to innovate and make a positive impact on the world around us.In conclusion, creativity is a precious gift that we should all embrace. It's a powerful force that can inspire, motivate, and uplift us. So let's not be afraid to think outside the box and let our imaginations run wild. Who knows what amazing things we can create?。
creativity 英语作文
creativity 英语作文Creativity is like a spark that ignites the fire of imagination. It is the ability to think outside the box, to see things in a new light, and to come up with innovative solutions to problems. Without creativity, the world would be a dull and monotonous place, lacking in color and excitement.Creativity can be found in all aspects of life, fromart and music to science and technology. It is what drives progress and pushes boundaries, leading to new discoveries and breakthroughs. It is the fuel that powers innovation and drives society forward.Creativity is not limited to a select few individuals. It is a skill that can be cultivated and nurtured through practice and exploration. By being open to new ideas, taking risks, and embracing failure as a learning opportunity, anyone can tap into their creative potential and unleash their imagination.Creativity is not always about coming up with grand ideas or revolutionary inventions. It can be as simple as finding a new way to solve a problem, expressing oneself through art or music, or seeing the beauty in the world around us. It is about thinking differently, seeing possibilities where others see obstacles, and embracing the unknown with curiosity and excitement.In a world that is constantly changing and evolving, creativity is more important than ever. It is what sets us apart as individuals and allows us to make our mark on the world. So let your imagination run wild, embrace your creative spirit, and never be afraid to think outside the box.。
creativity英语阅读理解
creativity英语阅读理解阅读理解Creativity(创造性)is the key to a brighter future, say education and business experts．Here is how schools and parents can encourage this important skill in children．If Dick Drew had listened to his boss in 1925, we might not have a product that we now think of as very important：a new type of tape．Drew worked for the Minnesota Mining Company．At work he developed a kind of material strong enough to hold things together．But his boss told him not to think more about the idea．Finally, using his own time, Drew improved the tape, which now is used everywhere by many people．And his former company learned from its mistake．Now it encourages people to spend 15 percent of their work time just thinking and developing new ideas．Creativity is not something one is just born with, nor is it necessarily an indicator of high intelligence．Just that a person is highly intelligent does not mean that he uses it creatively．Creativity is the matter of using the resources one has to produce new ideas that are good for something．Unfortunately, schools have not tried to encourage creativity．With strong attention paid to test results and thedevelopment of reading, writing and mathematical skills, many educators give up creativity for correct answers．The result is that children can give back information but can't recognize ways to use it in new situations．They may know the rules correctly, but they are unable to use them to work out practical problems．It is important to give children choices．From an early age, children should be allowed to make decisions and understand their results．Even if it's choosing between two food items for lunch, decision-making helps thinking skills．As children grow older, parents should let their children decide how to use their time or spend their money, but not help them too much if they make the wrong decision．The child may have a hard time, but that is all right．This is because the most important characteristic of creative people is a very strong desire to find a way out of trouble．1.What did the company where Dick Drew worked learn from its mistake? [ D ]A． They encouraged people to work longer．B． They discouraged people to think freely．C． They asked people to spend all their work time developing new ideas．D． They encouraged people to spend some of their work time considering andimproving new ideas．2. Creativity is something ________． [ C ]A． that people are born withB． that depends on intelligenceC． that is a way of using what one has learnt to work out new problemsD． that is not important3. Why don't schools try to encourage creativity?[ C ]A． They don't understand the importance of education．B． They don't want their students to make mistakes．C． They pay too much attention to examination marks and language skills．D． They think it more important to remember information．4. What should the parents do when their children decide how to spend their money? [ C ]A． Try to help them as much as possible．B． Take no notice of whatever they do．C． Help them if their decision is wrong, but not too much．D． Leave them as they are．。
英语作文creativity
英语作文creativityCreativity is the lifeblood of innovation and progress. It is the spark that ignites the flame of original thought and the force that drives us to explore the uncharted territories of our minds. In the realm of English composition, creativity is not just an option; it is a necessity.To begin with, creativity in writing allows us to express our unique perspectives on the world. It enables us to transcend the mundane and delve into the extraordinary. By tapping into our imagination, we can craft narratives that are not only engaging but also thought-provoking.Moreover, creative writing in English can be a powerful tool for communication. It allows us to convey complex ideas in a way that is both accessible and memorable. Whether we are writing a persuasive essay or a descriptive piece, creativity can help us to capture the reader's attention and hold it throughout the text.Additionally, creativity in English composition fosters critical thinking. It challenges us to question the status quo and to consider alternative viewpoints. This process of exploration and reflection can lead to a deeper understanding of the subject matter and can enhance our ability to analyze and interpret information.Furthermore, creativity can also be a means of self-expression. It allows us to explore our emotions, our experiences, and our identities. Through creative writing, we can give voice to our innermost thoughts and feelings, and in doing so, we can connect with others on a profound level.In conclusion, creativity is an essential component of effective English composition. It enriches our writing, enhances our communication, and deepens our understanding. By embracing creativity, we can unlock the full potential of our writing and unlock the doors to new worlds of thought and imagination.。
creativity英语作文
creativity英语作文Creativity is like a spark that ignites our imagination and fuels our passion. It is the driving force behind innovation and progress in every field. Without creativity, our world would be dull and stagnant.Creativity is not limited to artists and musicians. It can be found in every aspect of our lives, from problem-solving in the workplace to cooking a new recipe in the kitchen. It is the ability to think outside the box and come up with fresh ideas that sets us apart from others.Creativity is a skill that can be developed and nurtured. By exposing ourselves to new experiences and challenging our assumptions, we can expand our creative thinking and unlock new possibilities. It is important to embrace failure as a learning opportunity and not be afraid to take risks in order to unleash our full creative potential.Creativity is essential for personal growth and fulfillment. It allows us to express ourselves in unique ways and connect with others on a deeper level. Whetherit's through writing, painting, or dancing, creativity is a powerful tool for self-expression and self-discovery.In conclusion, creativity is a vital aspect of human existence that should be celebrated and cultivated. It is what makes us truly alive and gives meaning to our lives. So let's embrace our creativity and let it shine bright in everything we do.。
creativity英语作文
creativity英语作文Creativity is the spark that ignites innovation and propels progress. It is the ability to transcend traditional ideas, rules, and patterns to create meaningful new ideas, forms, and interpretations. In this essay, we will explore the essence of creativity, its importance in various fields, and how it can be nurtured and developed.The Essence of CreativityCreativity is often associated with the arts, but it is a fundamental human trait that extends far beyond painting or writing. It is the process of having original ideas, which can be applied to any domain, from science to business. Atits core, creativity involves the ability to think outside the box, to connect seemingly unrelated concepts, and to see the world from new perspectives.Importance in Various FieldsIn the field of science, creativity is crucial for developing new theories and making groundbreaking discoveries. It allows scientists to question established norms and to explore new frontiers of knowledge. In business, creative thinking is essential for developing innovative products and services, and for finding new ways to solve complex problems.Nurturing CreativityTo foster creativity, an environment that encourages curiosity and risk-taking is vital. This includes providing ample opportunities for exploration and experimentation. Education plays a significant role in nurturing creativity, where students are encouraged to ask questions, to think critically, and to express their ideas freely.Developing CreativityDeveloping creativity is a lifelong journey. It requires continuous learning and an openness to new experiences. Engaging in diverse activities, such as traveling, reading, and interacting with people from different cultures, can broaden one's horizons and stimulate creative thinking.ConclusionCreativity is not just a skill; it is a mindset that can be cultivated and refined. It is the driving force behind the most significant advancements in human history. By recognizing and nurturing our creative potential, we can continue to push the boundaries of what is possible and contribute to a more innovative and vibrant world.In conclusion, creativity is an invaluable asset that can transform the way we approach problems and opportunities. It is a dynamic process that requires a supportive environment and a commitment to growth. By embracing creativity, we can unlock our full potential and make meaningful contributions to society.。
Unit-9-Creativity
a phenonmenon be intangible; a physical object
Where do those bright ideas come from?
Skim
Topic: Main idea:
Introduction: Conclusion: Outline: Underline the main points:
A.It is good exercise and builds muscular strength. B.It promotes cooperation among team members, such as in relays. petitive swimming provides some unique additional benefits. A.Swimming is an important skill that can be used forever. B.Swimming poses a reduced risk of injury. C.Each swimmer can easily chart his or her own progress.
Outlining
How?
Topic/Title: Main idea: I. Main idea
A. Subsidiary idea or supporting idea to I B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B 2. Subsidiary idea to B a. Subsidiary idea to 2 b. Subsidiary idea to 2 II. Main idea A. Subsidiary or supporting idea to II B. Subsidiary idea to II C. Subsidiary idea to II
creativity2篇
creativity2篇第一篇：探索创造力的本质创造力是人类独特的心智过程，是我们思考、解决问题和创新的能力。
在我们日常生活中，创造力无处不在，无论是在科学、艺术、商业还是日常生活中，创造力都发挥着重要的作用。
然而，创造力的本质是什么，我们该如何培养和发展自己的创造力呢？首先，创造力是一种能力和技能，可以通过不同的方式和方法进行培养和发展。
许多研究表明，创造力可以通过创造性思维、批判性思维和问题解决能力等方式进行培养。
创造性思维是指破除传统思维定式，通过拓展思维边界、联想思维和思维导图等方式，挖掘新的思路和想法。
批判性思维是指对问题进行深入分析、评估和反思，推动理性思考和判断。
问题解决能力是指有效地分解问题、制定解决方案和实施行动。
通过这些方式，我们可以培养和发展不同层面的创造力。
其次，创造力需要一定的外部环境和内部条件的支持与促进。
外部环境包括接触新事物、广泛阅读、学习交流等，这些可以拓宽我们的知识面、扩展思维视野，并为我们提供灵感和素材。
内部条件包括对自己的信心、韧性和毅力等，只有保持积极的心态和对自己的肯定，才能克服困难和挫折，坚持创造。
因此，我们应该积极主动地创造和营造有利于创造力发展的环境和条件。
另外，创造力的发展需要勇于冒险和尝试。
创造力并不是一蹴而就的结果，而是通过不断的实践和尝试，才能逐步发展和提升。
在创造的过程中，我们可能会遇到各种挑战和困难，但只有勇于接受失败和从失败中吸取经验教训，才能不断改进和创造。
因此，我们要培养勇于冒险和尝试的精神，敢于走出舒适区，才能拥有真正的创造力。
总之，创造力是一种重要的人类心智能力，可以通过不同的方式和方法进行培养和发展。
为了提升自己的创造力，我们需要培养创造性思维、批判性思维和问题解决能力，创造和营造有利于创造力发展的环境和条件，勇于冒险和尝试。
让我们积极投身于创造中，挖掘自己的潜力，为社会创造价值。
第二篇：创造力的应用与发展创造力是一项非常重要的能力，它不仅在艺术、科学等领域发挥着重要作用，也在商业和日常生活中发挥着越来越重要的作用。
Creativity、Productivity和Recursiveness 辨析
2162018年25期总第413期ENGLISH ON CAMPUSCreativity、Productivity和Recursiveness 辨析文/李欢【摘要】人类的语言之所以与动物的语言不同，是因为语言具有区别性特征。
语言的区别性特征包括1、任意性 2、二重性 3、创造性(多产性或递归性)4、移位性。
其中，创造性(多产性或递归性)是指一门语言可以通过递归规则，在现有的词汇和语法的基础上，创造出无限的新语句以及词语的组合，甚至可以创造出无限长的句子。
虽然创造性、多产性与递归性指的是一个特征，但是语言学中用不同的词来表示。
所以本文旨在辨析Creativity、Productivity和Recursiveness 的异同。
通过比较发现，Creativity、Productivity和Recursiveness侧重点不同。
【关键词】创造性；多产性；递归性【作者简介】李欢(1996.02- )，女，内蒙古宁城人，硕士，哈尔滨师范大学在读，研究方向：英语语言学。
语言的区别性特征其中包括创造性(creativity)或多产性(productivity)和递归性(recursiveness)。
这一特征是指一门语言可以通过递归规则，在现有的词汇和语法的基础上，创造出无限的新语句以及词语的组合，甚至可以创造出无限长的句子。
虽然创造性(creativity)、多产性(productivity)和递归性(recursiveness)都指语言的这一特征，但是这三个词之间还是有一些不同，它们所侧重的方面不同。
下面我们将逐一分析创造性、多产性和递归性。
一、创造性(Creativity)最先提出语言具有创造性的是德国语言学家威廉·冯·洪堡特，语言是一种创造性的精神活动，这是洪堡特对语言属性的一个基本界定。
他指出，人的大脑里天生就有一种能力——创造语言的能力。
他认为语言能力是组成人类大脑功能的重要部分，儿童在语言环境中能自然的习得语言就是最好的例子。
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THE RHINEGOLD
IQ Intelligence quotient
IQ是Intelligence Quotient的缩写，意为智力商数，简称智
商。它是测量个体智力发展水平的一种指标。最早是由德国 心理学家施太伦（L．W．Stern）提出，美国心理学家推孟 在制订“斯坦福—比内量表”中引用IQ，并加以改进。IQ是 用智龄（心理年龄）除以实际年龄所得的商，乘以100，即 比率智商。其计算公式为：
IQ＝MA（智力年龄）/CA（实际年龄）×100
人群中只有1％的人智商在140分以上；有11％的智商属 于120分～139分；18％属于110分～119分；46％属于90 分～109分；15％属于80分～89分；6％属于70分～79分； 另外，有3％的人智商低于70分，属于智能不足者。
I want to bring out the secrets of nature and apply them for the happiness of man . I don“t know of any better service to offer for the short time we are in the world .(Thomas Edison , American inventor) 我想揭示大自然的秘密，用来造福人类。 我认为，在我们的短暂一生中，最好的贡 献莫过于此了。 (美国发明家 爱迪生. T.)
科学家表示，古希腊人公元前2世纪末期制造 的一种古代计算器的精确度令人赞叹不已， 比之后一千年发明的任何一种计算器都精确 先进，可精确预测日月食及行星运动。 1902年，考古学家在希腊小岛。安梯基齐拉 附近的失事船只上发现了这 一仪器。
5000年前芬兰人使用动物骨骼制作了 可以帮他们在严冬狩 猎 最早的溜冰鞋， 的时候节省能量
2.Three reasons why people
are motivated to be creative: 1.need for novel, varied, and complex stimulation 2.need to communicate ideas and values 3.need to solve problems 3.In order to be creative, you need to be able to view things in new ways or from a different perspective. Among other be able to generate new possibilities or new alternatives. Tests of creativity measure not only the number of alternatives that people can generate but the uniqueness of those alternatives. the ability to generate alternatives or to see things uniquely does not occur by change; it is linked to other, more fundamental qualities of thinking, such as flexibility, tolerance of ambiguity or unpredictability, and the enjoyment of things heretofore unknown.
创造性的科学人才的素质应具有的特征
第一，在专业知识方面：他们应该具有扎实的专业知识和通晓专业史的 知识，并能融会贯通，在自己头脑中形成一个庞大而精致的知识网络。 第二，在认识能力方面：（ 1）观察力强、具有强烈持久的好奇心； （2）概念明确、思维清晰；（3）富有想象力、直觉性强；（4）欢喜 复杂性、追求合理性、爱好研究事物间的关系；（5）思路灵活、善于 分析、擅长解决问题；（6）实验动手能力强。 第三，在个性方面：（ 1）思想集中、思想投入；（2）善于质疑、刨 根问底、对问题具有敏感性；（3）反因循守旧、非循规蹈矩、不愿沿 袭传统；（4）自主性强、自律性强、独立性强；（5）风格独特、常有 不同一般的见解；（6）进取心强、有成就感；（7）欢喜冒险、欢喜博 弈；（8）坚忍不拔、乐观、不易沮丧和悲观；（9）肯钻研、有信徒式 的热情；（10）欢喜幻想、欢喜建议；等等。
- 13 February, 1883, Venice, Italy) was a German composer, conductor, theatre director and essayist, primarily known for his operas (or "music dramas", as they were later called). Unlike most other great opera composers, Wagner wrote both the scenario and libretto for his works. Wagner's compositions, particularly those of his later period, are notable for contrapuntal texture, rich chromaticism, harmonies and orchestration, and elaborate use of leitmotifs: musical themes associated with particular characters, locales or plot elements.
陶鬲（li），古代炊具的一种，样子象鼎， 三足呈袋状且中空。据记载：在我国史前 新石器时期初，古代先民就创造性地发明 和使用陶罐、陶鼎、陶釜、陶鬲、陶灶等 生活炊器,其中陶鬲的而得以承袭和使用。 出现是在中晚期的龙山文化时期，并作为 生活中的主要炊器。
饮酒须持器。古人云，“非酒器无以饮酒，饮 酒之器大小有度”。中国人历来讲究美食美器， 饮酒之时更是讲究酒器的精美与适宜，所以酒 器作为酒文化的一部分同样历史悠久，千姿百 态。
Creativity
Lectured by 113
创造性思维
一种具有开创意义的思维活动，即开拓人类认识 新领域，开创人类认识新成果的思维活动，它往 往表现为发明新技术、形成新观念，提出新方案 和决策。 创造性思维需要人们付出艰苦的脑力劳动。一项 创造性思维成果的取得，往往需要经过长期的探 索、刻苦的钻研，甚至多次的挫折之后才能取得， 而创造性思维能力也要经过长期的知识积累、智 能训练、素质磨砺才能具备，创造性思维过程， 还离不开推理、想象、联想、直觉等思维活动 。
“I don't know what I may seem to the world, but, as to myself, I seem to have been only like a boy playing on the sea shore, and diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me. 我不知道世人怎样看我，但我自己以为我不过像 一个在海边玩耍的孩子，不时为发现比寻常更为 美丽的一块卵石或一片贝壳而沾沾自喜，至于展 现在我面前的浩翰的真理海洋，却全然没有发现。 ---牛顿（英国）.
仿生学婴儿枕头（你看这个BB睡得多 香，好像他妈妈一直在抱着它。它跟 充气娃娃的原则差不多，都是自我安 慰吧。）
“日钟”（时钟就见不少，日钟我还是第一 次见。今天星期几这个问题好像不多在中 国人的口出现，因为只要算一下就可以了 ，但是有些外国人是很笨滴，所以还是方 便了他们。）
固蛋器（是否因为你的蛋蛋放不稳而苦恼？ 有了固蛋器，就不怕蛋蛋四处乱跑啦）
怎样搞好直觉进行了长时间的考虑，直至达到思想的饱和， 这是最重要的前提。必须对问题抱有浓厚的兴趣，对问题的 解决抱有强烈的愿望。 2.摆脱分散注意力的其它问题或有兴趣的事，特别是有关私 生活的烦恼，这是一项重要的条件。 3.另一有利条件是研究不被中断，并摆脱一切使人分心的因 素，如室内的有趣的对话或突然发出的大声音。 4.在紧张工作一段时间以后，稍事休息，悠游闲适，更容易 产生直觉。 5.长期思考以后与别人攀谈或浏览一下其它书籍，有利于诱 发直觉、灵感和顿悟。 6.新想法常常瞬间即逝，必须努力集中注意，牢记在心，方 能捕获直觉。一个普遍使用的好方法是养成随身携带纸笔的 习惯，记下闪过脑际的有独到之见的念头。
What is creativity?
《人类动机》一书的作者罗伯特· 弗兰肯(Robert E· E.Franken)曾获得美国霍普学院学士学位和克莱尔蒙 特大学博士学位，现为加拿大卡尔加里大学的荣誉教 授.
1.From Human Motivation, 3rd ed., by Robert E. Franken:
瓦格纳1813年5月22日生于莱比锡小官吏家庭。幼年喜 爱文学、戏剧、绘画。1831年在莱比锡大学攻读哲学并学 习作曲理论。1833年起，先后在一些中小城市的歌剧院任 指挥和音乐指导。丰富的演出实践对其歌剧创作和歌剧改革 思想的形成，起了积极作用。1842年，德累斯顿歌剧院上 演其歌剧《黎恩齐》获成功，被任命为该院指挥。后受巴枯 宁影响，参加资产阶级革命。事败后流亡瑞士，转向妥协， 信奉叔本华、尼采的悲观哲学。1864年应巴伐利亚国王路 德维希二世之召，返慕尼黑。70年代为实践其歌剧改革的主 张，在拜罗伊特城自建歌剧院，上演其歌剧《尼伯龙根的指 环》等。1883年逝世。他所作歌剧还有《漂泊的荷兰人》、 《汤豪舍》、《罗恩格林》、《歌唱大师》、《帕西法尔》 等。主张歌剧改革应以福州为题材，戏剧与音乐须组成有机 的整体，交响乐式的发展是戏剧表现的主要手段。他运用不 间断的音乐结构的主导动机手法、半音和声体系和配器效果， 丰富了歌剧的艺术表现力，对欧洲专业音乐的发展有深远影 响。