The Social Psychology of Creativity: A Componential Conceptualization

T. M. Amabile

Article | Journal of Personality and Social Psychology | August 1983

The Social Psychology of Creativity: A Componential Conceptualization

Abstract

Considers the definition and assessment of creativity and presents a componential framework for conceptualizing this faculty. Including domain-relevant skills, creativity-relevant skills, and task motivation as a set of necessary and sufficient components of creativity, the framework describes the way in which cognitive abilities, personality characteristics, and social factors might contribute to stages of the creative process. The discussion emphasizes the previously neglected social factors and highlights the contributions that a social psychology of creativity can make to a comprehensive view of creative performance.

Keywords: Theory; Social Psychology; Creativity; Cognition and Thinking; Motivation and Incentives; Personal Characteristics;

Format: Print

21 pages

Find at Harvard Purchase

Citation:

Amabile, T. M. "The Social Psychology of Creativity: A Componential Conceptualization." Journal of Personality and Social Psychology 45, no. 2 (August 1983): 357–377.

Working Paper | HBS Working Paper Series | 2018

Channeled Attention and Stable Errors

Tristan Gagnon-Bartsch, Matthew Rabin and Joshua Schwartzstein

A common critique of models of mistaken beliefs is that people should recognize their error after observations they thought were unlikely. This paper develops a framework for assessing when a given error is likely to be discovered, in the sense that the error-maker will deem her mistaken theory implausible. The central premise of our approach is that people channel their attention through the lens of their mistaken theory, meaning a person may ignore or discard information her mistaken theory leads her to consider unimportant. We propose solution concepts embedding such channeled attention that predict when a mistaken theory will persist in the long run even with negligible costs of attention, and we use this framework to study the “attentional stability” of common errors and psychological biases. While many costly errors are prone to persist, in some situations a person will recognize her mistakes via “incidental learning”: when the data she values, given her mistaken theory, happen to also tell her how unlikely her theory is. We investigate which combinations of errors, situations, and preferences tend to induce such incidental learning vs. factors that render erroneous beliefs stable. We show, for example, that a person may never realize her self-control problem even when it leads to damaging behavior and may never notice the correlation in others’ advice even when that failure leads her to follow repetitive advice too much. More generally, we show that for every error there exists an environment where the error persists and is costly. Uncertainty about the optimal action paves the way for incidental learning, while being dogmatic creates a barrier.

Keywords: Perception; Behavior; Theory; Situation or Environment;

Citation:

Gagnon-Bartsch, Tristan, Matthew Rabin, and Joshua Schwartzstein. "Channeled Attention and Stable Errors." Harvard Business School Working Paper, No. 18-108, June 2018. View Details

Cite View Details Read Now

Although both media commentary and academic research have focused much attention on the dilemma of employees being too busy, this paper presents evidence of the opposite phenomenon, in which employees do not have enough work to fill their time and are left with hours of meaningless idle time each week. We conducted six studies that examine the prevalence and work pacing consequences of involuntary idle time. In a nationally representative cross-occupational survey (Study 1), we found that idle time occurs frequently across all occupational categories; we estimate that employers in the United States pay roughly $100 billion in wages for time that employees spend idle. Studies 2a through 3b experimentally demonstrate that there are also collateral consequences of idle time; when workers expect idle time following a task, their work pace declines and their task completion time increases. This decline reverses the well-documented deadline effect, producing a dead-time effect, whereby workers slow down as a task progresses. Our analyses of work pace patterns provide evidence for a time discounting mechanism: workers discount idle time when it is relatively distant but act to avoid it increasingly as it becomes more proximate. Finally, Study 4 demonstrates that the expectation of being able to engage in leisure activities during post-task free time (e.g., surfing the Internet) can mitigate the collateral work pace losses due to idle time. Through examination and discussion of the effects of idle time at work, we broaden theory on work pacing.

Faculty & Research

The Social Psychology of Creativity: A Componential Conceptualization

Abstract

Citation:

About the Author

More from the Author