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JOHN CABOT UNIVERSITY

COURSE CODE: "PS 199"
COURSE NAME: "Science of Creativity"
SEMESTER & YEAR: Spring 2025
SYLLABUS

INSTRUCTOR: Carola Salvi
EMAIL: [email protected]
 HOURS: MW 6:00 PM 7:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:
COURSE DESCRIPTION:
In this course, students will explore human creativity through different scientific perspectives (i.e., psychological, cognitive, artistic, and neurobiological). They will be introduced to research in creativity studies, and learn how to critically examine the current theories, evidence, and applications. The main topics include the definition of creativity; psychological and cognitive profiles of creative individuals; basic cognitive functioning of creative thinking and its neural correlates; and cognitive strategies for optimizing creative output.
SUMMARY OF COURSE CONTENT:
The main topics include the definition of creativity; psychological and cognitive profiles of creative individuals; analysis of the creative process (problem finding, incubation, idea generation and idea evaluation); basic cognitive functioning of creative thinking and its neural correlates; and cognitive strategies for optimising creative output; new frontiers on creativity research (e.g., neural correlates of flow, creativity and psychedelics).
LEARNING OUTCOMES:
  1. In this course students will: 
  2. -Understand the theoretical frameworks and psychological theories underpinning creativity, including divergent thinking, convergent thinking, and how to measure them.
  3. -Analyze historical and contemporary perspectives on creativity across various domains such as art, science, technology, and business.
  4. -Apply creativity-enhancing techniques and strategies to generate innovative solutions to complex problems.
  5. -Evaluate the factors that facilitate or inhibit creativity, including environmental influences, individual traits, and organizational culture.
  6. -Develop practical skills in brainstorming, idea generation, and creative problem-solving through experiential learning activities and case studies.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Explaining Creativity, the science of Human innovationSawyer and HenriksenOxford, University press9780197747537  Hard Copy  
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
The Routledge International Handbook of Creative CognitionLinden J. Ball, Frédéric Vallée-TourangeauRoutledge9780367443788  
The Emergence of InsightCarola Salvi , Jennifer Wiley and Steven M. SmithCambridge University Press9781009244244  
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
ExamsThere will be 2 midterms exams administered during the semester, plus a final. The midterms will review the assigned textbook readings, lectures, and additional material covered in the preceding classes. Each midterm will cover approximately 1/2 of the course material. The final exam will include multiple-choice, short answers, and a 500 words essay assessing a creative project. Students will be asked questions on the material learned in class and to do a critical evaluation of a creative project in any field of creativity (from a business idea to a scientific discovery to any form of art; from cinema to literature and design). The essay will ask students to critically assess the elements of novelty and originality of creative projects. This written assignment includes multiple-choice, short answers, and a 500 words essay. Students will be asked questions on the material learned in class and to do a critical evaluation of a creative project in any field of creativity (from a business idea to scientific discovery to any form of art; from cinema to literature and design). This assignment will give students the ability to critically assess the elements of novelty and originality of creative projects. There will be a total of 1 final assignment that however requires a deep understanding of the science of creativity and critical evaluation of the idea content. There will be no make-up assignment, however, if you turn in the assignment on time, you will be given the opportunity to review it and adjust it one time. Only the TWO highest scores will count towards the final grade. The lowest score will be dropped. The extra exam will allow those who have to miss an exam (i.e., excused absence) to make up for it. If you miss two of the three tests, you will be dropped off the class. No other arrangement will be made. 90
Active Lecture ParticipationAttendance and participation. Class attendance and participation are crucial components of the learning process. When you attend and when you actively engage in-class activities, you process new information in at least four ways: you listen, you take notes, you ask questions, and while discussing a given subject, you paraphrase what you have just heard. A central part of this course is in-person discussion, during which you have an opportunity to clarify, expand upon, apply, and challenge what you have read in the assigned texts. Class time will be divided into lectures, discussions, and other structured activities. All the above increases the odds of understanding and remembering the material covered in class. Active discussions and journal clubs will be part of the way you learn the science of creativity. Therefore, I expect you to participate in class discussions and exercises. I am aware that unforeseen life circumstances may impact your ability to attend class. I believe that natural consequences are appropriate here: if you miss class, you miss out on important course material and experiences, which impacts learning. It is my experience that students who miss classes have the most difficulty. 10
   

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

Selected chapters from the following TEXT BOOKS

 

1. The Routledge International Handbook of Creative Cognition

Edited By Linden J. Ball, Frédéric Vallée-Tourangeau

Routledge

 

2. Explaining Creativity. The Science of Human Innovation

Third Edition, 2024

Edited by R. Keith Sawyer and D. Henriksen

OXFORD

 

3. The Emergence of Insight

Edited by Salvi C., Wiley J., And Smith S.,

Cambridge University Press

 

 

SCHEDULE: 

Week 1 

LECTURE 1- Intro to Creativity

LECTURE 2 - Conceptions on Creativity

Readings:

-       Explaining Creativity. The Science of Human Innovation. Chapters 1 and 2

 

Week 2 

LECTURE 3 History of Science of Creativity 

LECTURE 4 Measures of Creativity 

Readings:

-       Explaining Creativity. The Science of Human Innovation. Chapter 3 

-       The Routledge International Handbook of Creative Cognition. Chapter 1 Divergent Thinking as Creative Cognition

-       “This is Water” By David Foster Wallace 

 

Week 3

 LECTURE 5 Componential theory of creativity 

LECTURE 6 Creativity: state vs trait? Drugs and creativity, dopamine and the cycle of addiction

Readings:

-       Explaining Creativity. The Science of Human Innovation. Chapter 4 and 8

-       Amabile, Teresa M. "Componential Theory of Creativity. " Harvard Business School Working Paper, No. 12-096, April 2012.

 

Week 4

LECTURE 7 The Sylvia Plath effect; Creativity and psychopathology

LECTURE 8 Creative Personality and Romantic attraction

Readings:

-       Explaining Creativity. The Science of Human Innovation. Chapter 4 and 10

-       Kaufman JC (2011). "The sylvia plath effect: Mental illness in eminent creative writers". The Journal of Creative Behavior. 35 (1): 37–50. 

Week 5

Mid term 1

 

Week 6

LECTURE 9 The creative process

LECTURE 10 The creative process part 2 

Readings:

-       Explaining Creativity. The Science of Human Innovation. Chapters 5 and 6 

 

Week 7

LECTURE 11 what's problem solving

LECTURE 12 History of problem solving

Readings:

-       Explaining Creativity. The Science of Human Innovation. Chapter 7 

 

Week 8

LECTURE 13 Psychology of Gestalt

LECTURE 14 Classic Insight Problems

Readings:

-       The Routledge International Handbook of Creative Cognition. Chapter 13 and 19

-       Vitello, M.; Salvi, C. Gestalt’s Perspective on Insight: A Recap Based on Recent Behavioral and Neuroscientific Evidence. J. Intell. 2023, 11, 224. https://doi.org/10.3390/jintelligence11120224

 

Week 9

LECTURE 15 Idea generation: insight and step-by-step

LECTURE 16 Idea generation: insight and step-by-step

Readings:

-       The Routledge International Handbook of Creative Cognition. Chapter 27

-       Chesebrough, C., Oh, Y., & Kounios, J. (2024). Waves of Insight: The History and Neural Correlates of Insight Experiences. In: Wiley, J., Smith, S., & Salvi, C. (Eds.) The Emergence of Insight. Cambridge University Press.

 

Week 10

LECTURE 17 Physiological markers of insight

LECTURE 18 Neural Correlates of creative cognition

Readings:

-       The Routledge International Handbook of Creative Cognition. Chapter 25 and 27

 

Week 11

LECTURE 19 Flow and neural correlates of Flow

LECTURE 20 Psychedelics and creative cognition

Readings:

-       Rosen, D., Oh, Y., Chesebrough, C., Zhang, F. Z., & Kounios, J. (2024). Creative flow as optimized processing: Evidence from brain oscillations during jazz improvisations by expert and non-expert musicians. Neuropsychologia, 108824

 

Week 12

Mid term 2

 

Week 13

Students presentations on Eminent creatives

 

Week 14

Essay

 

Final Exam