Mental Models

3. Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.

When you meet someone whom you have never met, the first thing most people do is

I believe that in describing thinking, intelligence, and creativity, they all can be associated with reasoning and rationality. Thinking, intelligence, and creativity, all come from a mental capacity that one creates in their mind. Creativity does illustrate one’s thinking process and level of intelligence. Intelligence is when one has the ability to learn something during a thought process using their imagination to create new ideas Examples of this is, I have a pattern to make dolls from a phone book, while turning each of the pages half way down, I began thinking why I was doing this, this was not something that a five year old would be able to play with, not to mention I have enough

Many may believe that creativity is a progress, this means that creativity will follow a pattern to make it happen, this will also help to build upon skills that will occur. Nature versus nurture is a debate in the area of psychology. In terms of children’s creativity, some think children are born naturally creative, for example having a gift for music or having a creative personality. This is known as the "nature" theory. Others believe creativity is something that can be taught. This is known as the "nurture" theory.

In order for children to be creative the environment and the experiences they are exposed to will determine their creative learning and creativity.  This is closely linked with cultural approaches and role modelling.

The area of interest for this research proposal looks at Theory of Mind (ToM). In humans, this develops relatively early on, before a child starts school they already have an understanding that people have different perceptions, beliefs and goals to themselves. It was initially believed by researchers such as Tomasello and Call (1997) that primates do not have any understanding of the mental or intentional states of others. In several studies reviewed by Tomasell and Call they found that generally, the majority of the primate subjects failed the tasks requiring the subjects to choose between two objects in two conditions where the visibility of the experimenter were compromised; suggesting they were not able to use their observations to make any assumption of the mental state or perceptions of others.

In the context of creativity’s stated definition, we will proceed to group our arguments into three themes of factors: cognitive ability, expertise training, and environmental conditions. The human brain is highly adaptable and can continue to develop new cognitive abilities, even past adulthood (Norman, 2015). Proper cognitive expertise and training can help workers produce and operate in ingenious ways (Ginamarie, Lertiz & Mumford, 2004). Finally, the working environment can both motivate or stifle creative output. Managers can influence all three components: expertise, thinking skills, and motivation (Amabile, 1998).

People understand each other using cognitive skills, an example of this is mindreading. Mindreading abilities also referred to as the theory of mind (ToM) is acknowledging that other people have mental states, such as understanding that others have desires, motives, beliefs and intentions (Hewson, 2015a). This is generally an essential, undemanding skill for social interaction. Thereby, this essay will evaluate how psychology has helped to explain how people understand each other by firstly, explaining how different aspects of ToM have been studied. Additionally, Heider and Simmel’s (1944) study of geometric shapes will be explored to demonstrate how people interpret other people’s behaviour, even in animation. Subsequently, Autism

Today’s education system has become focused on standardized intelligence testing and what works best for the majority. This system, although created to help the masses, is impersonal and only benefits a specific group of students who learn the best through testing. Those students who think creatively and use imagination are left behind. This is why intelligence tests are not accurate measurement of a child’s knowledge as it does not account for creativity and the child’s individual strengths. Changes need to be made within the school system. Instead of focusing on what is “correct” schools should be encouraging problem-solving through the process of making mistakes and failing. This challenges a student to learn about themselves and the world around them. When everything is already laid out for them it is easy to follow. There is no single way of thinking. By making a student have to think on their own it stimulates creativity and allows them to better connect concepts to real world situations.

There are several models of abnormality in use today (Comer, 2009) lists “The Biological Model…”, “The Psychodynamic Model…”, The Behavioral Model…”, The Cognitive Model…”, The Humanistic-Existential Model…”, The Sociocultural Model…” (p.33). The biggest contrasts would be the Biological model, and the other models. Comparing the biological model, and the cognitive model will highlight those differences.

Creativity is the ability to produce work that is original yet appropriate-something that others have not thought of but that is useful in some way (Kaufman & Sternberg, 2007; Sternberg, 2003b). The significance of creativity for children’s development is very high. Creativity helps children develop the overall areas of development; physical, social, emotional, language and cognitive. A child learns to innovate as well as invent while doing creative activities. Through creative practices child finds multiple methods of looking at various situations, assessing these situations and finding new solutions. Children often desire to be able to express themselves without any

The image my parents may have thought me to be, at times, actually was not me. I wanted to be my parent’s princess and the golden child, so I acted in a way to seek their approval which in some ways was not the “real” me. These conditions occur because of the existence of self presentational rules according to Goffman. “When one individual enters the presence of others, he will want to discover the facts of the situation. Were he to possess this information.”Also when meeting an individual we try to get information about them so we can act accordingly to their approval. How we act with one friend may not be the way we act with another. We determine the person’s status and attitude and decide for ourselves if we want to be a part of that. When we gather the information when first meeting someone, it determines the way we think and act towards them.

¬¬¬¬The function of mental models and frames is important in order to construct the way of human mind viewing of the world or the nature. As individual, mental models are created by personal representations of external reality that people use to interact within society (Jones et al. 2011). Jones (2011) argues that life experiences, perceptions, understandings of the world also influence in constructing the personal mental model. On the other hand, frames which are cognitive maps or patterns of interpretation helps people to construct, organize and understand the issues in reality by using all basic information that they do understand before (Cox 2013). Therefore, mental models and frames are inseparable in the way people see the world and construct

The first step in studying creativity is to define what it is. One of the first issues that must be addressed is the relationship between creativity and high intelligence. Since the same word, genius, is often used to refer to people who are highly creative and also to people who are highly intelligent, a common assumption is that creativity and high intelligence are the same thing. This, however, is a misconception.

In this essay I will explore the correlation between intelligence (IQ) and creativity (DT), and whether one is influenced or can be predicted by the existence of the other. The relationship between IQ (intelligence quotient) and creativity has been an anchor point for psychological research. Numerous amounts of psychologists have carried out research in order to find evidence to support this idea of a correlation or evidence to disprove the hypothesis that IQ and creativity could be related.