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Updated: Jun 21, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Creativity.

Beth A Hennessey¹, Teresa M Amabile

¹Department of Psychology, Wellesley College, Wellesley, Massachusetts 02481, USA. bhenness@wellesley.edu

Annual Review of Psychology

|July 7, 2009

Summary

This summary is machine-generated.

Understanding the psychology of creativity is key for progress. This review highlights growing interest but also fragmentation in the field, urging interdisciplinary research for deeper insights into the creative process.

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Last Updated: Jun 21, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Psychology
Cognitive Science
Neuroscience

Background:

The psychological study of creativity is crucial for advancements in science, humanities, and arts.
A detailed understanding of the creative process, its origins, and hindrances is necessary.
Recent decades show increased psychological research into creativity, yet the field is fragmenting.

Purpose of the Study:

To review twenty-first-century literature on the psychology of creativity.
To identify trends in research, including growing interest and field fragmentation.
To advocate for a more integrated, interdisciplinary approach to studying creativity.

Main Methods:

Comprehensive literature review of twenty-first-century research on creativity.
Analysis of studies across various psychological subspecialties.
Synthesis of findings to identify patterns of growth and fragmentation.

Main Results:

Significant growth in psychological research on creativity is observed.
The field is experiencing increasing fragmentation, with limited awareness between subspecialties.
Contributions to creativity research are expanding across diverse disciplines.

Conclusions:

Deeper understanding of creativity necessitates more interdisciplinary research.
A systems view, acknowledging multiple levels and interrelated forces, is essential.
Bridging subspecialty gaps is critical for advancing the psychology of creativity.