Teaching code

4S007351

Teacher

Erika Branchini

Coordinator

Erika Branchini

Credits

6

Also offered in courses:

• Psychology and Creativity of the course Master's degree in Philosophy

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/01 - GENERAL PSYCHOLOGY

Period

Sem. 2B dal Apr 7, 2026 al May 30, 2026.

Courses Single

Authorized

Lessons timetable Moodle Seminars 0

Learning objectives

Psychology and Creativity In recent years much has been done to propose forms of intersection between art and psychology. Among the recognized factors which underlie these intersections, there is the recognition of the value of the cognitive processes that generate the creative path. Students will be able to acquire the necessary knowledge to face the artistic and creative experience and its development with tools and methodologies of the psychology of art according to an experimental and phenomenological approach.

Prerequisites and basic notions

No prerequisites are necessary

Program

In recent years, much has been done to propose forms of intersection between art and psychology. Among the factors recognized as the foundation of these intersections, is the recognition of the importance of the cognitive processes that underlie and generate the creative path. Students will be put in a position to be able to acquire the knowledge necessary to face the artistic and creative experience and its development with tools and methodologies of the psychology of art according to an experimental phenomenological approach.

Bibliography

Didactic methods

The creative process is complex and multidimensional. In fact, there are several aspects involved in it; among these, there are the cognitive factors that support the various phases that make up the creative process. The course aims to offer students a key to understanding the various definitions that have been given to the construct of "creativity" in psychology, with particular attention to the cognitive aspects involved, the elements that characterize an artistic work and the processes of evaluating creative products. In particular, the course aims to provide the following knowledge: - the theories regarding the construct of creativity; - the different phases of the creative process; - the cognitive processes involved; - the evaluation practices: the judgment of experts vs. non-experts. Texts and materials for the exam Bibliographical part De Bono, E. (2011). Being creative. How to give birth to new ideas. The concepts, tools, and applications of lateral thinking. Milan: Gruppo24 ore. Corazza, GE, Agnoli, S., & Mastria, S. (2022). The Dynamic Creativity Framework: Theoretical and Empirical Investigations. European Psychologist. Advance online publication. Bianchi, I., & Branchini, E. (2023). Does thinking in opposites in order to think differently improve creativity?. Journal of Intelligence, 11: 85 Monograph Pelowski, M., Markey,PS, Goller, J., Förster, EL, & Leder, H. (2019). But, How Can We Make “Art?” Artistic Production Versus Realistic Copying and Perceptual Advantages of Artists. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 462-481. Kozbelt, A., & Serafin, J. (2009). Dynamic Evaluation of High- and Low-Creativity Drawings by Artist and Nonartist Raters. Creativity Research Journal, 21(4), 349–360. Chamberlain, R. & Wagemans, J. (2016). The genesis of errors in drawing. Neuroscience and Biobehavioral Reviews, 65, 195–207. Kaufmann, S. B. (2013). Opening up Openness to Experience: A Four-Factor Model and Relations to Creative Achievement in the Arts and Sciences. The Journal of Creative Behavior, 47(4), 233–255. Newman, G. E., & Bloom, P. (2012). Art and Authenticity: The Importance of Originals in Judgments of Value. Journal of Experimental Psychology: General, 141(3), 558-569. Sowden, P., Pringle, A., & Gabora, L. (2015). The shifting sands of creative thinking: Connections to dual-process theory. Thinking & Reasoning, 21(1), 40-60. Gilhooly, K. J., Georgiou, G. J., Sirota, M., & Paphiti-Galeano, A. (2015). Incubation and suppression processes in creative problem solving. Thinking & Reasoning, 21(1), 130-146. Sio, A. N., & Ormerod, T. C. (2015). Incubation and cueing effects in problem-solving: Set aside the difficult problems but focus on the easy ones, Thinking & Reasoning. 21(1), 113-129. NB: the materials (digitally open access for educational purposes) will be made available by the teacher.

Learning assessment procedures

The knowledge and skills acquired will be verified through an oral exam, both for attending and non-attending students.

Evaluation criteria

The evaluation criteria will be the following:
1) possession of the fundamental concepts;
2) ability to present clearly and with proper language;
3) ability to analyze texts;
4) autonomy of thought.

Criteria for the composition of the final grade

The final grade will be expressed in thirtieths and will be the result of a synthetic judgment, which takes into account all the evaluation criteria in line with the nature and specificities of the discipline.

Exam language

Italiano For Erasmus and international students: English (subject to prior agreement with the instructor)