Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Study Plan
This information is intended exclusively for students already enrolled in this course.If you are a new student interested in enrolling, you can find information about the course of study on the course page:
Laurea magistrale in Scienze filosofiche - Enrollment from 2025/2026The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
2° Year activated in the A.Y. 2022/2023
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3 MODULES AMONG THE FOLLOWING3 MODULES AMONG THE FOLLOWING1 MODULE AMONG THE FOLLOWINGLegend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
Psychology and Creativity (2022/2023)
Teaching code
4S007351
Teacher
Credits
6
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PSI/01 - GENERAL PSYCHOLOGY
Period
Sem. 2A dal Feb 13, 2023 al Mar 30, 2023.
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 necessary
Program
The creation process is complex and multidimensional. Several aspects are involved in it; among these are the cognitive factors that support the various phases of which the creative process is composed. The course intends to offer students a key to understanding the various definitions that have been given in psychology to the construct of "creativity" with a particular focus on the cognitive aspects involved, the elements characterising an artistic work and the evaluation processes of creative products. In particular, the course aims to provide the following knowledge:
- the theories concerning the construct of creativity
- the different phases of the creative process;
- the cognitive processes involved;
- evaluation practices: the judgement of experts vs. non-experts.
Texts and examination materials
Bibliographical part
De Bono, E. (2011). Essere creativi. Come far nascere nuove idee. I concetti, gli strumenti, le applicazioni del pensiero laterale. Milano: Gruppo24 ore.
Corazza, G. E., Agnoli, S., & Mastria, S. (2022). The Dynamic Creativity Framework.
Monographic part
Pelowski, M., Markey,P. S., Goller, J., Förster, E. L., & 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 Behaviour, 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, U. 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.
Note: the materials (digitally open access for teaching purposes) will be made available by the lecturer.
Bibliography
Didactic methods
Teaching will take place through lectures in which the topics will be presented. Space will also be left for classroom discussion so that students can acquire a critical understanding of the proposed content.
Lectures will be video-recorded and made available to students on the course page.
Learning assessment procedures
The knowledge and skills acquired will be tested by means of an oral test for both attending and non-attending students.
Evaluation criteria
In particular, the following will be assessed: i) knowledge acquired through the study of examination material; ii) the use of appropriate vocabulary; iii) the ability to expound content in a critical and reflective manner. The examination will cover, compulsorily for all, the study of the textbook indicated in the bibliographical part of the programme and an article that the student may choose from those indicated in the monographic part. In the overall assessment, the exposition of the chosen article may obtain a maximum score of 10/30 points.
Exam language
Italiano
