TITLE: Creativity
OBJECTIVE
INTRODUCTION
Creativity is the ability to produce original ideas and new items. It includes the
combining of existing work, objects, and ideas in different ways for new purposes.
Creative person, the creative product, and the creative process are the three important
components of creativity. Creative process starts with the creative person and results in
a creative product. It includes the thinking and the acts that take place to produce an
original item. Creative persons are usually energetic and full of ideas, they are also
characterized by having a desire to grow and a capability to be puzzled, spontaneous,
they are a divergent thinker, open to new experiences, persistent, and a hard working.
Creative product is one that never existed before like a new book, song, or invention.
They can be a publications, works of art, and musical compositions, can be counted and
are often available for viewing or judging. Creativity starts with a creative person using a
creative process to make a creative (new) product. (D.M. Barry & H. Kanematsu, 2016)
APPARATUS
STOPWATCH
An anagram is direct word switch or word play, the result
of rearranging the letters of a word or phrase to produce a new
word or phrase, using all the original letters exactly once.
ANAGRAMS
TALLY SHEET
PAPER
PEN
SUBJECT
PROCEDURE
The experiment was divided in two parts. In Part I- Experimenter (E) presents the
anagrams and ask the Subject (S) to form as many words as possible from these. Give 4
minutes time limit. While in Part II- E presents the anagrams as words. The task of S is
to form as many other words as possible within 4 minutes.
RESULTS
Table 1.1 shows the number of words that the subjects have formed in every
anagram presented in Part I.
ANAGRAMS TALLY NO. OF FORMED
WORDS
ILDUEA IIIII – IIIII – IIII 14
ESIVIL IIIII – IIIII – IIII 14
OEDRXETNEA IIIII – IIIII – IIIII – IIIII – IIIII – IIIII - III 33
GAEIVANT IIIII – IIIII – IIIII – III 18
TERHAF IIIII – IIIII – IIIII – IIIII – II 22
KNATE IIIII – IIIII – IIII 14
RAMKET IIIII – IIIII – IIIII – IIIII 20
ORDEWP IIIII – IIIII – IIIII 15
Table 1.2 shows the number of words that the subjects have formed in every
anagram presented in Part II.
ANAGRAMS TALLY NO. OF FORMED
WORDS
IDEA IIIII 5
LIVES IIIII – IIIII – II 12
RENTED IIIII – IIIII – IIIII 15
GRAMS IIIII – IIIII – II 12
GIVEN IIIII – IIII 9
FATHER IIIII – IIIII – IIIII – IIIII – III 23
NEAT IIIII – IIIII 10
MAKER IIIII – III 8
POWER IIIII – IIIII - I 11
Table 1.3 shows the common words that the subjects have formed in every
anagram presented in Part I.
ILDUEA ESIVIL OEDRXETNEA GAEIVENT TERHAF KNATE RAMKET ORDEWP
Ideal Evil Neat Van Heart Eat/ate Market Dew
Lead Live Net Gave/give Father Ant Team Word
Due Vile Read Ant Hat Net Tear Red
Duel Lie Dear Eat/ate Fat Neat Make Power
Deal Eat Tea Fart Tan Take Powder
Lie Red Neat Tear Ten Eat Pore
ten Gate Hear Take Meat Wore
Tea Giant Heat Taken Rate
Rent Net Fear Mate
Teen Hate Rat
deer Eat/ate Mat
Ear
tea
rat
far
Table 1.4 shows the common words that the subjects have formed in every
anagram presented in Part II.
IDEA LIVES RENTED GRAMS GIVEN FATHER NEAT MAKER POWER
Aid Lie Red Mars Give Rate Ten Make Row
Die Vile Rent Ram Vein Hear Tan Mark Rope
Id Evil Tent Rag vine Heat Ant Ear Wore
live Deer Arms Fear Net Ream Pore
Teen Tear Tea Owe
net heart Eat
Hat
Fart
Fate
Eat
Fat
Ten
Hate
Rat
DISCUSSIONS
The second part of the experiment elicited more difficulty than the first part. Based
on the study conducted by Witte, Freund, and Csiki on 2002, they found out that mixed-
case effect could be the novelty of seeing words in a non-particular format.
After the experiment, we concluded that the subjects experienced more difficulty
forming words in Part II of the experiment. It is shown that it is easier to form new words
with jumbled letters than a concrete one. And also, repetitive words are written in the
concrete set of words because aside from it is readable, it shows limited new words that
can be written.
REFERENCES
Barry, D. M., & Kanematsu, H. (2016). STEM and ICT Education in Intelligent
Environments. Cham: Springer International Publishing.
Csiki, I., Freund, J.S, & Witte, K.L., (2002). Case-Mixing Effects on Anagram Solution.
The Journal of General Psychology, Vol. 129, 117-126.
Goodie, M. K., Geraci, L., & Roediger, III H. L. (2008). Superiority of variable to
repeated practice in transfer on anagram solution. Psychonomic Review &
Bulletin, Vol. 15, 662-666.
Panagiotakopoulus, C.T. & Sarris, M.E. (2013). “Playing with Words”: Effects of an Anagram