Contents	5
	Introduction to Set ‘‘The Collected Worksof Mihaly Csikszentmihalyi’’	12
	Introduction to the Volume	16
	1 Discovery-Oriented Behavior and the Originality of Creative Products: A Study with Artists	24
	Method	26
	Subjects and Procedure	26
	Results	30
	Discussion and Conclusion	32
	References	33
	2 The Personality of Young Artists: An Empirical and Theoretical Exploration	34
	Method	35
	Sample and Procedure	35
	Results	36
	Art Students and College Norms	36
	Personality Factors and Values	38
	Personality Differences Among Artists in Different Fields of Specialization	39
	Personality and Success in Art School	40
	Comparison of the Personality of Successful Young Artists with that of Eminent Researchers	43
	Discussion	45
	References	47
	3 Culture, Time, and the Development of Talent	50
	The Sociocultural Constitution of Giftedness	51
	The Reification of Giftedness	52
	Variations Within the Domains	53
	How Many Talents?	54
	Implications of the Sociocultural Model	56
	The Temporal Constitution of Giftedness	56
	Giftedness Through the Life-Span	57
	Giftedness and Cognitive Development	59
	Changing Requirements of the Domain	60
	Shifting Requirements of the Field	64
	The Crossing Paths of Development	65
	References	68
	4 Society, Culture, and Person: A Systems View of Creativity	70
	The Constitution of Creativity	70
	A Dynamic Model of the Creative Process	74
	The Element of Time in the Constitution of Creativity	77
	The Generative Force of the Field	78
	Implications of the Model	81
	The Domain Level	81
	The Person	82
	The Field	82
	References	83
	5 Solving a Problem is Not Finding a New One: A Reply to Herbert Simon	85
	6 Shifting the Focus from Individual to Organizational Creativity	89
	A Systems Approach	90
	Bringing it to Business	91
	Lessons from Our Research	92
	Implications for Understanding Organizational Creativity	93
	References	93
	7 Creative Insight: The Social Dimension of a Solitary Moment	94
	General Observations About Creative Insight	95
	Multistage Models of Creative Insight	96
	Social Process Models of Creativity	98
	An Interpsychic Model of Creative Insight	99
	Preparation	101
	Incubation	102
	Level 1: Conscious Attention (Serial Processing)	103
	Level 2: Semiconscious Filters	103
	Level 3: Subconscious Processing Entities, or the Society of Mind	104
	The Three Levels Functioning Synchronously	104
	Insight	104
	Evaluation and Elaboration	105
	Narratives of Creative Insight	106
	Presented Problem Solving	106
	Preparation	107
	Incubation	108
	Insight	108
	Evaluation	109
	Discovered Problem Finding	110
	Preparation	111
	Incubation	112
	Insight	113
	Elaboration	114
	Discussion	115
	Conclusion	116
	Acknowledgment	118
	References	118
	8 Creativity and Genius: A Systems Perspective	120
	Introduction	121
	Why Do We Need a Systems Approach?	122
	An Outline of the Systems Approach	124
	The Cultural Context	125
	Cultures as Symbolic Domains	126
	Creativity as Change in Domains	127
	What Characteristics of Domains Enhance Creativity?	129
	The Social Context	130
	Who Decides What Is Creative?	131
	Characteristics of Fields that Enhance Creativity	133
	Societal Conditions Relevant to Creativity	134
	The Creative Person	136
	Accessing the Domain	137
	Producing Novelty	138
	Convincing the Field	141
	Conclusion	143
	Notes	144
	Acknowledgement	144
	References	145
	9 The Social Construction of Creative Lives	147
	Introduction	147
	Creativity in Later Life Project	149
	Sample	149
	Interviews	151
	Creative Women	151
	The Interaction Between Self-Constructions and Social Systems	152
	The Early Socialization of Creative and Eminent Individuals	153
	The Differential Socialization of Boys and Girls	154
	Adulthood and Professional Socialization	158
	Mentors	159
	Men and Women in Mentor Relationships	161
	Spouses as Social Influences	165
	Colleague Interaction and Collaboration	171
	Colleague Affirmation and Approval	173
	Conclusion	176
	References	178
	10 New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education	181
	Introduction	181
	A Definition of Creativity	182
	The Systems Model of Creativity	183
	Why is a Systems Approach Necessary?	183
	An Outline of the Systems Model	185
	The Place of Schools in the Systems Model	188
	The Individual's Contribution to Creativity	189
	Personal Qualities	189
	Measurements Techniques	191
	Flow	193
	Educational Implications at the Individual Level	194
	Students' Curiosity and Interest are the Main Sources of Potential Creativity	194
	Potential Creativity is Enhanced by Intrinsic Motivation, and Suppressed by Excessive Reliance on Extrinsic Rewards	194
	Activities Need to be Designed with the Conditions Necessary For Flow in Mind	195
	Learning to Formulate Problems Should be Part of the Curriculum	195
	Respecting Creative Personality Traits	195
	Promoting the Internalization of Learning	195
	The Contribution of the Domain	196
	Educational Implications at the Level of the Domain	196
	How Attractive is the Information Presented to Students?	196
	How Accessible is the Information?	197
	How Integrated is the Information?	197
	Are There Opportunities for Mentorships and Apprenticeships?	197
	The Contribution of the Field	198
	Educational Implications at the Level of the Field	199
	The Role of Funding	199
	How Open are Teachers to New Ideas?	200
	Do Teachers Stimulate Students' Curiosity and Interest?	200
	Can Teachers Distinguish Good New Ideas from Bad Ones?	200
	Are There Ways of Implementing Student Creativity in the School?	200
	Conclusion	201
	References	202
	11 Catalytic Creativity	205
	Linus Pauling	206
	The Role of the Field	207
	The Formative Role of the Field	208
	Concentric Circles of Evaluation	209
	The Receptiveness of the Field as a Contributor to Creativity	210
	The Shift to Molecular Biology: The Funder’s Role	211
	Pauling’s Role as a Catalytic Influence on Others	211
	Conclusion	213
	References	213
	12 The Motivational Sources of Creativity as Viewed from the Paradigm of Positive Psychology	215
	Creative Accomplishment and Its Motivation	217
	Deficit-Based Motivations	217
	Passion for the Work	218
	Meaningful Purpose	219
	Integrating the Deficit and Strengths Perspectives: The Systems Model	220
	Conclusion	223
	References	224
	13 The Group as Mentor	227
	Conceptions of Mentoring	228
	The Systems Model of Creativity	230
	Social Capital	233
	Sample and Method	234
	Exploring Apprenticeship and Creativity in a Space Science Lab	235
	The Group as Mentor	240
	Extending Our Conception of Optimal Mentoring	242
	Note	244
	References	244
	14 The Artistic Personality: A Systems Perspective	246
	The Systems Model of Creativity	247
	The Domain of Art	248
	Personality Implications	250
	The Field of Art	251
	A Longitudinal Study of Artistic Development and Artistic Success	253
	Conclusion	254
	References	255
	15 Creativity Through the Life Span from an Evolutionary Systems Perspective	257
	What is Creativity?	257
	Creativity and Life Span Development from an Evolutionary Perspective	258
	Creativity and Physical Aging	261
	Social Aging: The Effects of the Field on Creativity	264
	Preserving the Passion	267
	Personal Creativity	270
	Conclusions	271
	References	272
	16 Cortical Regions Involved in the Generation of Musical Structures During Improvisation in Pianists	274
	Introduction	274
	Methods	276
	Participants	276
	Experimental Setup	276
	Conditions	277
	Experimental Procedure	278
	MRI Scanning Parameters	279
	Analysis of Behavioral Data	279
	Processing and Statistical Analysis of the fMRI Data	280
	Results	281
	Descriptive Characteristics of the Improvisations in Improvise and FreeImp	281
	Accuracy of the Reproductions	283
	fMRI Data	285
	Discussion	287
	Dorsolateral Prefrontal Cortex	288
	Rostral Premotor Cortices	290
	Temporal and Occipital Areas	291
	Conclusion	291
	Acknowledgments	292
	References	292
	17 Creativity and Responsibility	296
	Responsibility as a Call to Excellence	298
	The Call of the Past	299
	The Call of the Future	302
	Past and Future Folded into the Present	303
	The Sources of Calling	304
	The Implications of Creativity for an Expanded View of Responsibility	306
	References	309
	18 The Early Lives of Highly Creative Persons: The Influence of the Complex Family	310
	Introduction	310
	Complexity, Complex Families, and Flow	311
	Empirical Research on Complex Families	313
	Method	313
	Participants	315
	The Interviews	316
	Integration	316
	Differentiation	321
	Discussion	328
	Conclusion	331
	References	331