LEADER 01674oam 2200469 a 450 001 9910700281903321 005 20110324091256.0 035 $a(CKB)5470000002408155 035 $a(OCoLC)54502667 035 $a(EXLCZ)995470000002408155 100 $a20040228d2002 ua 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHow people learn (and what technology might have to do with it)$b[electronic resource] /$fMarcy P. Driscoll 210 1$aSyracuse, NY :$cERIC Clearinghouse on Information and Technology,$d[2002] 215 $a1 online resource (8 pages) 225 1 $aERIC digest 300 $aTitle from title screen (viewed Feb. 28, 2004). 300 $a"2002-10-00." 300 $a"This publication is funded in part with Federal funds from the U.S. Department of Education under contract number ED-99-CO-0005." 320 $aIncludes bibliographical references (pages 6-7). 517 $aHow people learn 606 $aEducational technology 606 $aLearning, Psychology of 606 $aGroup work in education 615 0$aEducational technology. 615 0$aLearning, Psychology of. 615 0$aGroup work in education. 700 $aDriscoll$b Marcy Perkins$01082236 712 02$aERIC Clearinghouse on Information & Technology. 712 02$aUnited States.$bDepartment of Education. 801 0$bGPO 801 1$bGPO 801 2$bOCLCQ 801 2$bGPO 906 $aBOOK 912 $a9910700281903321 996 $aHow people learn (and what technology might have to do with it)$93490597 997 $aUNINA LEADER 01454aam 2200421I 450 001 9910711202903321 005 20151113033706.0 024 8 $aGOVPUB-C13-ab177b7f5494173fefe42d2bae9ddc5b 035 $a(CKB)5470000002481997 035 $a(OCoLC)929067951 035 $a(EXLCZ)995470000002481997 100 $a20151113d1998 ua 0 101 0 $aeng 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aStripline resonator for electromagnetic measurements of materials /$fChriss A. Jones 210 1$aGaithersburg, MD :$cU.S. Dept. of Commerce, National Institute of Standards and Technology,$d1998. 215 $a1 online resource 225 1 $aNIST technical note ;$v1505 300 $a1998. 300 $aContributed record: Metadata reviewed, not verified. 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It is neither plannable nor retrievable on demand, nor can it be prescribed with the motto: ?Be spontaneous? or ?Be creative!? All previous attempts to assess creative performance or behavior, for example through creativity tests using the criteria of ?idea richness? and ?idea diversity? under formal standardization rules (e.g. time limits) and norms, have mostly failed to meet expectations, whether in schools or in corporate aptitude diagnostics. At best, creativity could be demonstrated in the artistic-scientific field through work samples or ?brilliant inventions.? In day-to-day operations and workplaces, creativity is typically observable over a longer period, taking into account its usefulness and social acceptance. What ?approaches? might be possible in psychological diagnostics to assess creativity, and what limitations they are subject to, is the topic of this ?creative? article. Target groups Psychologists and HR experts in both academia and practice, as well as school educators and HR managers responsible for evaluating the creative performance of their employees. About the author Dr. Heribert Wienkamp, a certified psychologist with a PhD in Psychology, has worked for many years in various HR roles in a bank and a building society. The translation was done with the help of artificial intelligence. A subsequent human revision was done primarily in terms of content. This book is a translation of an original German edition. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). 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