The relationship between the ability of memorization and creativity (verbal and languages tic)
1.0 Title
The working title of this research is initially drafted as – The relationship between the ability of memorization and creativity (verbal and languages tic). Tic refers to the sudden, repetitive, stereotyped, nonrhythmic movement (motor tic) or sound (phonic tic) involving discrete groups of muscles. In this proposal, the background, context and theme of the study are presented; the objectives of the study and the research statements are formulated. Here, vital concepts, questions and assumptions are stated. Finally, the scope and limitation of the study, methodology to be used and the significance of the research are discussed.
2.0 Background of the Topic
Tic can be invisible to the observer, depending on the classification and the degree of complexity. There are motor and phonic and simple and complex tics. Motor tics refer to the movement affecting distinct muscle groups whereas phonic tics are the involuntary sounds produced by moving air by means of nose, mouth or throat. Phonic tics are usually regarded as verbal tics, which are commonly noises and words while language tics may consists of echolalia, palilalia, lexilalia and coprolalia. These are complex phonic tics that include repetition of words spoken by other person, repetition of one’s own previously spoken words, repetition of words after reading them and the spontaneous utterances of socially-objectionable or taboo words or phrase.
Compare to simple phonic tic that entails any possible sound or noise, complex phonic tics involve meaningful syllables, words and phrases. The diversity of complex phonic tics may affect the manner of memorization on the basis of the four language tics. In addition, memorization is not an antithesis to creativity, according to Professor Steven Dutch (2006). Dutch also noted that “Creative insights come at odd and unpredictable moments, not when you have all the references spread out on the table in front of you. You can’t possibly hope to have creative insights unless you have memorized all the relevant information. And you can’t hope to have really creative insights unless you have memorized a vast amount of information, because you have no way of knowing what might turn out to be useful.”
Torrance and Goff (1990) define academic creativity as a way of thinking about, learning and producing information. Creative thinking and learning embraces abilities such as evaluation like the ability to sense problems, inconsistencies and missing elements; divergent production as fluency, flexibility, originality and elaboration and redefinition. Nonetheless, creative thinking and learning requires memorization and memorization, likewise, necessitates the ability for creative thinking and learning.
3.0 Problem of the Study
How the verbal and language tics, or simply the complex phonic tics, could leverage the ability to memorize and the ability for creative thinking is at the heart of the problem of this research. How complex phonic tics lead to effective memorization and creativity is the issue to be discuss in this research. In addition, the interplay between memorization and creativity will be addressed.
4.0 Purpose of the Study
The main purpose of the study is to analyse and evaluate the relationship between the ability of memorization and the ability to be creative. In particular, the research aims to determine the role of complex phonic tics in acquiring and furthering these abilities and to distinguish the correlation between memorization and creativity.
5.0 Importance of the Study
This study will be a significant endeavor in determining how memorization affects creativity and vice versa and how complex phonic tics help in advancing these abilities. This study will be helpful to the academia in developing programmes and courses in aligning memorization and creative thinking and learning with appropriate scholastic activities, and for the teachers to prioritize and develop effective teaching tools in the classroom. Moreover, this study will be an important contribution to a body of research concerning memorization and creativity and may serve as useful reference for future researchers and those who will seek information about the subject.
6.0 Methodology
This study will use the descriptive type of research. A descriptive research intends to present facts concerning the nature and status of a situation, as it exists at the time of the study and to describe present conditions, events or systems based on the impressions or reactions of the respondents of the research (Creswell, 1994). It is also concerned with relationships and practices that exist, beliefs and processes that are ongoing, effects that are being felt, or trends that are developing (Best, 1970).
7.0 Reference
Best, J.W. (1970). Research in Education, 2nd Ed. Englewood Cliffs, N.J.: Prentice Hall, Inc.
Creswell, J.W. 1994. Research design. Qualitative and quantitative approaches. Thousand Oaks, California: Sage.
Dutch, S. (2006). Memorization vs. Rote Memorization. Retrieved on 22 August 2008 from http://www.ericmacknight.com/wordpress/?p=55.
Torrance, E. P. and Goff, K. (1990). Fostering Academic Creativity in Gifted Students. Retrieved on 22 August 2008 from http://www.kidsource.com/kidsource/content/academic_creativity.html.
Credit:ivythesis.typepad.com
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