Art, Mind, and Brain: A Cognitive Approach to Creativity

By Howard Gardner | Go to book overview

SUBJECT INDEX
Adolescence, 9-12, 88-90, 104, 107-8, 160, 199, 215-17, 356
Aesthetic, symptoms of the, 59-61, 76- 78, 95-96, 98, 140
Aesthetic evaluation, 62-63, 70, 74-79, 139-40, 164; brain damaged patients', 324-27; children's, 96-98, 107-9, 140- 41 (see also Art, children's understanding of); instruction in, 108-9, 215, 218- 26 (see also Art education); and realism, 75-76, 139; and symptoms of the aesthetic, 61, 76-77, 140-41
Affective development, 114-15, 120-21, 125-26, 133-34, 136, 169
Agraphia, 290, 300, 306
Alexia, 271-73, 276-77, 290, 299, 301, 305-7; and dyslexia, 276-77, 301-2 (see also Dyslexia); without agraphia, 271- 73, 277, 301, 319
Anthropology, 27-28, 30-32, 46, 241
Aphasia, 267, 271, 320, 339-41, 345-46; and appreciation of humor, 333; Broca's, 291-95, 297, 331-32; and cognition, 274-75; and creativity, 274, 321, 327- 28, 330-32; and different therapies, 276, 297; and language abilities, 286, 297, 311, 319; and left cerebral hemisphere, 271, 279-80, 289, 296, 319; linguistic approach to, 293-95; and musical abilities, 274, 327-28; musicians with, 327- 28; painters with, 321; and rehabilitation, 275-76, 296, 307; and right cerebral hemisphere, 296; study of, 290-97; writers with, 330-32
Art, xii, 53, 69; abstract, 36-37, 88, 94, 106-8, 166; children's vs. adults', xiv. 87, 89-94, 98-99, 101-2, 129, 139, 142- 43, 188, 190-91, 213, 216; children's work as, 86, 87, 93, 98, 141, 162, 168, 183; impressionist, 67, 78, 88, 94; and language, 319, 321; and symbolic function, 58; twentieth century, with childlike features, 87, 93; see also Aesthetic evaluation; Art, children's understanding of; Art, history of; Children's drawings; Creativity
Art, children's understanding of, 88, 96- 98, 100, 103-7, 140-41, 214; in adolescence, 104, 107-8; and critical judgment, 107-9 (see also Aesthetic evaluation); and expression, 59, 96-98, 140; and instruction, 108-9, 215 (see also Art education); literal stage in, 88, 104, 107; mechanistic/concrete stage of, 103-6, 214; and recognition of artist's style, 106-7; and repleteness, 59, 96-98, 140
Art, history of, 65-78, 139; see Realism, development toward
Art education, and aesthetic judgment, 108-9, 215, 218-26; and artistic development, xiv. 102, 205-6, 212, 214, 216- 17; different approaches to, 208-9, 217; and self-critical abilities, 216
Artistic development, xiv. 71, 83-84, 86- 90, 98, 100-2, 128-29, 149, 164, 211- 17; in adolescence, 89, 102, 215; cultural influences on, 156, 214; decline of creativity in, 88, 94, 98, 138; and education, xiv. 102, 205-6, 212, 214, 216-17 (see also Art education); and environmental factors, 89, 101; flowering of creativity in, 87, 128-29; and innate ability, 89, 101; literal stage in, 8, 94, 101; and personality, 90; sensitive period in, 90; U-shaped curve in, 88-89; see also Art, children's understanding of; Children's drawings; Creativity
Autism, xi, 156, 184-88, 190-92, 199- 200, 205, 277
Batman, 118, 122-23, 129
Behavioral science, 4, 17, 22
Behaviorism, 17-18, 21-22, 35
Bird song, 146-48, 151
Brain damage, xi-xiv, 44, 47, 59, 265, 269- 77, 318, 336, 340-41; and aesthetic evaluation, 324-27, and cerebral hemispheres, 270-72, 274, 279-80, 289, 291, 300-1, 310-11, 313-17, 319, 321-24, 327-28, 332-34; in children, 276; and

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