Creative blocks in musicians : an exploration of their self-reported causes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this study was to explore the nature and causes of blocks to musicians' creative and re-creative processes. The importance of this investigation was explained in terms of expanding existing knowledge concerning blocks. Data from 57 volunteer subjects were subjected to content analysis, modelled after Crosson (1982a & b) and Porath (1990). Six categories of causes of blocks were identified. Emergent themes included Process-Orientation, wherein blocks are described as integral elements of the creative process, as well as Problem Solving, Working Conditions, Professional Esteem, Emotion, and Physical. Quantitative analyses done on the variables duration and frequency of blocks with creative or recreative group did not support the hypotheses that associations would be found between these variables and group membership. Tentative support was found for the hypotheses that sex is related to frequency of block and also to duration. Findings confirm a hypothesized difference between the number of causes of blocks cited by musicians with varying duration of their longest block. These results have implications for counsellor awareness of, and practice in dealing with clients' blocks to creative or re-creative tasks. As well, they suggest that future research replicating the study with larger, more evenly matched, and more diverse samples is needed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it