Currently, most investigations of creativity tend to take one of two directions. The first direction is a focus on eminent creativity. The goals are often to learn about creative genius and discuss which creative works may last forever (e.g., Simonton, 1994). Creative greatness may be studied by analyzing the lives of well-known creators, or interviewing renowned individuals, or by studying people who excel at high levels on creativity measures. These types of studies and theories are typically referred to as studying Big-C creativity. The other predominant thrust of work in the field looks more at everyday creativity (Richards, 1990), such as those creative activities in which the average person may participate each day (e.g., creatively arranging family photos in a scrapbook; combining left over Italian and Chinese food to make a tasty, new fusion of the two cuisines; or coming up with a creative solution to a complex scheduling problem at work). Most studies that use college students or children as participants focus on everyday creativity. The theories and studies along this line of thinking is usually said to focus on little-c.