Relevant bibliographies by topics / Torrance's Ideal

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Academic literature on the topic 'Torrance's Ideal'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Torrance's Ideal"

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Paguio, Ligaya Palang, Patsy Skeen, and Bryan E. Robinson. "Perceptions of the Ideal Child among Employed and Nonemployed American and Filipino Mothers." Perceptual and Motor Skills 65, no. 3 (December 1987): 707–11. http://dx.doi.org/10.2466/pms.1987.65.3.707.

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This study examined differences in 64 American and 58 Filipino employed and nonemployed mothers' perceptions of the ideal child, measured on Torrance's Ideal Child Checklist. There were no differences in perceptions of the ideal boy and girl among these groups: however, significant differences were found in perceptions of the ideal girl between employed and nonemployed mothers, regardless of culture. Employed mothers desired the ideal girl to be more confident, aggressive, well-adjusted than did the nonemployed mothers. The implications of these findings are discussed.
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Ohuche, Nancy M. "The ideal pupil as perceived by Nigerian (Igbo) teachers and Torrance's creative personality." International Review of Education 32, no. 2 (1986): 191–96. http://dx.doi.org/10.1007/bf00620387.

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Kang, Chris. "Emptiness and Presence in a Non-substantialist Formulation of Trinitarian Doctrine." Journal of Reformed Theology 12, no. 2 (August 8, 2018): 127–42. http://dx.doi.org/10.1163/15697312-01202010.

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AbstractThis paper examines the ideas of emptiness (śūnyatā) and presence (svabhāva) in the discourses of Indian Madhyamika thinkers in comparison with the work of prominent Kyoto School philosopher and key figure in Buddhist-Christian dialogue, Masao Abe (1915–2006). Madhyamika’s negative dialectic and Abe’s oeuvre are applied to the trinitarian theology of Scottish theologian and churchman Thomas Forsyth Torrance (1913–2007), even as Torrance’s oeuvre is allowed to recast and illuminate notions of emptiness in light of the trinitarian faith. In this movement of ideas, the dynamic interpretations and reinterpretations of the doctrine of emptiness by Indian thinkers are brought to bear on Abe’s thought and, in turn, on Torrance’s trinitarian theology. In this way, the metaphysical basis of trinitarian doctrine is drawn into sharper focus even as an emptiness-based, non-substantialist, onto-relational theology of the Trinity emerges as a potentially viable account of the nature of the triune Godhead.
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Caplinska, Aina, and Janina Stasane. "The Concept of Creativity in Entrepreneurship." Kwartalnik Nauk o Przedsiębiorstwie 51, no. 2 (July 12, 2019): 43–53. http://dx.doi.org/10.5604/01.3001.0013.2838.

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The aim of the article is to analyse the readiness of Daugavpils young people for entrepreneurship and to define the level of creative thinking. In 2016 the research “Readiness of Daugavpils youth for entrepreneurship” carried out based on the survey among Daugavpils young people showed that 54% of the respondents experience lack of ideas, which testifies to the fact that the young are not specifically creative. In 2017 the research into the creativity of Daugavpils youth was carried out with the use of E.P. Torrance test. According to the results of the research, Daugavpils youth in general think creatively within the normal limits, though there is also a big part of young people whose level of creative thinking according to E.P. Torrance test is lower than the norm.
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Masten, William G. "Creative Self-Perceptions of Mexican-American Children." Psychological Reports 64, no. 2 (April 1989): 556–58. http://dx.doi.org/10.2466/pr0.1989.64.2.556.

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Responses from 96 ( M age: 11-yr.-old) Mexican-American children, 55 boys and 41 girls in Grades 3 to 8, on Something About Myself from the Khatena-Torrance Creative Perception Inventory showed they believed themselves to be talented in many different areas and to use original ideas to solve problems as well as not take for granted what they are told, but do not participate in musical or dramatic expressions.
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Lewis, Carol D., and John C. Houtz. "Sex-Role Stereotyping and Young Children's Divergent Thinking." Psychological Reports 59, no. 3 (December 1986): 1027–33. http://dx.doi.org/10.2466/pr0.1986.59.3.1027.

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In two experiments 157 kindergarten and first-grade children were administered the Circles Subtest of the Torrance Tests of Creative Thinking. Boys and girls were given differential instructions to think of ideas typically thought of by members of the opposite sex. The contents of the children's ideas were analyzed and scored according to male- and female-dominant categories. Directions to generate ideas of the opposite sex inhibits performance, and considerable sex-role stereotyping of responses occurs at an early age. Without training on a similar task, however, boys appeared to be less able to follow directions and think of ideas typical of the opposite sex. Results are discussed in terms of the hypothesis that girls are more knowledgeable of the opposite sex-roles than are boys but are inhibited in the expression of this knowledge by cultural expectations.
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Molnar, Paul D. "The obedience of the Son in the theology of Karl Barth and of Thomas F. Torrance." Scottish Journal of Theology 67, no. 1 (January 15, 2014): 50–69. http://dx.doi.org/10.1017/s003693061300032x.

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AbstractBoth Thomas F. Torrance and Karl Barth speak of the obedience of the Son as a condescension of the Son to become incarnate for our sakes. Thus there is wide agreement between them with regard to both the doctrines of atonement and the Trinity. Yet, despite the fact that Barth never wavered in his rejection of subordinationism and modalism and always affirmed the freedom of God's love, he also claimed that there ‘is in God Himself an above and a below, apriusand aposterius, a superiority and a subordination’,1while Torrance unequivocally refused to read elements of the economy, such as the ideas of super and subordination and a before or after, back into the immanent Trinity. By comparing the thinking of Barth and Torrance on this issue, I hope to show why I think Barth illegitimately read back elements of the economy into the immanent Trinity, thus creating confusion where clarity would help us see that what God does for us in the economy is and remains an act of free grace which becomes obscured when any sort of hierarchy is introduced into the Trinity.Both theologians thoroughly agree that what God is towards us in the economy, he is eternally in himself and what he is eternally in himself, he is towards us in the economy. But, there is a difference between them over how to interpret this insight, since Barth thinks super and subordination should be ascribed to the immanent Trinity. While Torrance, like Barth, will argue that the incarnation and Christ's mediatorial activity fall ‘within the life of God’, he also insists that the incarnation cannot in any way be confused with the generation of the Son from the Father in eternity. Barth would agree; yet this important distinction becomes fuzzy when he ascribes subordination and obedience to the eternal Son as a basis for his actionsad extra.This article will develop in four sections. First, I will discuss the obedience of the Son as condescension for Torrance and Barth. Second, I will consider the implications of theExtra Calvinisticumfor each theologian's view of the obedience of the Son and of the Trinity. Third, I will explore how each theologian attempts to avoid subordinationism and modalism indicating the problems which arise in Barth's thinking in connection with these views. Fourth, I will compare Torrance and Barth, showing that Torrance more consistently maintains God's freedom and love by not reading back elements of the economy into the life of the immanent Trinity.
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Karkockienė, Daiva, and Giedrë Butkienė. "STUDENTŲ KŪRYBIŠKUMO IR INTELEKTO GEBĖJIMŲ SĄSAJOS." Psichologija 32 (January 1, 2005): 60–73. http://dx.doi.org/10.15388/psichol.2005..4327.

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Tyrimo objektas – studentų kūrybiškumo kognityvinių ir intelekto gebėjimų struktūrinių ypatumų santykis. E. P. Torrance’o testu (TCT verbalinės dalies A forma) ir R. Amthauerio IST-70 B forma ištirta 160 Vilniaus pedagoginio universiteto studentų. Koreliacine analize nustatytas statistiškai reikšmingas sąryšis tarp mąstymo lankstumo bei originalumo ir aukščiausio lygmens kalbinių intelekto gebėjimų, matuojamų BE subtestu, taip pat tarp mąstymo sklandumo, lankstumo bei originalumo ir sakinio papildymo (SP) bei žodžių išrinkimo (ŽI) subtestų įvertinimų. Statistiškai reikšmingos priklausomybės tarp kūrybiškumo kognityvinių gebėjimų pokyčio mokantis pagal specialią kūrybiškumo ugdymo programą ir intelekto struktūros profilio nerasta, tačiau ryški originalumo padidėjimo sąsaja su kalbinių intelekto gebėjimų (BE), konstrukcinio mąstymo (KU) subtestų įvertinimais ir originalumo bei sklandumo pokyčio sąsaja su loginio-algebrinio mąstymo (SE) subtesto įvertinimais.Pagrindiniai žodžiai: kūrybiškumas, divergentinis mąstymas, intelektiniai gebėjimai. SOME RELATIONSHIP BETWEEN STUDENTS’ CREATIVE AND INTELLECTUAL ABILITIESDaiva Karkockienė, Giedrė Butkienė SummaryThe aim of this study was to reveal some interactions between creative and intellectual abilities as well as interactions of creative abilities variation after training of creativity and intellectual abilities.Creativity in this study is understood in terms of cognitive abilities of creative thinking expressed by divergent thinking components as fluency, flexibility and originality (Guilford, 1950; Torrance, 1974; Sternberg and O’Hara, 1999). Divergent thinking is the one component of creative thought understood as the distinct capacity to generate multiple alternative solutions as opposed the one correct solution. Divergent thinking is assessed through open-ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in responses) and originality (uniqueness of response).There were 160 students (mean age 23) from Vilnius Pedagogical University. E. P. Torrance test (verbal, form A, 1974) was used to identify cognitive abilities of creative thinking (fluency, flexibility and originality). R. Amthauer test (IST-70) was used to measure intellectual capabilities. The subjects were randomly assigned to two experimental (n = 80) and control groups (n = 80). The experimental group took part in creativity training program during four months (32 hours).The special program of creativity training was used once a week for four months (32 hours). The program was made-up for the developing cognitive abilities of creative thinking (fluency, flexibility and originality). Special methods (brain storming, ideas generation, drama, divergent tasks etc.) were used to develop students’ creative abilities. The experimental group took part in creativity training program.The study revealed the interactions between creative abilities evaluated by Torrance test (TTCT, verbal A form) and intellectual abilities evaluated by Amthauer IST. Weak interactions were revealed between flexibility and BE subtest of abstract verbal ability (r = 0,24, p < 0,01), as well as originality and BE subtest of abstract verbal ability (r = 0,22, p < 0,01). There are some weak links between all cognitive parameters of creativity (fluency, flexibility and originality) and the results of Sentence Supplement (SP) subtest (r = 0,17, p < 0,05) as well as between fluency, flexibility and ability to percept language meaning (ŽI) subtest (r = 0,18, p < 0,05; r = 0,16; p < 0,05). No such tendency was found between other creative and intellectual abilities.Though there were no significant interactions between increase of creative abilities and intellectual abilities, clear links were found between originality and abstract verbal ability (BE) and spatial imagination (KU) (r 0, BE = 0,41; r 0, KU = 0,38; r 0,05 = 0,53).Keywords: creativity, divergent thinking, intellectual abilities.
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Hines, Margaret Easom, Sarah Marie Catalana, and Brittany N. Anderson. "When Learning Sinks In: Using the Incubation Model of Teaching to Guide Students Through the Creative Thinking Process." Gifted Child Today 42, no. 1 (December 18, 2018): 36–45. http://dx.doi.org/10.1177/1076217518804858.

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While creativity has traditionally been an essential component of gifted education, the majority of creative teaching strategies neglect to address its multifaceted nature. As a result, attempts to encourage creativity are often fractured, and gifted students struggle to recognize how academic content and creativity go hand-in-hand. This article explores how the incubation model of teaching (IMT) can be used to encourage creativity from start to finish, while delivering challenging academic content (Torrance, 1979, Torrance & Safter, 1990). Emphasis is placed on the value of incubation, which is characterized by a resistance to closure and open-mindedness to consider ideas from multiple points of view. Encouraging incubation not only promotes ownership of learning, but also paves the way for moments of creative inspiration to occur. Discussion of both theoretical and practical implications of the model illustrates how the IMT can be used to guide students through the creative thinking process in a variety of diverse settings.
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FILIPPOV, Vasily D. "PRACTICE OF IRVING JOHN GILL MODERNISM." Urban construction and architecture 11, no. 1 (December 15, 2021): 143–59. http://dx.doi.org/10.17673/vestnik.2021.01.19.

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The article is devoted to the work of Irving John Gill during his heyday, and then in conditions when the principles of modernism discovered by him, due to the lack of society’s need for new architecture in the United States, were not needed in this country - from 1909 until his death in 1936. New technologies used by Gill in the construction of public and residential buildings from concrete are described as well as his unsuccessful participation in the Panama-California World Exhibition of 1915-191, the construction near Los Angeles of the “ideal” city of Torrance and end-of-life projects. The reasons why Gill did not become the leader of the American and one of the leaders of world architecture are discussed, and his work is still controversial.
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Book chapters on the topic "Torrance's Ideal"

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Higuchi, Takeo, Takaya Yuizono, Kazunori Miyata, Keizo Sakurai, and Takahiro Kawaji. "Creativity Effects of Idea-Marathon System (IMS): Torrance Tests of Creative Thinking (TTCT) Figural Tests for College Students." In Knowledge, Information and Creativity Support Systems: Recent Trends, Advances and Solutions, 185–200. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-19090-7_15.

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Molnar, Paul D. "Thomas F. Torrance." In The History of Scottish Theology, Volume III, 227–41. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198759355.003.0017.

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Widely recognized as the leading Scottish theologian of the twentieth century, Thomas F. Torrance (1913–2007) was noteworthy as a dogmatic theologian for his influential explication of Trinitarian doctrine as it was developed by Nicene theologians. He was also a prominent figure in ecumenical theology, notably working with Eastern Orthodox theologians towards agreement on the doctrine of the Trinity. Torrance contributed greatly to ecumenical dialogue among Reformed, Anglicans, and Roman Catholics, with his innovative and substantive understanding of the Church and sacraments, as well as nature and grace. Torrance’s expertise was not limited to dogmatics as he was also one of the leading theologians of the twentieth century to publish extensively on the relationship between science and theology. Torrance’s influence is indicated by the increasing number of doctoral dissertations devoted to his theology, the existence of a scholarly society formed to discuss and disseminate his ideas in critical dialogue, and the volume of secondary literature devoted to his thinking.
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Boz, Nurgül, and Hande Mutlu Ozturk. "Importance of Creativity and Innovation for Gastronomy and Business Tourism." In Accelerating Knowledge Sharing, Creativity, and Innovation Through Business Tourism, 261–80. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3142-6.ch014.

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Gastronomy examines, researches, and applies the food and beverage culture of a society in the historical process. Gastronomy is also a field of science that includes elements of science and art. The aim of gastronomy education is to train experts with the knowledge and equipment needed by the sector. Creativity is an important parameter in the field of gastronomy. The concept of creativity can be defined in different ways. In a simple way, creativity is used in the meaning of creating, revealing, and discovering the unknown. The Torrance scale is one of the most widely used methods for measuring creativity. In this chapter, the effect of gender, the type of school graduated at high school, and pre-school education on creativity was examined for undergraduate students studying gastronomy at the universities. The importance of gastronomy in business tourism is increasing. The development of creative ideas and thoughts by gastronomy employees can positively affect gastronomy tourism.
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Conference papers on the topic "Torrance's Ideal"

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Kwon, Jieun, Luke Bromback, and Barry Kudrowitz. "Divergent Thinking Ability + Interest = Creative Ideas: Exploring the Relationships Between Cognitive Creativity Assessments and Product Design Idea Generation." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67261.

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The external validity of existing creativity tests was examined in the product-design field. To examine the external validity, this study adopted the Consensual Assessment Technique (CAT), by which industry leaders directly rate product ideas for their creativity. A simple correlation analysis showed that among three broadly used creativity tests (Remote Associations Test, Alternative Uses Test, and Torrance Test for Creative Thinking), only the Alternative Uses Test (AUT) was found to predict creativity in the product-design industry. In addition to the correlations analysis, two factors, product familiarity and level of interest, were tested for moderation. The results show that familiarity with the product lessens RAT-CAT (Remote Associations Test - Consensual Assessment Technique) correlation, whereas level of interest strengthens the correlation. Thus, the less familiar and more interested an individual is in the product, the more likely the individual’s divergent thinking skills will translate into an actual creative product idea.
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Dippo, Caitlin, and Barry Kudrowitz. "The Effects of Elaboration in Creativity Tests as it Pertains to Overall Scores and How it Might Prevent a Person From Thinking of Creative Ideas During the Early Stages of Brainstorming and Idea Generation." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46789.

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Previous studies have found that the first few ideas we think of for a given prompt are likely to be less original than the later ideas. In this study, 460 participants were given the Alternative Uses Test (AUT) where they were asked to list alternative uses for a paperclip, creating a database of 235 unique answers, each having a relative occurrence rate in that pool. It was found that later responses were significantly more novel than early responses and on average the originality of responses exponentially increased with quantity. A closer look at this data reveals that a person is likely to have a lower overall originality score if he or she has more elaborate responses. 89 of these participants were also given the Abbreviated Torrance Test For Adults (ATTA) and the data from both tests was used to study relationships between elaboration, fluency, and originality. The data from the AUT reveals a strong negative correlation between an individual’s average number of words per response and his or her average originality score. It is hypothesized that people who spend more time writing multiple-word responses have less time to generate many different ideas thus hindering their ability to reach the novel ideas. Similarly, the ATTA reveals that after two extraneous details, elaboration on a drawing will negatively impact fluency and originality scores. This is not to say that elaborate ideas cannot be original, but rather that in time-limited situations, elaboration may hinder the production of original ideas. In applying this to real world problem solving and idea generation, it is suggested that people may prevent themselves from finding creative solutions if too much time is spent on discussing the first few suggested ideas from a brainstorming session. It is suggested that a more effective brainstorming session will delay discussion until a significant number of ideas are generated.
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Higuchi, Takeo, Kazunori Miyata, and Takaya Yuizono. "Creativity Improvement by Idea-Marathon Training, Measured by Torrance Tests of Creative Thinking (TTCT) and Its Applications to Laboratories." In 2012 7th International Conference on Knowledge, Information and Creativity Support Systems (KICSS). IEEE, 2012. http://dx.doi.org/10.1109/kicss.2012.22.

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Ng, Annie W. Y., and Chung-Yee Lee. "Assessment of Creative Thinking of Hong Kong Undergraduate Students Using the Torrance Tests of Creative Thinking." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9051.

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Creativity has been a key graduate attribute and transferrable skill for the universities nowadays. A better understanding of freshmen students’ level of creativity thinking facilitates the cultivation of the ways for nurturing the development of creativity in students throughout their university education studies. The purpose of this study was to investigate creative thinking abilities of first-year undergraduates in Hong Kong using the Torrance Tests of Creativity Thinking (TTCT) – a commonly known assessment for creativity. A total of 492 first-year undergraduates at a university in Hong Kong were asked to complete TTCT Figural Form consisting of picture construction, picture completion and lines activities. Generally, the creative potential of Hong Kong undergraduates was well above the average. The students demonstrated their abilities in generation of a number of relevant ideas (fluency), producing novel responses (originality), abstract thinking (abstractness of titles), and open-minded thinking (premature closure). They exhibited creative strength of, for example, flexible imagination, thinking with senses, and thinking beyond boundaries. However, students’ elaborative thinking, metaphorical-thinking and sense of humor had a lot of room for improvement. Based on the assessment results, some implications on the possible institutional strategies for nurturing creativity among students during university education were discussed.
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Flores Miranda, Margarita Beatriz. "Proposal for the categorization of the factors related to creativity, from Guilford to these days." In Systems & Design 2017. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/sd2017.2017.7065.

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This study investigated what it meant and continues to mean for the creativity scientific field, J. P. Guilford´s research on the need to eradicate genius theory in order to give rise to the idea of creativity as an adaptive and projective human quality. The field of creativity as it exists today, emerged largely as a result of Guilford´s theoretical model of the structure of intelligence, a pioneer contribution to the measurement and possible development of creative potential. To these days, Guilford´s and E. Paul Torrance´s (1962) factors related to creativity remain the most widely used in the design of creativity tests. This paper presents a complication of the creativity factors that have been added to Guilford's original list since 1950 until these days, by diverse and relevant authors in the field. A grouping process is performed to eliminate repetitions, similarities or redundancies, and to obtain a list of clearly differentiated attributes. Every attribute is defined in the creativity context in order to examine how they could be related under R. Estarda (2005) theory of creativity, that categorize creativity´s factors in the following triad: affection, cognition and volition. Same factors that J. Lamberth (1980) defined in social psychology, as the essential components in any measurement of behavior. The validity in the selection of Estrada's theory as a merging point comes from its commonality with the theories of Urban (1995), Saturnino de la Torre (2003), Kurtzberg &amp; Amabile (2001) and Arieti (1976). This study supports the view of creativity as a systemic process that considers both the contextual and the individual contribution, and contemplates the potential interplay among the three behavioral components. Concluding that factors related to creativity play an essential role on the identification and the development of creative potential. Both attributes and their categorization remain as fields for a future research´s quantitative validation.
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