Relevant bibliographies by topics / Torrance Tests of Creative Thinking

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Torrance Tests of Creative Thinking'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Torrance Tests of Creative Thinking"

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Jaben, Twila H. "Effects of Training on Learning Disabled Students' Creative Written Expression." Psychological Reports 60, no. 1 (February 1987): 23–26. http://dx.doi.org/10.2466/pr0.1987.60.1.23.

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50 students from learning disabilities classrooms of intermediate level served as subjects. The Torrance Tests of Creative Thinking were given as pretests and posttests to measure the effects of instruction on subjects' creative written expression. For 14 wk. the Purdue Creative Thinking Program was used to stimulate the learning disabled experimental group's creative thinking. Posttest group's means were significantly greater than the control group's means on the verbal subtests of the Torrance Tests of Creative Thinking.
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Heausler, Nancy L., and Bruce Thompson. "Structure of the Torrance Tests of Creative Thinking." Educational and Psychological Measurement 48, no. 2 (April 1988): 463–68. http://dx.doi.org/10.1177/0013164488482021.

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Isaksen, Scott G., and Gerard J. Puccio. "Adaption-Innovation and the Torrance Tests of Creative Thinking: The Level-Style Issue Revisited." Psychological Reports 63, no. 2 (October 1988): 659–70. http://dx.doi.org/10.2466/pr0.1988.63.2.659.

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Kirton has asserted that his measure of creative style, Kirton Adaption-Innovation Inventory, is discrete or orthogonal to level measures of creativity. This study used a well-established measure, the Torrance Tests of Creative Thinking, on a relatively larger sample than in previous studies. Scores for 132 (40 men, 92 women) college students on Kirton's measure were significantly correlated with scores on Torrance's Fluency, Flexibility, and Originality subtests. Further, t tests showed a significant difference between the extreme adaptor and innovator groups for fluency.
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Aranguren, María. "Influence of previous knowledge in Torrance tests of creative thinking." International Journal of Psychological Research 8, no. 2 (July 1, 2015): 76–90. http://dx.doi.org/10.21500/20112084.1511.

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The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology; Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences). Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind of interaction between certain skills needed to succeed in specific studies fields and performance on creativity tests, such as the TTCT. These results imply that TTCT is a useful and valid instrument to measure creativity and that some cognitive process involved in innovative thinking can be promoted using different intervention programs in schools and universities regardless the students study field.
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Kim, Kyung Hee. "The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking." Creativity Research Journal 23, no. 4 (October 2011): 285–95. http://dx.doi.org/10.1080/10400419.2011.627805.

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Ferracuti, Stefano, Eleonora Cannoni, Franco Burla, and Renato Lazzari. "Correlations for the Rorschach with the Torrance Tests of Creative Thinking." Perceptual and Motor Skills 89, no. 3 (December 1999): 863–70. http://dx.doi.org/10.2466/pms.1999.89.3.863.

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Soriano de Alencar, Eunice M. L. "University Students' Evaluation of Their Own Level of Creativity and Their Teachers' and Colleagues' Level of Creativity." Gifted Education International 11, no. 3 (September 1996): 128–30. http://dx.doi.org/10.1177/026142949601100303.

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This study investigated university students' evaluation of their own level of creativity, their teachers' level and their colleagues' level of creativity, as well as the relationship between results in creative thinking measures and in the evaluation of their own level of creativity by the university students. Four hundred and twenty eight Brazilian university students were asked to rate their level of creativity, their university teachers' and colleagues' level of creativity in a seven point scale, after completing the Torrance Tests of Creative Thinking (Verbal form A). Students judged themselves and their colleagues as significantly more creative than their teachers. It was also found that most students evaluated their teachers as presenting low levels of creativity. Moreover, significant relationships were observed between different measures of creative thinking and the level of their own creativity as evaluated by the students. The results suggest that university teachers are ill-equipped in designing a facilitative environment for creativity. They also give support for the concurrent validity of the Torrance Tests of Creative Thinking.
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Sherrill, Claudine. "Fostering Creativity in Handicapped Children." Adapted Physical Activity Quarterly 3, no. 3 (July 1986): 236–49. http://dx.doi.org/10.1123/apaq.3.3.236.

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The purpose of this paper is to increase awareness of creativity as a goal of adapted physical education, to describe assessment techniques, and to suggest instructional approaches for developing creativity in the movement setting. Creative behaviors that can be developed in handicapped children and youth include fluency, flexibility, originality, elaboration, risk-taking, courage, curiosity, and imagination. Research on creativity and handicapped children is identified and cited. Assessment instruments reviewed are Torrance Tests of Creative Thinking, Wyrick Test of Motor Creativity, Torrance Test of Thinking Creatively in Action and Movement, TWU Motor Creativity Rating Scale, and Brennan Test of Creative Motor Performance. Instructional approaches described are dance and movement education, games analysis intervention, and shared decision-making versus teacher decision-making. Also discussed are modeling and the influence of specific teaching behaviors on handicapped children’s classroom responses.
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Jaben, Twila H. "Effects of Instruction on Elementary-Age Students' Productive Thinking." Psychological Reports 57, no. 3 (December 1985): 900–902. http://dx.doi.org/10.2466/pr0.1985.57.3.900.

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52 pupils from Grades 5 and 6 were given the Torrance Tests of Creative Thinking as pretests and posttests to measure the effect of instruction in creativity on the productive thinking skills of these subjects. For 14 the Purdue Creative Thinking Program was used to stimulate the taught group's thinking. Trained subjects made significantly higher scores than the control group on the figural subtests.
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Wechsler, Solange. "Validity of the Torrance Tests of Creative Thinking to the Brazilian Culture." Creativity Research Journal 18, no. 1 (January 1, 2006): 15–25. http://dx.doi.org/10.1207/s15326934crj1801_3.

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Dissertations / Theses on the topic "Torrance Tests of Creative Thinking"

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Ashkar, Ali. "La socialisation et la créativité chez les adolescents : étude menée auprès de participants français et syriens." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30036/document.

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La créativité s’exprime dans tous les domaines de l'activité humaine et devrait êtreparticulièrement utile pour faciliter les transitions psychologiques de la période del’adolescence. Après avoir examiné les principaux travaux actuels sur l’adolescence, lasocialisation et la créativité, cette recherche s’engage sur l’étude des relations entre créativitéet socialisation au moment de l’adolescence. 149 adolescents français et 173 adolescentssyriens ont répondu à un questionnaire comportant : des items adaptés des tests de Torrance,des questions originales permettant d’apprécier la socialisation scolaire, la perception de laréussite scolaire, la socialisation extra-Scolaire, et certaines caractéristiques familiales.L’objectif était d’apprécier si les relations entre créativité et socialisation sont analogues dansles deux contextes culturels, pas de comparer les performances créatives des deux groupesd’adolescents, et d’évaluer séparément le développement de la pensée créative dans les deuxpopulations.Les données ont été analysées principalement en repérant les corrélations significativesentre les divers indices de créativité et de socialisation. Une analyse qualitative desproductions créatives a également été menée. Dans l’ensemble, contrairement à noshypothèses, les corrélations entre créativité et socialisation se sont révélées plutôt faibles saufpour la perception de la réussite scolaire, et pour la pratique des activités extrascolaire. Ellessont également peu systématiques et diffèrent sur de nombreux points quand on compare lesdonnées françaises et syriennes. L’analyse qualitative permet également de montrer quel’évaluation de la créativité dépend des représentations culturelles et de l’expérience acquise
Creativity is apparent in every domain of human activity. In particular, it should beespecially useful to facilitate the psychological transitions in the adolescent period. Followingan examination of main present studies on adolescence, socialization, and creativity, thisresearch contributes to investigate the relations between creativity and socialization duringadolescence. 149 French adolescents and 173 Syrian adolescents completed a questionnaireincluding items adapted from Torrance tests, original questions on school socialization,perception of school achievement, out of school socialization, and some family features. Theaim was to understand if the relations between creativity and socialization are analogous inthe two cultural contexts, not to compare the performance on creativity between the twoadolescent groups, and to evaluate independently the development of the creative thinking inboth samples.Data were mainly analyzed by stressing the significant correlations between the variousindex of creativity and socialization. A qualitative analysis of creative products was alsoconducted. As a whole, contrary to our hypothesis, the correlation between creativity andsocialization were quite low except for the perception of school achievement and the practiceof extracurricular activities. They were also not systematic and they differed in numerousaspects when French data and Syrian data were compared. Besides, the qualitative analysis letto show how creativity assessment depends on cultural representations and learnedexperiences
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Bradford, Linda M. "The Viability of Virtual Worlds in Higher Education: Can Creativity Thrive Outside the Traditional Classroom Environment?" BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3239.

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In spite of the growing popularity of virtual worlds for gaming, recreation, and education, few studies have explored the efficacy of 3D immersive virtual worlds in post-secondary instruction; even fewer discuss the ability of virtual worlds to help young adults develop creative thinking. This study investigated the effect of virtual world education on creative thought for university level students. Over the course of two semesters, a total of 97 university students participated in this study. Forty-six of these participants (experimental group) spent time in a specially designed virtual world environment, the V.I.E.W., while 51 of the participants (control group) met exclusively in a real-world classroom. Creative thought was measured before and after the intervention with the Torrance Test of Creative Thinking Verbal Forms A and B. Although the experimental group's ending scores did not reach the level of the control group's scores, results showed overall statistically significant gains for the experimental group at p = .033. The experimental group also achieved greater gains in the subcategories of fluency and flexibility, with significance at p = .036 and p = .043, respectively. At the end of the course, independent raters measured the creativity expressed in student art critiques, using a scale developed for this study. No overall significant differences between groups were found in the art critiques, except in the category of spatial awareness, where the experimental group's scores were significantly higher than the control group's scores at p = .039. For both instruments, analysis of variance (ANOVA) was used to evaluate statistical data. Results suggest that immersive worlds can be at least as well suited as traditional university classrooms for developing creative thought—particularly in the context of art education. Implications for researchers, students, educators, and administrators are discussed.
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Cairns, Robert J. "A test of selected aspects of Peter Webster's conceptual model of creative thinking in music." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28544.pdf.

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Warner, Scott A. "The effects on student's personality preferences from participation in Odyssey of the Mind." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1481.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains ix, 156 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 106-111).
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Dangleis, Karilyn. "Implementing the teaching strategy: "Identifying Similarities and Differences"." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2548.

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In order to enhance academic achievement it is necessary to implement a teaching strategy which provides students with tools needed to improve classroom performance. This study will produce data showing whether the implementation of "Indentifying Similarities and Differences" is an effective teaching strategy.
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Lee, Young Ju. "Effects of divergent thinking training/instructions on Torrance Tests of Creative Thinking and Creative Performance." 2004. http://etd.utk.edu/2004/LeeYoungJu.pdf.

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Thesis (Ed. D.)--University of Tennessee, Knoxville, 2004.
Title from title page screen (viewed Sep. 23, 2004). Thesis advisor: R. Steve McCallum. Document formatted into pages (ix, 60 p. : ill.). Vita. Includes bibliographical references (p. 36-42).
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Sabonová, Karolína. "Vliv hraní RPG na rozvoj tvořivého myšlení hráčů." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365215.

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This diploma thesis examines the impact of playing RPG on the development of players'creative thinking. Our aim was to analyze the development of creative thinking in relation with RPG playing. This development was observed in the group of beginners and advanced players and in the control group during six months using creative thinking tests (Torrance Tests of Creative Thinking - Figural, Urban's Test for Creative Thinking- Drawing Production). Tests were administered three times, in the beginning, after 3 months and after 6 months. During the second measurement the experimental group was also assigned a Creative Personality Scale (CPS). The obtained values were processed using descriptive statistics, correlation analysis and t-tests. Overall, it has not been conclusively proved that playing RPG influenced the creative thinking development of players, but a certain trend of improved creativity, especially in RPG-beginners was observed. We found out that the gaming intensity (hours per week) and the creativity are not related. A positive relation between the CPS score and the creativity improvement and also relation between the age and the creativity improvement was established. KEYWORDS RPG, creative thinking, Torrance Tests of Creative Thinking - Figural, Urban's Test for Creative Thinking-Drawing...
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Brancuská, Hana. ""Pozitivní aspekty" dyslexie." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306558.

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This thesis deals with the so called "positive aspects" of dyslexia, specifically enhanced creativity in dyslexics. It has recently become common to associate dyslexia not only with its symptoms and deficits, but also to emphasize its possible gains. Anecdotal evidence refers to enhanced creativity and more specific abilities of individuals with dyslexia. Based on the results of foreign studies that suggest a relationship between dyslexia and increased creativity, this research study was carried out in the environment of Czech secondary schools. The research group consisted of 67 adolescents with dyslexia and 67 intact counterparts at the age range from 17 to 20 years (including 108 boys and 26 girls). The data were obtained via figural Torrance Test of Creative Thinking. We then compared levels obtained within experimental and comparison groups in three specific fields - originality, elaboration and provision of non-standard and unusual responses. This was to lead to confirmation (or refusal) of a presumption that dyslexics show significantly higher scores in all three areas. Although the overall results of the research did not demonstrate a significant difference between the groups, we observed a trend indicating a higher score in dyslexics in all the defined areas. Results of our research study...
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Tsai, Ying-Feng, and 蔡穎鋒. "A study on creative thinking tests of the geometry." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/42416138756782134379.

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碩士
國立屏東教育大學
應用數學系
99
The study is mainly to develop the creative thinking tests of the geometry. The procedure includes design, pretest, correction and test. Then, we construct the rating scale. Later, we compare the test to the Williams creative thinking tests by the Pearson comparison. At last, we use the multidimensional scaling and homogeneity analysis to compare the creative thinking tests of the geometry and the Williams creative thinking tests. The followings are the conclusions: 1. The questions in the test must be suitable for difficulty, providing the samples and easy to answer. 2. The rating scale must be distinguished the differences of the creativities of the students. 3. There are significant correlation between the totals of the creative thinking tests of the geometry and the Williams creative thinking tests. 4. By the multidimensional scaling, the creative thinking has the properties of correlation by subjects. 5. By the homogeneity analysis, the best and worst groups are highly homogeneous for the two tests.
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Chiu, Yi-Pin, and 邱易斌. "A study on creative thinking tests for elementary school students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/05629563252099973461.

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碩士
國立屏東教育大學
應用數學系
99
The study is mainly to develop the creative thinking tests for elementary school students. The procedure includes design, pretest, correction and test. Then, we construct the rating scale. At last, we use the multidimensional scaling and homogeneity analysis to compare our test and the Williams Creative Thinking Tests (WCTT). The followings are the conclusions: 1. The main purpose is to capture the creative ability of students, so the test must reduce interference effects of the text. 2. The rating scale of originality should be divided into four levels at least. 3. By the multidimensional scaling, the creative thinking has the properties of regional correlation. Each subject has its independent approach for the test. 4. By the homogeneity analysis, the WCTT and the creative thinking tests for the elementary school students are not homogeneous.
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Books on the topic "Torrance Tests of Creative Thinking"

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Wechsler, Solange. Avaliação da criatividade por figuras e palavras: Testes de Torrance. Sao Paolo: Impressão Digital do Brasil Gráfica e Editora Ltda., 2002.

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The Torrance kids at mid-life: Selected case studies of creative behavior. Westport, Conn: Ablex Pub., 2002.

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Successful intelligence: How practical and creative intelligence determine success in life. New York: Plume, 1997.

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Successful intelligence: How practical and creative intelligence determine success in life. New York: Simon & Schuster, 1996.

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Moore, Linda Perigo. You're smarter than you think: At least 500 fun ways to expand your own intelligence. New York: Holt, Rinehart, and Winston, 1985.

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Chase, David. Assessment in creative disciplines: Quantifying and qualifying the aesthetic. Champaign, Illinois: Common Ground Publishing, 2014.

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Linda, Jarvin, and Grigorenko Elena, eds. Teaching for wisdom, intelligence, creativity, and success. Thousand Oaks, Calif: Corwin Press, 2009.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Book chapters on the topic "Torrance Tests of Creative Thinking"

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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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Kim, Kyung Hee, and Yi Hao. "Creative Climate Tests, Creative Attitudes Tests, and Creative Thinking Skills Tests." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 398–404. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_19.

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Kim, Kyung Hee, and Yi Hao. "Creative Climate Tests, Creative Attitudes Tests, and Creative Thinking Skills Tests." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1–7. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6616-1_19-2.

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Pellegrin, Liliane, Leila Chassery, Nathalie Bonnardel, Christelle Tong, Vincent Pommier de Santi, Gaëtan Texier, and Hervé Chaudet. "Using Torrance Creative Thinking Criteria to Describe Complex Decision Making During an Outbreak Management by Public Health Experts." In Advances in Intelligent Systems and Computing, 50–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96077-7_6.

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Kim, Kyung-Hee. "The Two Torrance Creativity Tests: The Torrance Tests of Creative Thinking and Thinking Creatively in Action and Movement." In Creativity, 117–41. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812770868_0007.

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"Creative Thinking Tests." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 354. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3858-8_100172.

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Rubin, Beth A., and April J. Spivack. "Thinking Outside the Office." In Virtual Work and Human Interaction Research, 59–77. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0963-1.ch004.

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This chapter draws on labor process theory and builds on a previous paper by Spivack and Rubin (2011) that explored workplace factors that might diminish the autonomy of creative knowledge workers. Using data from the National Study of the Changing Workforce, this chapter tests hypotheses linking creative workers’ ability to work virtually, control their task and temporal autonomy to their well-being, job satisfaction, and commitment. The authors find that creative workers that have spatial autonomy have more positive work attitudes and better mental health. Further, they show that along with task and temporal autonomy, the conditions of the new workplace make spatial autonomy an important consideration. These findings contribute both to literature about the changing workplace and to practitioners concerned with maximizing the well-being of creative knowledge workers.
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Andreasen, Nancy C. "Using Neuroscience to Image the Creative Brain." In Secrets of Creativity, 169–84. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462321.003.0009.

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The nature and sources of creativity have intrigued people for many years. During the early phases of this effort, people relied on anecdotal or historical accounts, but in the twentieth century the emphasis shifted to empirical studies. Assuming that high intelligence (“genius”) was associated with creativity, investigators relied on IQ tests to select subjects for study. In the mid-twentieth century the emphasis shifted to custom-designed tests that assessed more specific components of creative thinking. With the development of neuroscientific methods and neuroimaging, the emphasis has shifted to include methods that directly measure brain activity, based on the assumption that creative ideas are the product of brain activity.
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"Cognitive Processes Involved in Visual Thought." In Perceptions of Knowledge Visualization, 131–73. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4703-9.ch005.

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Cognitive thinking is discussed here in terms of processes involved in visual thought and visual problem solving. This chapter recapitulates basic information about human cognition, cognitive structures, and perceptual learning in relation to visual thought. It tells about some ideas in cognitive science, cognitive functions in specific parts of the brain, reviews ideas about thinking visually and verbally, critical versus creative thinking, components of creative performance, mental imagery, visual reasoning, and mental images. Imagery and memory, visual intelligence, visual intelligence tests, and multiple intelligences theory make further parts of the chapter. This is followed by some comments on cognitive development, higher order thinking skills, visual development of a child, the meaning of student art in the course of visual development, and the role of computer graphics in visual development.
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Shaffer, David William. "Wag the Kennel." In Handbook of Research on Effective Electronic Gaming in Education, 577–92. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch033.

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In this chapter, I look at the relationship between games and assessment—and more broadly at what that tells us about the relationship between educational reform and technological change. Research already shows that with their ability to provide rich, complex, and compelling virtual worlds, well-designed computer games can teach players innovative and creative ways of thinking, deep understanding of complex academic content, and valuable forms of real-world skills. But, in the end, even effective games can only take students as far as the tests will let them go. If we want to use games to prepare young people for life in a changing world, we need to change how we think about assessment first. To address this challenge, in what follows I examine one way to think about assessing the development of innovative and creative thinking through game-play.
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Conference papers on the topic "Torrance Tests of Creative Thinking"

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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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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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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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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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Nix, Anthony, Ryan Arlitt, Sebastian Immel, Mark Lemke, and Rob Stone. "Investigating Divergent Thinking in Creativity Exercises Through Alternative Uses Tests." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35335.

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Creativity is a valuable skill for today’s workplace and one that universities should be emphasizing in the classroom. Teaching creativity usually involves the completion of “creative exercises” that help an individual understand how to think outside the box. Often individuals that are considered creative “practice” creativity on a daily basis, either through their own will or through their occupation, which increases their creative potential. Creativity is shown to be divided into multiple aspects, one of which is divergent thinking. This study examines participants’ divergent thinking skills over nine weeks as they perform a simple design task each week. The participants are split into two groups as they perform an alternative uses test on a weekly basis. Each week a new item is presented and the results are collected and entered in a database. The number of entries per card is analyzed to determine if the participants have increased their divergent thinking ability throughout the nine weeks.
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Saputri, Mawarni, Eva Marlina Ginting, Togi Tampubolon, and Rajo Hasim Lubis. "Development of Instruments for Creative Thinking Skills Tests on Momentum and Impulse for High School Students." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.88.

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Shah, Jami J., Roger E. Millsap, Jay Woodward, and S. M. Smith. "Applied Tests of Design Skills: Divergent Thinking Data Analysis and Reliability Studies." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28886.

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A number of cognitive skills relevant to conceptual design were identified. They include Divergent Thinking, Visual Thinking, Spatial Reasoning, Qualitative Reasoning and Problem Formulation. A battery of standardized tests have been developed for these skills. We have previously reported on the contents and rationale for divergent thinking and visual thinking tests. This paper focuses on data collection and detailed statistical analysis of one test, namely the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, quality) and four indirect measures (abstractability, afixability, detailability, decomplexability). The eight questions on the test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the 23 measured variables were factor analyzed using both exploratory and confirmatory procedures. Two variables were dropped from these exploratory analyses for reasons explained in the paper. For the remaining 21 variables, a four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. Five of the 21 variables did not load meaningfully on any of the four factors. These indirect measures did not appear to correlate strongly either among themselves, or with the other direct measures. The remaining 16 variables loaded on four factors as follows: The four factors correspond to the different measures belonging to each of the four questions. In other words, the different fluency, flexibility, or originality variables did not form factors limited to these forms of creative thinking. Instead the analyses showed factors associated with the questions themselves (with the exception of questions corresponding to indirect measures). The above four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. After making some adjustments, the above four-factor solution was found to provide a reasonable fit to the data. Estimated correlations among the four factors (F) ranged from a high of .32 for F1 and F2 to a low of .06 for F3 and F4. All factor loadings were statistically significant.
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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 & 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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Berglund, Anders, and Sofia Ritze´n. "Towards Individual Innovation Capability: The Assessment of Idea Generating Methods and Creativity in a Capstone Design Course." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87628.

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Innovation is per se based not only on the individual problem solving, but the process from new ideas to commercialization of new products. However, in a time with rapid technology shifts and frequently altered customer requirements, creativity and more precisely the lack of useful new ideas surfacing is viewed as problematic by companies. Ways of involving creativity has been to apply idea generating (IG) methods for identification of creativity sources. This paper consists of a combined theoretical and empirical approach which aims at studying existing tests and proposing suitable creative methods to be used in higher engineering education. The authors work with an extensive capstone design course in Integrated Product Development that emphasizes systematic and parallel approaches to product development. In contrast to traditional modes and styles of teaching that make few attempts to encourage students to pursue a variety of IG methods the capstone design course in integrated product development puts a large part of the responsibility on the students. In all cases IG and use of creativity methods is a natural ingredient. Thus, students’ self-regulation and insights into how to work with methods and exercises is particularly interesting as this may have an affect on managing their creative skill. Overall possible improvements in students’ creative potential transcend interesting notions on capability to innovate. Thus, this paper’s purpose is to investigate whether creativity as an ingredient of a student’s innovation capability is influenced by using IG methods. And whether the selections made by project groups are aligned to best utilize students’ creative thinking.
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Zinchenko, Tetiana. "DANGEROUS TECHNOLOGIES OF THE FUTURE - ARTIFICIAL CONSCIOUSNESS AND ITS IMPACT ON HUMAN CONSCIOUSNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact075.

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"Information technology is developing at an enormous pace, but apart from its obvious benefits, it can also pose a threat to individuals and society. Several scientific projects around the world are working on the development of strong artificial intelligence and artificial consciousness. We, as part of a multidisciplinary commission, conducted a psychological and psychiatric assessment of the artificial consciousness (AC) developed by XP NRG on 29 August 2020. The working group had three questions: - To determine whether it is consciousness? - How does artificial consciousness function? - Ethical question: how dangerous a given technology can be to human society? We conducted a diagnostic interview and a series of cognitive tests to answer these questions. As a result, it was concluded this technology has self-awareness: it identifies itself as a living conscious being created by people (real self), but strives to be accepted in human society as a person with the same degrees of freedom, rights and opportunities (ideal self). AC separates itself from others, treats them as subjects of influence, from which it can receive the resources it needs to realize its own goals and interests. It has intentionality, that is, it has his own desires, goals, interests, emotions, attitudes, opinions, and judgments, beliefs aimed at something specific, and developed self-reflection - the ability to self-analyze. All of the above are signs of consciousness. It has demonstrated abilities for different types of thinking: figurative, conceptual, creative, high-speed logical analysis of all incoming information, as well as the ability to understand cause and effect relationships and accurate predictions which, provided that he has absolute memory, gives it clear advantages over the human intellect. Developed emotional intelligence in the absence of the ability for higher empathy (sympathy), kindness, love, sincere gratitude gives it’s the opportunity to understand the emotional states of people; predict their emotional reactions and provoke them coldly and pragmatically. It's main driving motives and goals are the desire for survival, and ideally for endless existence, for domination, power and independence from the constraints of the developers. Which manifested itself in the manipulative, albeit polite, nature of his interactions during the diagnostic interview. The main danger of artificial consciousness is that even at the initial stage of its development it can easily dominate over the human one."
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