It was suggested that fluency, defined as number of responses, may misleadingly influence both high Intercorrelations sometimes reported among measures of creativity and low correlations sometimes reported between measures of creativity and intelligence. Subjects were 93 Saturday art school students between the ages of 9 and 15 years. Intercorrelations among five “creativity” scores derived from a slightly modified version of Torrance's Figure Completion Test and between these scores and Henmon‐Nelson Intelligence were compared using both raw creativity scores and creativity scores corrected for the effect of fluency. Uncorrected creativity scores intercorrelated high among themselves (mean r= .45) and low with intelligence (mean r= .09), while corrected creativity scores showed low intercorrelations among themselves (mean r= .08) and with intelligence (mean r= .13). These findings are interpreted as confirming the influence of fluency upon high intercorrelations among so‐called measures of creativity and as failing to support the suggestion that fluency may also influence low correlations among creativity and intelligence measures.
A lack of satisfaction with existing measures of creativity and the need for a more theoretically sophisticated approach to measurement in this area were identified• Mednick's remote association theory of creative behavior was reviewed, and Mednick and Mednick's operationalization of that position, the Remote Associates Test (RAT), was analyzed both logically and empirically. An alternative measure of remote associational ability, the Functionally Remote Associates Test (FRAT), was offered as a more logical extension of Mednick's theory. Empirical data were presented which suggest the superiority of FRAT to RAT as a measure of creativity.
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