Factorial structure analysis of the Torrance Test with Portuguese students

Abstract

In order to verify the factorial structures of the Torrance verbal and figural tests, two activities of each instrument were applied with 193 students from the 10th and 12th years of education in Portugal. We tried to demonstrate that the collinearity of the fluency and flexibility variables could create methodological artifacts that hinder the understanding of the internal structure underlying the test. The principal component analysis without control of collinearity indicated a solution composed of four basic factors that separeted activities. Controlling for collinearity, we found a new solution, which also contained four factors that, unlike the previous result, grouped variables with similar processes but of different activities. The verbal and figural content is also an important element in the factor structure. This new arrangement makes more sense with the theory that underlies the instruments separating the different processes and content which are being measured by the activities.

Indicadores de Criatividade no Desenho da Figura Humana

“…Entretanto, ao avaliarmos a complexidade de características criativas agrupadas nos Fatores 1, 2, 3 e 4 no instrumento Teste de Criatividade Figural Infantil (Nakano, & Primi, 2012;Primi et al, 2013), assim como, a gama (Boccato, 2004;Arteche, 2006, Handelzalts, & Ben-Artzy-Cohen, 2014Koppitz, 1984;Mansur et al, 2015;Naglieri et al, 1991;Rosa, & Alves, 2008;Segabinazi, & Bandeira, 2012;Souza, & Placco, 2011;Wechsler et al, 2011).…”

“…Nesse ponto de vista, a figura produzida era intrinsecamente relacionada aos aspectos referentes a personalidade do indivíduo (Boccato, 2004;Souza, & Placco, 2011 A partir dessas possibilidades de uso do Desenho da Figura Humana, observa-se que esta técnica demonstra ser sensível a interferências relacionadas ao desenvolvimento intelectual e cognitivo (Bandeira, Costa, & Arteche, 2008;Sisto, 2005;Wechsler, 2003), ou ainda, de aspectos emocionais (Arteche, & Bandeira, 2006;Castro, & Moreno-Jimenéz, 2010;Handelzalts, & Ben-Artzy-Cohen, 2014;Naglieri et al, 1991 (Torrance, 1988;Primi, Nakano, Morais, Almeida, & David, 2013;Wechsler, 2008). As primeiras definições voltadas ao conceito estavam associadas a uma perspectiva patologizante (Acar, & Runco, 2012).…”

“…É composto por três atividades, nas quais a partir de um estímulo gráfico, o sujeito deve completar uma figura, conferindo um título ao final. A primeira atividade é composta por um (Nakano, & Wechsler, 2006a,b;Nakano, & Primi, 2012, Primi et al, 2013, apontando sua validade e relevância como instrumento de mensuração da criatividade.…”

Interações Entre Memória Operacional E Criatividade: Revisão Sistemática

“…A maioria dos estudos adotam medidas de pensamento divergente, elaboradas por Joy Paul Guilford e difundidas por Ellis Paul Torrance como parâmetro para avaliar tanto a criatividade quanto a diversidade das características criativas (Primi, Nakano, Morais, Almeida, & David, 2013).…”

Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos

“…Many scholars have questioned if the divergent tests show predictive validity (Baer, 1994;Feist, 2004;Gardner, 1993;Han, 2003;Jarosewich et al, 2002;Kogan & Pankove, 1974;Schraw, 2005). But a lot of progress have been occurring recently such as new assessment methods (Silvia, Winterstein, Willse, et al, 2008), new methods of data analysis Primi, 2014;Silvia, 2007Silvia, , 2011, predictive validity of creativity assessment tools (Kim, 2006;Plucker & Runco, 1998;Runco, Millar, Acar, & Cramond, 2011;Zeng, Proctor, & Salvendy, 2011), the structure and independence of evaluated traits (Chase, 1985;Clapham, 1998;Heausler & Thomson, 1988;Primi, Nakano, Morais, Almeida, & David, 2013;Runco & Mraz, 1992) and the validity of subjective rating (Benedek, Mühlmann, Jauk, & Neubauer, 2013;Chen, Kasof, Himsel, Greenberger, Dong, & Xue, 2002;Kaufman, Baer, Agars, & Loomis, 2010;Kaufman, Lee, Baer, & Lee, 2007;Silvia, 2011;Silvia, Martin, & Nusbaum, 2009;Silvia, Winterstein, Willse, et al, 2008). Also, in order the gifted children identification (children from 9 to 12 years old) an international research project is validating the Aurora Battery (Chart, Grigorenko, & Sternberg, 2008) in different countries, a specific battery considering three kinds of intelligences: analytical, synthetic (creative) and practical.…”