Can Traditional Divergent Thinking Tests Be Trusted in Measuring and Predicting Real-World Creativity?

Zeng, Lijiang; Proctor, Robert W.; Salvendy, Gavriel

doi:10.1080/10400419.2011.545713

Cited by 237 publications

(157 citation statements)

References 55 publications

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“…As the score is based on frequency of the answers, it can be considered a measure of verbal fluency, not necessarily of creativity (Silvia et al, 2008). Overall, divergent thinking tasks measure only a very limited aspect of creativity, and therefore their relevance in education has been questioned (Barbot, Besancon, & Lubart, 2015;Zeng, Proctor, & Salvendy, 2011).…”

Section: Introductionmentioning

confidence: 99%

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Toivainen

Malanchini

Oliver

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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Creativity is only partly recognised in education. A recent meta-analysis estimated a correlation of r = 0.22 between creativity and educational achievement across many international student samples of all educational levels. In the meta-analysis, creativity was measured with a variety of measures, including divergent thinking and remote association tasks. The differences in the measures influenced the strength of the relationship between creativity and educational achievement. More research is needed to establish reliable measures of creativity, especially in primary school children, whose creativity remains poorly evaluated. The present study measured creativity in written stories in children at age 9 using the Consensual Assessment Technique (CAT). The study employed a longitudinal design, using CAT creativity scores as a predictor of educational achievement at age 16. Each of the stories from 59 children were coded by 6 different judges for 10 dimensions, including creativity. The inter-rater reliabilities between the judges for the 10 dimensions were high (α = .76 -.95). Among the dimensions, a factor analysis revealed two factors: Creative Expressiveness and Logic. The Creative Expressiveness factor explained an additional 7 % of variance in English grades, but not in Maths, beyond intelligence, previous achievement and personality traits associated with creativity. Overall, the study showed that CAT is a robust and reliable measure to detect verbal creativity in childhood. The results also suggest that early creativity predicts later academic achievement, calling for more attention to early creativity assessment and development.

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Section: Introductionmentioning

confidence: 99%

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Toivainen

Malanchini

Oliver

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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show abstract

“…As such, creativity is a necessary ingredient in learning processes when these require us to handle situations, tasks and practices in new ways. In this sense, the results of creativity are not only to be judged by assessing signs of divergent thinking as most psychological treatments of the phenomena tends to do (Zeng et al, 2011;Tanggaard, 2013). Creativity involves changes and transformations of people and social practices, hopefully for the better.…”

Section: Theoretical Departurementioning

confidence: 99%

A Situated Model of Creative Learning

Pedersen

2014

European Educational Research Journal

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This article puts forward a situated model of creative learning. Most educational studies on creativity tend to concentrate on explaining the relation between teaching and creativity while keeping learning as a secondary concept. However, it has been stated that it is likely that teaching creatively leads to creative learning, suggesting that there is a need to describe the concept of creative learning and to analyse its possible constituents. Accordingly, this presentation introduces an empirically based and theoretically informed model of a creative learning community. The model is based on three key concepts or learning principles which can take different forms in particular settings and social practices. These are respectively: (1) Immersion in the topic of interest, in traditions and in the subject matter, (2) Experimentation and inquiry learning and (3) Resistance from the material of interest. As a theoretical point of departure, this presentation will outline a situated model of creativity and learning, and following this, will introduce a model of creative learning. This presentation will include several empirical examples. In the final part, the model will be discussed in relation to the concept of creative teaching.

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“…2011 ;Plucker, Beghetto, & Dow, 2004;Zeng et al, 2011). In addition, these instruments are often used separately, and each instrument has its specific limitations (Horn & Salvendy, 2006;Kaufman et al, 2007;Lemons, 2011).…”

Section: Domain-generality/ Specificity Of Creativitymentioning

confidence: 99%

Methodological Issues in Measuring Creativity: A Systematic Literature Review

Said-Metwaly

Noortgate

Kyndt

2017

Creativity. Theories – Research - Applications

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The growing body of creativity research has raised several challenging issues with regard to the measurement of this construct. This paper aims to provide a review of current challenging methodological issues related to measuring creativity. Five methodological issues are discussed: selecting measurement instruments, sampling, testing conditions, psychometric properties and domain-generality/specificity of creativity. This paper reveals that there remain a number of unresolved issues and serious questions surrounding the measurement of creativity. Research gaps and suggestions for future research are discussed.

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Can Traditional Divergent Thinking Tests Be Trusted in Measuring and Predicting Real-World Creativity?

Cited by 237 publications

References 55 publications

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

A Situated Model of Creative Learning

Methodological Issues in Measuring Creativity: A Systematic Literature Review

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