CREA. A cross-cultural study

Corbalán, J.; Martín-Brufau, Ramón; Clapham, Maria M.; Limiñana, R.; García-Peñas, V.; Elizondo, Rocio; Martínez-Zaragoza, Fermín; Abecasis, Donna; Tabibian, N.; widerska, A.; Guerci, Bruno; Viso, R. Pérez del; Franco, Alejandro; King, Ronnel B.

doi:10.1016/j.paid.2013.07.223

Cited by 8 publications

(18 citation statements)

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“…The instrument used has been the CREA manual of creative intelligence [ 26 ]. This evaluation method uses as an easy way to measure creativity through a person’s ability to generate questions.…”

Section: Methodsmentioning

confidence: 99%

“…Assessing and quantifying creativity has represented a great challenge for specialists due to the absence of a correct “true-false” answer and due to the motivational factor required in creative performance [ 26 , 27 ]. The literature review showed that research has focused on the development of motor creativity through body expression [ 11 , 27 , 28 , 29 ].…”

Section: Introductionmentioning

confidence: 99%

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Development of Creative Intelligence in Physical Education and Sports Science Students through Body Expression

Vidaci

Vega-Ramírez

Cortell-Tormo

2021

IJERPH

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Body expression can enhance movement creativity and at the same time promote the growth of creative intelligence in college age. The aim of this study was to analyze the influence of an intervention in body expression classes on the creative intelligence of university students. The 49 participants aged 19 to 38 years engaged in the body expression course for seven weeks, 3 h per week. The Creative Intelligence test (CREA) was applied as an evaluative method to obtain the initial data and after the intervention the test was reapplied. Pre- and post-test results were analyzed and compared by gender and type of sporting background (team or individual sports). The results indicate an overall improvement in creative intelligence with a significant difference between the two evaluations (p < 0.001). Women started with a higher score than men, and although an improvement in their final mean score could be observed, it was not significant. Men, on the other hand, had noted a significant increase (p < 0.001) of these values in the post-test. Regarding the type of sports, at the beginning of the study, both groups had similar results; however, in the final test, the team sports players obtained better scores. In conclusion, body expression, thanks to its content focused on artistic-creative development, has been shown to be useful in the general progression of creative intelligence in college age.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of Creative Intelligence in Physical Education and Sports Science Students through Body Expression

Vidaci

Vega-Ramírez

Cortell-Tormo

2021

IJERPH

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“…Dentro de la ya acostumbrada complejidad que significa la medición del pensamiento creativo, el TTCT se nos presenta con una fiabilidad y validez razonables para esta medida (Prieto et al, 2003;Corbalán et al 2003), como hemos comentado anteriormente, lo cual no eclipsa esa complejidad aludida, que vamos a encontrar especialmente, en el proceso de corrección, valoración y análisis funcional desde una metodología contextualizada.…”

Section: Conclusionesunclassified

“…La originalidad se ha calculado puntuando el número de ideas que se han dado en menos del 5% de la muestra (Corbalán et al, 2003).…”

Section: A2 Propuestas De Mejora Al Proceso De Correcciónunclassified

Aplicación contextualizada del test de pensamiento creativo de Torrance (TTCT) = Contextualized application of the Torrance test of creative thinkings

Hijón

2015

REOP

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“…Research in many countries and contexts (Corbalán et al, 2014) indicated that the CREA Test uses a parsimonious and efficient procedure for the evaluation of creative intelligence. The CREA complied with the technical quality standards required for this type of test (Martínez, 2003) and was used as a measurement instrument in numerous investigations (Corbalán, et al, 2004, Donolo & Elisondo, 2007, Clapham & King, 2010Elisondo & Donolo, 2010, Gutiérrez-Braojos, Salmeron-Vilchez, Martín-Romera & Salmerón, 2013, Limiñana Bordoy, Juste & Corbalán, 2010, López Martínez & Brufau, 2010.…”

Section: Introductionmentioning

confidence: 99%

La medida de la originalidad en las respuestas del test CREA

Elisondo

Gras

2017

AN PSICOL-SPAIN

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Título: La medida de la originalidad en las respuestas del test CREA. Resumen: El objetivo es estudiar un nuevo procedimiento de puntuación para el Test CREA, complementario al tradicional y que considera la originalidad de las producciones. Se define el nuevo procedimiento y los aná-lisis correspondientes para tres grupos (niños, adolescentes y adultos) y para las tres láminas del CREA. Participaron de la investigación 505 sujetos (188 niños, 108 adolescentes y 209 jóvenes y adultos) residentes en Cór-doba (Argentina). El nuevo procedimiento incluye tres categorías tipológi-cas de preguntas: muy frecuentes, frecuentes y únicas. Cada tipología se puntúa de diferente manera. Se realizó un análisis descriptivo de tipologías y un análisis correlacional de los puntajes según los dos procedimientos. También se efectuó un estudio de casos de personas que formulan preguntas únicas. Los resultados mostraron la adecuada consistencia de las mediciones y correlaciones muy elevadas entre los dos procedimientos para los tres grupos y las tres láminas. Se observaron asociaciones significativas entre los niveles de creatividad definidos por ambos procedimientos. Las preguntas únicas representan entre el 1 y el 4% del total, la Lámina A es la que más promueve la formulación de preguntas únicas. Se propone la utilización del sistema alternativo en grupos que obtienen puntajes bajos con el sistema tradicional y cuando se requiere un análisis diferencial de originalidad de las producciones. Se discuten teóricamente las relaciones observadas entre cantidad y originalidad y se proponen futuras líneas de investigación. Palabras clave: Creatividad; originalidad; test CREA; evaluación diferencial. Abstract:The aim was to study a new scoring procedure for the CREA Test, complementary to the traditional, that considers the originality of the productions. The new procedure and corresponding analyzes were defined for three groups (children, adolescents and adults) and for the three stimuli of the CREA. The sample included 505 participants (188 children, 108 adolescents and 209 adults) living in Cordoba, Argentina. The new procedure included three categories of questions: very frequent, frequent and unique, each categories had different scoring. A descriptive analysis of typologies and a correlational analysis of the scores were performed according to the two procedures. Also, the paper presented a case study of people asking unique questions. The results showed very high consistency of measurements and correlations between two procedures for the three groups and the three stimuli. There were significant associations between the levels of creativity defined by both procedures. The unique questions represented between 1 and 4% of the total, stimulus A is the one that most promotes the formulation of unique questions. The authors proposed to use of the alternative system in groups that obtain low scores with the traditional system and when a differential analysis of the originality is required. Authors discussed theoretically relations betwee...

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CREA. A cross-cultural study

Cited by 8 publications

References 0 publications

Development of Creative Intelligence in Physical Education and Sports Science Students through Body Expression

Development of Creative Intelligence in Physical Education and Sports Science Students through Body Expression

Aplicación contextualizada del test de pensamiento creativo de Torrance (TTCT) = Contextualized application of the Torrance test of creative thinkings

La medida de la originalidad en las respuestas del test CREA

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