Creative abilities in the arts.

Guilford, J. P.

doi:10.1037/h0048280

Cited by 246 publications

(174 citation statements)

References 2 publications

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“…However, the education system in the UK emphasises convergent thinking skills (Wilson, 2014). Convergent thinking is characterised by having one correct solution to a clearly defined problem (Guilford, 1957). Most cognitive ability tests, as well as many exams in primary education, measure convergent thinking skills (Chamorro-Premuzic & Reichenbacher, 2008;Cropley, 1967).…”

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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“…In psychology literature, divergent thinking is closely married to creativity (Guilford, 1957;Torrance, 1988;Williams, 2004). Indeed, divergent thinking is viewed as one major element of the cognitive process in creativity (Guilford, 1970;Runco, 2004).…”

Section: Creative Thinkingmentioning

confidence: 99%

Exploratory Examination of Relationships between Learning Styles and Creative Thinking in Math Students

Tsai¹,

Shirley²

2013

IJARBSS

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It is believed that identifying any strong relationships between learning styles and creative thinking within the context of the math classroom will help improve instruction by providing course delivery strategies tailored to different learning preferences and promotion of creative thinking. Thus, the purpose of the current study is to identify which (if any) of the cognitive learning dimensions would be related to creative thinking in math students. The major findings of this study indicate that creative thinking, assessed by RAT, and learning preferences, evaluated by ILS, are not highly correlated. Over all, students in this study show a balanced learning preference across four dimensions. In summary, this study directs a possible path for future researchers to investigate this phenomenon.

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“…population· of subjects. Guilford (1957) stated that subjects with higher originality scores were more interested in esthetic expression, reflective and divergent thinking, more tolerant of ambiguity, and felt less need for orderliness. Barron (1955) hypothesized that if some persons are regularly original while others are regularly unoriginal, it must be that certain patterns of relatively enduring traits either facilitate or impede the production of original activities.…”

Section: Chapter II Review Of Literaturementioning

confidence: 99%