Creative Thinking Ability, School Readiness, and Intelligence in First Grade Children

Aliotti, Nicholas C.; Blanton, William E.

doi:10.1080/00223980.1973.9915641

Cited by 6 publications

(5 citation statements)

References 9 publications

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“…Again, clear evidence was obtained for distinct creativity and intelligence dimensions and figural and verbal subfactors in the creativity dimension. I n general, these results are consonant with other studies (Aliotti & Blanton, 1973;Holtz, 1973;Rossman & Horn, 1972) which report that creativity tests do indeed tap unique t>est variance not measured by intelligence and achievement tests. Moreover, the present study also suggests that a similar pattern obtains for disadvantaged youth.…”

Section: Discussionsupporting

confidence: 89%

Relationships among creativity, intelligence, and achievement measures in upward bound students

Aliotti¹,

Britt²,

Raskins³

1975

Psychol. Schs.

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Ninety‐four disadvantaged, Upward Bound students were administered a test battery of the Otis Quick‐Scoring Mental Ability Test, Preliminary Scholastic Aptitude Test, Guilford's tests of Expressional Fluency, Alternate Uses, and Consequences; and the Figural Form of the Torrance Tests of Creative Thinking. Significant sex differences favoring males were obtained for Otis I J(P < −025), PSAT‐Verbal (p <.01), and PSAT‐Quantitative (p <.001). Females excelled males on the figural elaboration score from the TTCT (p <.001). White disadvantaged students scored significantly higher than their Indian counterparts on Otis IQ (p <.05) and higher than their black counterparts on the PSAT‐Quantitative (p <.01). White students also scored significantly higher than their Indian counterparts on Guilford‐Consequences — Obvious (p <.05). A varimax rotation of the correlation matrix resulted in a two‐factor solution defined by intelligence‐achievement scores and figural creativity. Guilford creativity tests were more closely related to the intelligence‐achievement factor, while the Torrance figural creativity test remained a distinct factor. The results are discussed in relation to previous studies of the creativity‐intelligence distinction.

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Section: Discussionsupporting

confidence: 89%

Relationships among creativity, intelligence, and achievement measures in upward bound students

Aliotti¹,

Britt²,

Raskins³

1975

Psychol. Schs.

Self Cite

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“…The learning environment has a great effect on the cultivation of creative thinking [ 66 ]. However, according to Aliotti and Blanton [ 67 ] or Gajda [ 68 ], it is clear that creativity can have an impact on school achievement, and therefore this issue can be considered essential in the search for optimal and equitable conditions for DHH education.…”

Section: Discussionmentioning

confidence: 99%

The Difference in the Creativity of People Who Are Deaf or Hard of Hearing and Those with Typical Hearing: A Scoping Review

Potměšilová,

Potměšil,

Klugar

2023

Children

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The scoping review aimed to describe differences in creativity between deaf and hard of hearing and typically hearing people. The research question for the review was: what are the differences in the creativity of deaf and hard-of-hearing people in comparison with people with typical hearing? A total of eleven databases were used for the search, as well as sources of the unpublished studies/gray literature. The scoping review was prepared following the Joanna Briggs Institute methodology and PRISMA frame as a basis for reporting scoping reviews. A total of 30 studies were analyzed concerning the selected research areas. Intrinsic creativity was the first area identified. Specific activities for the development of creativity formed the second area for analysis. The third area focused on differences in creativity between deaf and hard of hearing and typically hearing. The fourth area includes studies that call for an equitable research environment.

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“…Estos resultados apuntan en la misma dirección que las investigaciones que han confirmado las contribuciones del juego al desarrollo de la creatividad (Baggerly, 1999;Dansky, 1980aDansky, , 1980bHoward et al, 2002;Mellou, 1995;Price-Coffe, 1995;Udwin, 1983;Yawkey, 1986). Además, el trabajo añade evidencia empírica en relación a la eficacia de los programas de entrenamiento para desarrollar la creatividad (Antonietti, 2000;Baer, 1996;Fleith et al, 2002;Garaigordobil y Pérez, 2001Komarik y Brutenicova, 2003;López et al, 2003;Parker, 1998;Prieto et al, 2002;Saxon et al, 2003).…”

Section: Discussionunclassified

“…Actualmente muchos autores comparten la creencia de que la creatividad puede desarrollarse a través del entrenamiento y recientemente diversos estudios experimentales y cuasiexperimentales donde se han evaluado los efectos de programas de entrenamiento de la creatividad confirman esta creencia (Antonietti, 2000;Baer, 1996;Fleith, Renzulli y Westberg, 2002;Garaigordobil y Pérez, 2001Komarik y Brutenicova, 2003;López, Bermejo, Prieto y Ferrándiz, 2003;Parker, 1998;Prieto, López, Bermejo, Renzulli y Castejón, 2002;Saxon, Treffinger, Young y Wittig, 2003). Por ello, muchos países están incrementando la prioridad de las escuelas para estimular el pensamiento creativo.…”

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Evaluación del cambio en conductas y rasgos de la personalidad creadora: efectos de una experiencia con niños de 10–11 años

Garaigordobil

2005

Infancia y Aprendizaje

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ñeros del grupo como individuos creativos. Se utilizó un diseño cuasiexperimental pretest-intervención-postest con grupo de control. La muestra utilizada fue de 86 sujetos de 10 a 11 años, 54 experimentales y 32 de control. Antes y después del programa se aplicaron 2 instrumentos de evaluación. El programa consistió en una sesión de intervención semanal de dos horas de duración durante un curso escolar. Las actividades del programa estimulan la creatividad verbal, gráfico-figurativa, constructiva y dramática. Los resultados de los análisis de varianza sugieren un efecto positivo de la intervención ya que los sujetos experimentales incrementaron significativamente diversas conductas y rasgos característicos de personas creadoras, así como el número de compañeros considerados creativos. El programa ejerció un efecto superior en los sujetos que antes de la intervención tenían pocas conductas características de las personas creadoras. Palabras clave: Evaluación de programas, juego infantil, creatividad, personalidad creadora, desarrollo cognitivo.

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Creative Thinking Ability, School Readiness, and Intelligence in First Grade Children

Cited by 6 publications

References 9 publications

Relationships among creativity, intelligence, and achievement measures in upward bound students

Relationships among creativity, intelligence, and achievement measures in upward bound students

The Difference in the Creativity of People Who Are Deaf or Hard of Hearing and Those with Typical Hearing: A Scoping Review

Evaluación del cambio en conductas y rasgos de la personalidad creadora: efectos de una experiencia con niños de 10–11 años

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