Factor Structure of the Torrance Tests of Creative Thinking Figural Form B in Spanish-Speaking Children: Measurement Invariance Across Gender

Krumm, Gabriela Liliana; Lemos, Viviana; Filippetti, Vanessa Arán

doi:10.1080/10400419.2013.843908

Cited by 47 publications

(48 citation statements)

References 48 publications

(63 reference statements)

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“…Esta prueba está compuesta por tres actividades, cada una de ellas se desarrolla en 10 minutos y cada una plantea una consigna diferente para la construcción de dibujos o el completamiento de figuras, específicamente, la primera busca el desarrollo de un único dibujo en profundidad, la segunda motiva la elaboración a partir de dibujos incompletos y la tercera actividad estimula el desarrollo de varios dibujos con el mismo estímulo (Krumm y Lemos, 2011a;Krumm, Lemos y Arán-Filippetti, 2014;Torrance et al, 1992).…”

Section: Instrumentos Prueba De Figuras Del Test De Pensamiento Creatunclassified

“…En su conjunto, las actividades evalúan fluidez (capacidad de generar ideas), originalidad (habilidad de producir respuestas fuera de lo común), elaboración (habilidad para mejorar y desarrollar la idea), abstracción de títulos (capacidad para colocar buenos títulos a los dibujos) y resistencia al cierre prematuro (habilidad para no cerrar las figuras, haciendo posible ideas originales) (Krumm et al, 2013(Krumm et al, , 2014Krumm y Lemos, 2012;Torrance et al, 1992). La prueba de figuras mide 13 criterios llamados fortaleza creativa o puntos fuertes de la creatividad (Ferrando Prieto, 2006;Kim, 2006;Krumm et al, 2014;Torrance et al, 1992), los cuales son: expresividad emocional, claridad narrativa, acción o movimiento, expresividad en títulos, síntesis de figuras incompletas, síntesis de círculos, visualización inusual, visualización interna, superación de barreras, humor, riqueza de imaginación, colorido de imágenes y fantasía.…”

Section: Instrumentos Prueba De Figuras Del Test De Pensamiento Creatunclassified

“…La prueba de figuras mide 13 criterios llamados fortaleza creativa o puntos fuertes de la creatividad (Ferrando Prieto, 2006;Kim, 2006;Krumm et al, 2014;Torrance et al, 1992), los cuales son: expresividad emocional, claridad narrativa, acción o movimiento, expresividad en títulos, síntesis de figuras incompletas, síntesis de círculos, visualización inusual, visualización interna, superación de barreras, humor, riqueza de imaginación, colorido de imágenes y fantasía.…”

Section: Instrumentos Prueba De Figuras Del Test De Pensamiento Creatunclassified

“…En relación con la validez de constructo, el análisis factorial confirmatorio identificó dos factores correlacionados, innovación y adaptación. El primer factor, compuesto por las habilidades de fluidez y originalidad, y el segundo por las habilidades de elaboración, resistencia al cierre prematuro y abstracción de títulos (Krumm et al, 2014).…”

Section: Instrumentos Prueba De Figuras Del Test De Pensamiento Creatunclassified

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Percepción de la creatividad en niños, padres y pares: efectos en la producción creativa

Krumm¹,

Rubilar²,

Lemos³

et al. 2015

Pensam. psicol.

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ResumenObjetivo. El presente estudio tuvo como objetivo evaluar la percepción de la creatividad en niños, padres y pares, y el efecto de estas percepciones sobre la producción creativa de los niños en actividades de papel y lápiz. Método. Participaron 359 alumnos de 9 a 13 años de diferentes escuelas y colegios de la provincia de Entre Ríos de la República Argentina. Para conocer la producción creativa, los niños completaron la prueba de figuras del Test de Pensamiento Creativo de Torrance Forma B. Para estudiar la valoración de los pares, padres y niños sobre la creatividad se aplicó el Sociograma "Compañero creativo", la Escala de Personalidad Creadora (versión heteroevaluación a los padres o tutores) y la versión autoevaluación a los niños de 11 a 13 años. Resultados. Los resultados mostraron que tanto la percepción parental (F (2, 356) = 6.55, p = 0.002), así como la evaluación que realizan los pares (F (2, 356) = 4.90, p = 0.008) sobre la creatividad mejoran la producción creativa del niño en las tareas de papel y lápiz. No se encontraron diferencias significativas en la producción creativa según la evaluación del niño sobre su propia creatividad. Conclusión. Los datos muestran la importancia cardinal de los factores contextuales, particularmente, la percepción de los padres y de los pares en los procesos de formación del yo en cuanto a las competencias y habilidades que son necesarias para realizar una actividad creadora.Palabras clave. Percepción, creatividad, infancia, padres, pares. Objective. The present study aimed at assessing the perception of creativity in children, parents and peers, as well as the effect of these perceptions on the child's creative output in paper-and-pencil activities. Method. The study involved 359 students aged 9-13 years from different schools and colleges of the province of Entre Ríos, Argentina. To know the creative production, children completed the Figural Torrance Test of Creative Thinking (TTCT; Torrance, Ball y Safter, 1992), Form B. To study the valuation of peers, parents and the own child on creativity, the Sociogram "Creative peer" for all children, the Creative Personality Scale (CPS; 2004, in its hetero-evaluation version for parents or guardians) and the Self-evaluation version for children aged 11-13 years were administered. Results. The results showed that both parental perception (F (2, 356) = 6.55, p = 0.002) and peers' evaluation (F (2, 356) = 4.90, p = 0.008) on creativity improve the child's creative production in paper-and-pencil activities. No significant differences were found in the creative production according to the child's self-perception of his/her creativity. Conclusion. Data demonstrate the fundamental importance of contextual factors, mainly the perception of parents and peers in the process of the formation of the self, in terms of competencies and skills that are necessary to carry out a creative task.

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Section: Instrumentos Prueba De Figuras Del Test De Pensamiento Creatunclassified

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Percepción de la creatividad en niños, padres y pares: efectos en la producción creativa

Krumm¹,

Rubilar²,

Lemos³

et al. 2015

Pensam. psicol.

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“…This observation coincides with Kim et al (2004) and Torrance & Safter (1999), who found that children who produce a large number of ideas are also more likely to generate original ideas. According to Krumm, Lemos, & Filippetti (2014), fluency and originality form part of the innovation factor reflects the different ways of approaching creative problem solving. In their view, the most innovative children prefer to obtain creative results through "outside the box" thinking, which could be at the core of ADHD children's functioning.…”

Section: Discussionmentioning

confidence: 99%

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)

Gonzalez-Carpio¹,

Serrano²,

Nieto³

2017

PSYCH

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Research about creativity in ADHD children is very limited and has shown discordant results. Some features of cognitive functioning in ADHD, such as scattered attention, difficulty suppressing brain activity of the default neural network, inefficiency to inhibit irrelevant stimuli that access consciousness, or common markers-based genetics, are at the base of the connection between ADHD and creativity. The aim of this study is to explore whether the ADHD children are more creative and obtain better results in the divergent tasks traditionally considered as measures of creativity regarding children control. Method: The sample comprised 68 children, aged 8 to 13 years. A group of 34 children diagnosed with ADHD (M age 10.5, SD = 1.6) was compared to a control group of 34 without ADHD (M age = 10.8, SD = 1.7). None were under pharmacological treatment. The children were assessed using the Torrance Tests of Creative Thinking Figurative (TTCT). Results: ADHD children showed better results in some areas of creativity, showing higher scores in Fluency, with a greater number of responses, Originality, with a greater number of unusual or unconventional responses, together with higher scores in Creative strengths, which include measures for movement or action, emotional expressiveness, story-telling articulateness, unusual visualization, humor or fantasy. Partial η 2 effect sizes ranged from 0.19 to 0.34. As a consequence of those partial superior resultados, the ADHD children show a higher global creativity index than the control group. Conclusions: Our results suggest that children diagnosed with ADHD are more creative, than typically developing children, not in all evaluated areas but in some of them. This finding could provide guidance for the use of more effective assessments and interventions to promote this positive quality in children with ADHD.

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What Do We Know About the Development of Creativity in South America?

Preiss

Grau

Ortíz

et al. 2016

New Directions for Child and Adolescent Development

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We review recent research about the development of creativity in South America focusing on studies of individual differences in creativity and educational and developmental studies of children and adolescents' creativity. Most South American researchers are influenced by mainstream psychometric approaches, although computational and cultural approaches are also considered. Two main areas of inquiry are: (a) the relationship between creativity and other constructs, and (b) the structural and cultural inhibitors of creativity in school. Studies conducted beyond the school shed light on the role resilience has in fostering creativity. The lack of studies testing interventions aimed at promoting creativity is concerning. There is also a surprising lack of observational studies related to the pedagogy of creativity. Last but not least, there is a need to advance research on other factors, in addition to the educational ones, that may play a role in fostering creativity in South America.

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Factor Structure of the Torrance Tests of Creative Thinking Figural Form B in Spanish-Speaking Children: Measurement Invariance Across Gender

Cited by 47 publications

References 48 publications

Percepción de la creatividad en niños, padres y pares: efectos en la producción creativa

Percepción de la creatividad en niños, padres y pares: efectos en la producción creativa

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)

What Do We Know About the Development of Creativity in South America?

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Factor Structure of the Torrance Tests of Creative Thinking Figural Form B in Spanish-Speaking Children: Measurement Invariance Across Gender

Cited by 47 publications

References 48 publications

Percepción de la creatividad en niños, padres y pares: efectos en la producción creativa

Percepción de la creatividad en niños, padres y pares: efectos en la producción creativa

Creativity in Children with Attention D&#233;ficit Hyperactivity Disorder (ADHD)

What Do We Know About the Development of Creativity in South America?

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Product

Resources

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Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)