Recognizing creative thinking talent in the classroom

Carroll, John S.; Howieson, Noel

doi:10.1080/02783199109553390

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…In the classic research work, Creativity and Intelligence: Explorations with Gifted Students, Getzels and Jackson found only a modest correlation between creativity and IQ (Getzels & Jackson, 1962). Following up on this study, Carroll and Howieson (1991) investigated creativity and intelligence from the perspective of divergent production as being improved with training.…”

Section: Theories Of Creativitymentioning

confidence: 91%

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The relationships between creativity, drawing ability, and visual/spatial intelligence: A study of taiwan’s third-grade children

Li¹

2007

Asia Pacific Educ. Rev.

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The purpose of this study was to examine the relationships between the qualities of creativity, drawing ability, and visual/spatial intelligence of selected third-grade students in the Hsinchu area of Taiwan, Republic of China. The population for this study included approximately 11,653 third-grade students from 99 public elementary schools. Subjects were randomly selected from 16 out of 99 elementary schools. The Milne-Kasen Story Pictures (A Test for Creativity), the Young Visual Artist's Checklist, the Portfolio Review Measurement, the classroom teacher's nomination of Milne-Kasen Visual/Spatial Intelligence Checklist were given to 427 selected students. Data were processed, analyzed, and reported using descriptive and inferential statistics. The findings revealed that positive relationships exist between a child's creativity potential and self-image of artistic ability and local art educators' observations of students' artwork and classroom teachers' observations of student's art-related behaviors. There were significant differences in responses based upon the demographic factors of gender, community, age, and time of test taking. These findings should impact the delivery of art education to children at the elementary school level. In addition, it might influence the development of the art education curriculum in Taiwan.

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Section: Theories Of Creativitymentioning

confidence: 91%

“…One or two of these theories have been studied with elementary school students, mainly in western countries (Baer, 1996;Carroll & Howieson, 1991;Clark & Zimmerman, 1984). However, there have no studies that applied and examined the integration of all three theories for elementary school students.…”

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confidence: 98%

The relationships between creativity, drawing ability, and visual/spatial intelligence: A study of taiwan’s third-grade children

Li¹

2007

Asia Pacific Educ. Rev.

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“…Intelligence test] and creative achievement in Milgram & Hong,199), a Pearson correlation coefficient of r = .00 was assumed (Rosenthal, 1991). Some of the previous studies were not used because they compared t-tests between high and low creative individuals (e.g., Carroll & Howieson, 1992;Getzels & Jackson, 1961;1962;Lynch, 1970); they presented comparisons between creative and control groups (e.g., Anastasi & Schaefer, 1971;Lang & Ryba, 1976); they reported multiple regression analysis for the prediction of IQ, creativity, leadership, and academic achievement (Chan, 2001) or the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS, Chan, 2000); or they reported correlation coefficients within limited IQ ranges (Gonzales & Campos, 1997).…”

Section: The Correlation Coefficients Between Iq [Milta Groupmentioning

confidence: 99%

Meta‐Analyses of the Relationship of Creative Achievement to Both IQ and Divergent Thinking Test Scores

Kim

2008

Journal of Creative Behavior

286

189

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There is disagreement among researchers about whether IQ tests or divergent thinking (DT) tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT test scores (e.g., Runco & Albert, 1986;Wallach, 1970). The present study conducted meta-analyses of the relationships between creative achievement and both IQ and DT test scores. The analyses included 17 studies (with 5,544 participants) that established the correlation coefficients between IQ and creative achievement and 27 studies (with 47,197 participants) that established the correlation coefficients between DT test scores and creative achievement. Marginal, but statistically significant, Fisher's Z-transformed correlation coefficients were revealed. The analysis found a significantly higher relationship between DT test scores and creative achievement (r = .216) than between IQ test scores and creative achievement (r = .167). The differences in the correlation coefficients were explained by differences in DT tests, creative achievement types, predicted time periods, and creativity subscales. The significant independent moderator effect for different DT tests indicates that the Torrance Tests of Creative Thinking (TTCT) predict creative achievement better than any other DT test included in this study. Among the creative achievement types, music is predicted the best by IQ and all others are predicted best by DT tests. Among the time periods evaluated, the relationship between DT test scores and creative achievement had the highest correlation at the period of 11-15 years.

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“…However, the problems chosen in the second year were more inventive and richer in content. These observations seem to provide evidence to support the need to instruct and practice problem-finding skills early and often in school (Carroll & Howieson, 1991). …”

Section: Evaluation Of Discovery Center Unitmentioning

confidence: 78%

From theory to practice –Promoting problem‐finding behavior in children

Kay

1994

Roeper Review

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Recognizing creative thinking talent in the classroom

Cited by 5 publications

References 5 publications

The relationships between creativity, drawing ability, and visual/spatial intelligence: A study of taiwan’s third-grade children

The relationships between creativity, drawing ability, and visual/spatial intelligence: A study of taiwan’s third-grade children

Meta‐Analyses of the Relationship of Creative Achievement to Both IQ and Divergent Thinking Test Scores

From theory to practice –Promoting problem‐finding behavior in children

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