Scoring divergent thinking tests by computer with a semantics-based algorithm

Beketayev, Kenes; Runco, Mark A.

doi:10.5964/ejop.v12i2.1127

Cited by 89 publications

(71 citation statements)

References 23 publications

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“…Second, the CT included a fluency part, which was criticized as an insufficient measure of creativity (Silvia, Nusbaum, & Beaty, 2017). As Mark Runco stated, fluency is not as closely tied to creativity as is originality (Beketayev & Runco, 2016). Nevertheless, the scores on the CTs were based also on originality, which bolsters the validity of the measure used in the current study.…”

Section: Limitations and Future Researchmentioning

confidence: 81%

Difference Between Motivational Goal Framing Effects on Creative and Perceptual Task Performance

Kaspi-Baruch

2018

Creativity Studies

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This study examined the effects of motivational goal framing on creative and perceptual performance. Goal orientation was manipulated via task instructions. In order to examine whether goal framing (learning or performance) are influential only in creative performance, two experiments were conducted, one with creative task, the other with perceptual task. In the first experiment, 162 students engaged in full-time employment completed a creative task. In the second experiment, 268 students engaged in full-time employment completed a perceptual task. The first experiment showed that individuals instructed to be learning oriented were more creative relative to those instructed to be performance oriented. This occurred only in the creative task, as performance did not differ according to goal orientation framing in the second experiment. The results are discussed in terms of anxiety and cognitive performance theory and the stage model of creativity. Santrauka Šiame tyrime nagrinėjama skirtinga motyvuojančio tikslo įtaka kūrybinei ir suvokimo veiklai. Orientavimasis į tikslus buvo valdomas užduočių instrukcijomis. Siekiant išanalizuoti, ar tikslo formulavimas (mokymasis ar veikla) turi įtakos tik kūrybinei veiklai, buvo atlikti du eksperimentai: vienas – pasitelkiant kūrybinę užduotį, kitas – suvokimo užduotį. Pirmajame eksperimente 162 studentai visą eksperimento laiką atliko kūrybinę užduotį, antrajame eksperimente 268 studentai visą eksperimento laiką atliko suvokimo užduotį. Pirmuoju eksperimentu buvo atskleista, kad asmenys, kuriems buvo nurodyta orientuotis į mokymąsi, buvo kūrybiškesni, palyginti su tais, kurie turėjo orientuotis į veiklą. Taip įvyko tik duodant kūrybinę užduotį, nes antrojo eksperimento metu nebuvo jokių veiklos skirtumų tikslo atžvilgiu. Rezultatai aptariami remiantis nerimo ir kognityvinės veiklos teorijos bei kūrybiškumo pakopų modelio požiūriais.

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Section: Limitations and Future Researchmentioning

confidence: 81%

Difference Between Motivational Goal Framing Effects on Creative and Perceptual Task Performance

Kaspi-Baruch

2018

Creativity Studies

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“…Currently, there are many studies about tests that allow the measurement of creativity and divergent thinking [69][70][71][72]. In addition to the tests in paper format, currently, there are new methods, using computer scoring and online testing [73,74].…”

Section: Creativity Measurementmentioning

confidence: 99%

Enhancing Creative Thinking in STEM with 3D CAD Modelling

et al. 2019

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Creative thinking is an essential part of learning for sustainability, as recent studies indicate. Creativity enables the engineer to find solutions for the design of a new product or for the improvement of one already designed, to make it more sustainable. However, currently, engineering education does not usually assess academic performance in terms of creativity, and although interest in creative processes in engineering is growing, its implementation in the classroom is still scarce. In the present study, a creativity workshop was conducted in order to find multiple solutions to the problem posed, in accordance with divergent thinking. The workshop was based on a 3D CAD modelling activity, and the students needed to give different 3D design solutions starting from a two-dimensional shape. The participants were 72 engineering students from the engineering graphics subject in the degree in agricultural engineering and rural areas. Nine different creative components were evaluated. That way, not only was a generic measure of creativity obtained, but it was also possible to know the evolution of the student after the workshop for each of the components of creativity separately. The results of the workshop confirmed that creativity could be enhanced, and therefore, the learning process for sustainability can be improved in engineering.

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“…With regards to the measures of DT (based on Beketayev & Runco, 2016;Runco, 1986;Wallach & Kogan, 1965), a three-part structure with 9 questions was used, asking the partici-pants to do the following: (i) give alternative titles for a selection of films (Titanic (director James Cameron, 1997), Romeo & Juliet (director Carlo Carlei, 2013), Harry Potter (directors Chris Columbus, Alfonso Cuarón, Mike Newell, David Yates, 2001-2011)); (ii) list as many possible applications for a series of services and products they could think of (rubbish bin, car steering wheel, computer mouse); and (iii) interpret the meaning of three figures. Scoring was based on the following elements:…”

Section: Creativitymentioning

confidence: 99%

Creativity Among Business and Tourism Management University Students: Determining Sociodemographic Factors

2019

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There is a clear link between creativity levels, entrepreneurship and employability that implies the need for higher education students to acquire creative skills and abilities. For this reason, this study aims to analyse creativity levels among university students and verify whether certain sociodemographic factors have an impact on creativity. Two approaches were applied to measure creativity; on one hand, divergent thinking measured through three tasks, originality, fluency and flexibility, and creative potential (ideation – Runco Ideational Behavior Scale) on the other. A survey was administered to 303 Business and Tourism Management degree students during the academic year 2016–2017. The results reveal that our students’ creative potential (Runco Ideational Behavior Scale) is relatively high, while the divergent thinking measurements (originality, fluency and flexibility) obtained lower scores. There are gender-based differences in the three divergent thinking constructs, with men gaining higher scores; likewise, differences also appeared in the constructs of fluency and originality depending on the degree being studied, with Business degree students displaying a higher average score. In addition, students living with their families scored higher on flexibility than those that did not. Moreover, students’ creative potential (Runco Ideational Behavior Scale) is greater among those who both study and work. These results emphasize the need to encourage the development of creativity among Spanish university students.

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Scoring divergent thinking tests by computer with a semantics-based algorithm

Cited by 89 publications

References 23 publications

Difference Between Motivational Goal Framing Effects on Creative and Perceptual Task Performance

Difference Between Motivational Goal Framing Effects on Creative and Perceptual Task Performance

Enhancing Creative Thinking in STEM with 3D CAD Modelling

Creativity Among Business and Tourism Management University Students: Determining Sociodemographic Factors

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