Sex Differences in Levels of Performance and Test‐Retest Reliability on the Torrance Tests of Creative Thinking Ability*

Torrance, E. Paul; Aliotti, Nicholas C.

doi:10.1002/j.2162-6057.1969.tb00044.x

Cited by 36 publications

(23 citation statements)

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“…Inconsistent findings on the relation between gender and creativity were reported in the literature. Torrance and Allioti (1969) found that 13 year old girls outperformed their male counterparts on verbal creativity, while Gupta (1979), although not being able to confirm this result, found some gender differences in specific non-verbal dimensions of creativity. Gender differences in scores on the Torrance-Test were found by Flaherty (1992) in nine year old children, and by DeMoss, Milich, and DeMers (1993) in children aged from 14 to 15 years.…”

mentioning

confidence: 76%

The relationship between creativity, teacher ratings on behavior, age, and gender in pupils from seven to ten years

Brandau¹,

Daghofer²,

Hollerer³

et al. 2007

Journal of Creative Behavior

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The aim of this study was to examine the relationship between the performance on a test for the assessment of creative behavior and teacher ratings on scales for the assessment of behavior commonly seen as negative. The sample consisted of 71 Austrian elementary school students (33 boys and 38 girls), from seven to ten years of age. The children were tested with the German “Creativity Test for Preschoolers and Pupils” by Krampen. This test is based on Guilford's model of the structure of the intellect and it assesses divergent thinking with respect to behavioral, figural, and semantic tasks. The teachers completed the “Conners Abbreviated Teacher Rating Scale,” a teacher rating questionnaire based on the DSM‐IV criteria to assess inattentive and impulsive/hyperactive behavior, and a researcher self‐constructed teacher rating questionnaire, containing the scales “dissocial behavior”, “introverted behavior”, and “creative behavior”. It was found that more impulsive/hyperactive and disruptive behavior was related to a better performance on fluency and more attentive and less introverted behavior were related to a better performance on flexibility. Additionally, it was found that boys present more alternatives in active behavior than girls. The results lead to the conclusion that more lively behavior of pupils should not be seen negatively, as such behavior seems to be a predictor of creative thinking.

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mentioning

confidence: 76%

The relationship between creativity, teacher ratings on behavior, age, and gender in pupils from seven to ten years

Brandau¹,

Daghofer²,

Hollerer³

et al. 2007

Journal of Creative Behavior

View full text Add to dashboard Cite

show abstract

“…For example, investigators have reported and commented upon different patterns of results for males and females related to creative working styles (Helson 1967b(Helson , 1968a and products (Helson 1977); relationship of DT test performances to indices of psychological androgyny (Jones, Chernovetz & Hansson 1978); personality characteris tics associated with barrier resourcefulness in preschool children (Block, Block & Harrington 1975); personality correlates of artistic achievement and status (Schaefer 1969b, Barron 1972, Getzels & Csikszentmihalyi 1976); cognitive-perceptual correlates of artistic achievement (Getzels & Csikszentmihalyi 1976); correlations among creative activity-achievement checklist scores (Hocevar 1976); correlations between imagery and cre ativity indices (Forisha 1978b); correlates of RAT scores (Gall & Mendel sohn 1967, Mendelsohn & Covington 1972, Mendelsohn 1976); validities of divergent thinking test scores (Vernon 1972b); behavioral correlates of DT test scores among kindergarteners (Singer & Rummo 1973); correlations between defensiveness and DT scores in children (Wallach & Kogan 1965, Kogan & Morgan 1969; reliabilities of DT test scores (Kogan & Pankove 1972, Torrance & Alliotti 1969; correlations between biographical inven tory scales of creativity and indices of openness to experience and sensation Annu. Rev.…”

Section: Two Types Of Sex Differencesmentioning

confidence: 99%

Creativity, Intelligence, and Personality

Barron¹,

Harrington²

1981

Annu. Rev. Psychol.

1,406

761

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“…Some results point to the advantage of girls (Rejskind et al, 1992) and others show that boys are superior (Tegano & Moran, 1989;Torrance, 1965). Furthermore, there are studies showing gender differences in verbal and pictorial orientation (Torrance & Allioti, 1969).…”

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confidence: 99%

Shining Lights or Lone Wolves? Creativity and Self‐image in Primary School Children

Hoff¹,

Carlsson²

2002

Journal of Creative Behavior

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The relationship between self‐image and creativity was studied in primary school children. Earlier research points in two directions. Some researchers describe the creative child as well adjusted. Others provide a more nuanced picture in which less well‐behaved children can also be creative. Three different measures of creativity were used in this study: the Unusual Uses Test, an activity questionnaire and a perceptual test (the Creative Functioning Test). A self‐image inventory was used to measure participants' perceptions of their own skills, physical self, psychological health and relationships to others. The results showed no self‐image differences between children with high and low creativity. The creativity measures were significantly related, with the exception of the flexibility dimension of CFT. One possible explanation is that CFT measured another aspect of creativity. This was illustrated in a cluster analysis in relation to self‐image.

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Sex Differences in Levels of Performance and Test‐Retest Reliability on the Torrance Tests of Creative Thinking Ability*

Cited by 36 publications

References 1 publication

The relationship between creativity, teacher ratings on behavior, age, and gender in pupils from seven to ten years

The relationship between creativity, teacher ratings on behavior, age, and gender in pupils from seven to ten years

Creativity, Intelligence, and Personality

Shining Lights or Lone Wolves? Creativity and Self‐image in Primary School Children

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