The structure of intellect.

Guilford, J. P.

doi:10.1037/h0040755

Cited by 1,189 publications

(550 citation statements)

References 20 publications

Supporting

Mentioning

458

Contrasting

Unclassified

Order By: Relevance

“…Even though the evaluation of the personality characteristics associated with creativity are usually used for creativity tests and divergent thinking (Almeida et al, 2008;De La Torre, 1991;Guilford, 1956;Kim, 2006;Rosas, 1984;Torrance, 1966;Torrance & Safter, 1999), its placement in a continuum of latent creative ability was only possible due to the application of the method used in this study. This attests to the practical importance of the use of IRT, especially for the partial credit model, in the interpretation of the construct in divergent thinking tests.…”

Section: Discussionmentioning

confidence: 99%

Rasch-Master’s Partial Credit Model in the Assessment of Children’s Creativity in Drawings

Nakano

Primi

2014

Span. J. Psychol.

View full text Add to dashboard Cite

Abstract. The purpose of the present study was to use the Partial Credit Model to study the factors of the Test of Creativity in Children and identify which characteristics of the creative person would be more effective to differentiate subjects according to their ability level. A sample of 1426 students from first to eighth grades answered the instrument. The Partial Credits model was used to estimate the ability of the subjects and item difficulties on a common scale for each of the four factors, indicating which items required a higher level of creativity to be scored and will differentiate the more creative individuals. The results demonstrated that the greater part of the characteristics showed good fit indices, with values between 0.80 and 1.30 both infit and outfit, indicating a response pattern consistent with the model. The characteristics of Unusual Perspective, Expression of Emotion and Originality have been identified as better predictors of creative performance because requires greater ability level (usually above two standard deviation). These results may be used in the future development of an instrument's reduced form or simplification of the current correction model.

show abstract

Section: Discussionmentioning

confidence: 99%

Rasch-Master’s Partial Credit Model in the Assessment of Children’s Creativity in Drawings

Nakano

Primi

2014

Span. J. Psychol.

View full text Add to dashboard Cite

show abstract

“…In regard to creativity, broad theories of intelligence viewed creativity as an aspect and an outcome of intelligence; as they discussed intelligence to be a modifiable phenomenon with multiple factors (e.g., Guilford, 1956;Gardner, 1983;Sternberg, 1985). Guilford (1950) related creativity to divergent thinking process and included it as an aspect in his model of intelligence.…”

Section: Creativity and Human Intelligencementioning

confidence: 99%

“…The view of the single general ability factor "g" that accounts for most human cognitive abilities has been presented earlier, criticized, utilized, and developed (e.g., Spearman, 1904, as cited in Brody, 2000. Guilford's (1956) multiple factors of intelligence and Cattell's (1963) theory of the fluid and crystallized intelligence provoked the field for more investigations and broader multi-aspect views and hierar-chical modeling. The study of Flynn (1984) on intelligence development through generations added more complexity and new directions toward understanding and developing intelligence; as he proposed that the environment, Flynn's effect, positively affects human intelligence as it develops.…”

Section: Creativity and Human Intelligencementioning

confidence: 99%

“…Guilford (1950) related creativity to divergent thinking process and included it as an aspect in his model of intelligence. In his model of intelligence, the Structure of Intellect, Guilford (1956) criticized the view of the single "g" factor of intelligence, and discussed a system of multiple factors of human intellectual abilities that were categorized under general headings including cognition (discovery), production (convergent and divergent thinking), and evaluation. Guilford also contributed to directing research to view intelligence as a multi-aspect phenomenon, as he (1956) indicated that "specifying a number of intelligences would be helpful in more understanding of human abilities" (p. 291).…”

Section: Creativity and Human Intelligencementioning

confidence: 99%

See 1 more Smart Citation

Teaching for Creativity as Human Development toward Self-Actualization: The Essence of Authentic Learning and Optimal Growth for All Students

Wadaani¹

2015

View full text Add to dashboard Cite

Enhancing creativity is an important issue worldwide, but it is perceived and addressed differently from a population to another. Creativity is considered as an essential life skill, a major component of human intelligence, and the most important topic in the education of the gifted and talented students. Nations rely on youth to use their skills at the highest level possible to contribute to improving all life aspects including solving problems creatively, developing genuine innovations, and leading communities to productivity. Literature indicates that creativity should be nurtured in all students to become successful continued learners, and in gifted students to facilitate their talent development and extend their growth in optimal ways. This paper further discusses the nature of creativity, proposes a broad conceptualization of creativity based on the humanistic approach and positive psychology, and suggests teaching practices for fostering creativity in the general classroom.

show abstract

“…Later models (see Lubart, 2001) have included stages for problem-find ing or for the communication of results.  Convergent and Divergent thinking (Guilford, 1956): creativity is considered within a theory of the intellect, in which creativity results from the interplay of convergent and divergent productive processes.  Blind Variation, Selective Retention (BVSR; Campbell, 1960): this recently revitalized (Simonton, 2011) model focuses on a trial-and-error explanatory framework; it is amenable to cognitive/computational as well as social interpretations.…”

Section: Introductionmentioning

confidence: 99%

Analyzing Ambiguity in the Standard Definition of Creativity

Colin

2017

AVANT

View full text Add to dashboard Cite

The increasingly rich and diverse literature on creativity has its core in psychology, but spans the cognitive sciences from artificial intelligence to philosophy and borrows from the wider humanities. Perhaps because of this immense breadth, there remains considerable disagreement with respect to the identity of the object of research. How to define creativity?According to the "standard definition," creativity consists of "effectiveness and originality." This definition is (relatively) consensual and therefore appears to capture something common to academic concepts of creativity. I conduct a conceptual analysis of the definition; thereby, I isolate and describe two ambiguities. Firstly, the definition leaves open the choice of the context and norms against which to measure originality and effectiveness. Secondly, it does not discuss the possible role of a subjective judge.My goal is not to propose yet another model of creativity, but to clearly identify the possible meanings of the word creativity in academic research. The existence of different interpretations does not necessarily reflect a fundamental disagreement about reality, but rather a failure to achieve consensus on a shared technical language. Therefore, simply recognizing and acknowledging the competition between diverse interpretations can form the basis for successful communication and for a complementary division of labor; it could improve the viability of interdisciplinary collaborations and prevent unnecessary fragmentation of the field.

show abstract

The structure of intellect.

Cited by 1,189 publications

References 20 publications

Rasch-Master’s Partial Credit Model in the Assessment of Children’s Creativity in Drawings

Rasch-Master’s Partial Credit Model in the Assessment of Children’s Creativity in Drawings

Teaching for Creativity as Human Development toward Self-Actualization: The Essence of Authentic Learning and Optimal Growth for All Students

Analyzing Ambiguity in the Standard Definition of Creativity

Contact Info

Product

Resources

About