Understanding Fluency and Originality: A latent variable perspective

Dumas, Denis; Dunbar, Kevin

doi:10.1016/j.tsc.2014.09.003

Cited by 135 publications

(126 citation statements)

References 43 publications

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“…We observed high correlations between quantity and originality, this result corresponds to previous studies that indicate relations between originality and fluency (Dumas & Dunbar, 2014;Silvia, 2008). Contrary to Guilford's considerations that point to independence of the factors of creativity, current research indicated relationships between originality and the other components of creativity.…”

Section: Discussionsupporting

confidence: 85%

La medida de la originalidad en las respuestas del test CREA

Elisondo

Gras

2017

AN PSICOL-SPAIN

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Título: La medida de la originalidad en las respuestas del test CREA. Resumen: El objetivo es estudiar un nuevo procedimiento de puntuación para el Test CREA, complementario al tradicional y que considera la originalidad de las producciones. Se define el nuevo procedimiento y los aná-lisis correspondientes para tres grupos (niños, adolescentes y adultos) y para las tres láminas del CREA. Participaron de la investigación 505 sujetos (188 niños, 108 adolescentes y 209 jóvenes y adultos) residentes en Cór-doba (Argentina). El nuevo procedimiento incluye tres categorías tipológi-cas de preguntas: muy frecuentes, frecuentes y únicas. Cada tipología se puntúa de diferente manera. Se realizó un análisis descriptivo de tipologías y un análisis correlacional de los puntajes según los dos procedimientos. También se efectuó un estudio de casos de personas que formulan preguntas únicas. Los resultados mostraron la adecuada consistencia de las mediciones y correlaciones muy elevadas entre los dos procedimientos para los tres grupos y las tres láminas. Se observaron asociaciones significativas entre los niveles de creatividad definidos por ambos procedimientos. Las preguntas únicas representan entre el 1 y el 4% del total, la Lámina A es la que más promueve la formulación de preguntas únicas. Se propone la utilización del sistema alternativo en grupos que obtienen puntajes bajos con el sistema tradicional y cuando se requiere un análisis diferencial de originalidad de las producciones. Se discuten teóricamente las relaciones observadas entre cantidad y originalidad y se proponen futuras líneas de investigación. Palabras clave: Creatividad; originalidad; test CREA; evaluación diferencial. Abstract:The aim was to study a new scoring procedure for the CREA Test, complementary to the traditional, that considers the originality of the productions. The new procedure and corresponding analyzes were defined for three groups (children, adolescents and adults) and for the three stimuli of the CREA. The sample included 505 participants (188 children, 108 adolescents and 209 adults) living in Cordoba, Argentina. The new procedure included three categories of questions: very frequent, frequent and unique, each categories had different scoring. A descriptive analysis of typologies and a correlational analysis of the scores were performed according to the two procedures. Also, the paper presented a case study of people asking unique questions. The results showed very high consistency of measurements and correlations between two procedures for the three groups and the three stimuli. There were significant associations between the levels of creativity defined by both procedures. The unique questions represented between 1 and 4% of the total, stimulus A is the one that most promotes the formulation of unique questions. The authors proposed to use of the alternative system in groups that obtain low scores with the traditional system and when a differential analysis of the originality is required. Authors discussed theoretically relations betwee...

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Section: Discussionsupporting

confidence: 85%

La medida de la originalidad en las respuestas del test CREA

Elisondo

Gras

2017

AN PSICOL-SPAIN

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“…Newer methods for scoring have been developed using semantic distance, which offer an objective alternative for rating originality and flexibility (Dumas & Dunbar, 2014;Forster & Dunbar, 2009;Harbison & Haarmann, 2014;Hass, 2017). For example, a recent study used a novel technique-pointwise mutual information-to measure semantic distance, which correlated strongly with subjective ratings of originality and performed better than participants' own assessments of their creativity (Harbison & Haarmann, 2014).…”

Section: Divergent Thinking Divergent Thinking (Dt) Is a Common Proxmentioning

confidence: 99%

Remotely Close Associations: Openness to Experience and Semantic Memory Structure

et al. 2018

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“…Indeed, these characteristics may not have a systematic effect: at a given time, one may be more “inspired” when providing alternative uses for a brick rather than for a cardboard box. This is highlighted by the large proportion of task‐specific variance in creative potential tests scores, as suggested by low to moderate inter‐task correlations (Barbot, Besançon, & Lubart, in press; Dumas & Dunbar, ).…”

Section: Foundations Of Individual Differences In Creativity Developmentmentioning

confidence: 99%

“Peaks, Slumps, and Bumps”: Individual Differences in the Development of Creativity in Children and Adolescents

Barbot

Lubart

Besançon

2016

New Directions for Child and Adolescent Development

119

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This article reviews developmental studies of creativity in children and adolescents with a focus on "peaks" and "slumps" that have often been described in the literature. The irregularity of the development of creativity is interpreted in light of conceptual and measurement issues and with regard to the interaction between individual-level resources, task-specific demands, and environmental influences, resulting in apparent individual differences in the development of creativity. The need for longitudinal designs, multidimensional and multi-domain assessment of creative potential limiting the contribution of task-specific factors is outlined and discussed as an important direction for developmental research on creativity.

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Understanding Fluency and Originality: A latent variable perspective

Cited by 135 publications

References 43 publications

La medida de la originalidad en las respuestas del test CREA

La medida de la originalidad en las respuestas del test CREA

Remotely Close Associations: Openness to Experience and Semantic Memory Structure

“Peaks, Slumps, and Bumps”: Individual Differences in the Development of Creativity in Children and Adolescents

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