Creativity

2018 ◽  
Author(s):  
John Baer
Keyword(s):  
Gender Differences ◽  
Mental Illness ◽  
Birth Order ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Assessment Technique ◽  
Configuration Theory ◽  
Creativity Research ◽  
Consensual Assessment Technique ◽  
Assessment Of Creativity

This article reviews research and theory dealing with the psychology of creativity. It begins with a discussion of the most influential and widely known theory of creativity, which is based on the structure of the intellect model. It then considers four aspects of divergent thinking that are frequently mentioned in the literature, along with two models for classifying creativity: the “four P” model and the four C model. The article describes other theories of creativity, including the chance configuration theory, the propulsion model, and the five-factor theory of personality. Finally, it examines other important issues in creativity research, such as mental illness, gender differences, birth order, and IQ. It also looks at some of the approaches used in the assessment of creativity, including the Torrance Tests of Creative Thinking and the consensual assessment technique. Finally, it explores the issue of teaching creativity.

Note on Consensual Assessment Technique in Creativity Research

2005 ◽  
Vol 100 (3) ◽  
pp. 592-598 ◽  
Author(s):  
Stephen J. Dollinger ◽  
Marina Shafran
Keyword(s):  
Creative Thinking ◽  
Principal Component ◽  
Slight Modification ◽  
Present Sample ◽  
Assessment Technique ◽  
Creativity Research ◽  
Consensual Assessment Technique ◽  
Creative Products ◽  
Product Creativity ◽  
Creativity Task

Amabile's Consensual Assessment Technique is commonly used in research on creative products. This study evaluates a modification of that technique which may facilitate research on creative products by calibrating nonexpert judges to expert judges in previous studies. University students ( N = 200; 59% women, M = 22.3 yr. of age, SD = 5.5) devised drawings to the Test of Creative Thinking-Drawing Production stimulus. These drawing products were rated by five artist-judges using the CAT and five psychologist-judges who first viewed 16 examples of the range of drawings in a previous study, referred to here as the modified consensual assessment technique. The 20 ratings of product creativity loaded on a single principal component, and the mean ratings correlated .91. Finally, the correlations of these ratings with other measures of creativity were nearly identical. Thus, a slight modification of the technique may be useful in programmatic research when the creativity task is not modified across studies and participants are like the present sample rather than from groups with specialized training or artistic talent.

scholarly journals Divergent Thinking Ability + Interest = Creative Ideas: Exploring the Relationships Between Cognitive Creativity Assessments and Product Design Idea Generation

2017 ◽  
Author(s):  
Jieun Kwon ◽  
Luke Bromback ◽  
Barry Kudrowitz
Keyword(s):  
Product Design ◽  
External Validity ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Idea Generation ◽  
Thinking Skills ◽  
Assessment Technique ◽  
Two Factors ◽  
Consensual Assessment Technique ◽  
Product Familiarity

The external validity of existing creativity tests was examined in the product-design field. To examine the external validity, this study adopted the Consensual Assessment Technique (CAT), by which industry leaders directly rate product ideas for their creativity. A simple correlation analysis showed that among three broadly used creativity tests (Remote Associations Test, Alternative Uses Test, and Torrance Test for Creative Thinking), only the Alternative Uses Test (AUT) was found to predict creativity in the product-design industry. In addition to the correlations analysis, two factors, product familiarity and level of interest, were tested for moderation. The results show that familiarity with the product lessens RAT-CAT (Remote Associations Test - Consensual Assessment Technique) correlation, whereas level of interest strengthens the correlation. Thus, the less familiar and more interested an individual is in the product, the more likely the individual’s divergent thinking skills will translate into an actual creative product idea.

The Gold Standard for Assessing Creativity

2014 ◽  
Vol 3 (1) ◽  
pp. 81-93 ◽  
Author(s):  
John Baer ◽  
Sharon S. McKool
Keyword(s):  
Higher Education ◽  
Gold Standard ◽  
Divergent Thinking ◽  
Research Proposal ◽  
Work Of Art ◽  
Assessment Technique ◽  
Creativity Assessment ◽  
Creativity Research ◽  
Consensual Assessment Technique ◽  
Creative Products

The most widely used creativity assessments are divergent thinking tests, but these and other popular creativity measures have been shown to have little validity. The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the creativity of creative products such as stories, collages, poems, and other artifacts. The Consensual Assessment Technique is based on the idea that the best measure of the creativity of a work of art, a theory, a research proposal, or any other artifact is the combined assessment of experts in that field. Unlike other measures of creativity, the Consensual Assessment Technique is not based on any particular theory of creativity, which means that its validity (which has been well established empirically) is not dependent upon the validity of any particular theory of creativity. The Consensual Assessment Technique has been deemed the “gold standard” in creativity research and can be very useful in creativity assessment in higher education.

Automated Scoring of Figural Creativity using a Convolutional Neural Network

2021 ◽  
Author(s):  
David H Cropley ◽  
Rebecca L Marrone
Keyword(s):  
Neural Network ◽  
Convolutional Neural Network ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Reliability And Validity ◽  
Semantic Distance ◽  
Self Report ◽  
Creativity Assessment ◽  
Creativity Research ◽  
Creative Self

One of the abiding challenges in creativity research is assessment. Objectively scored tests of creativity such as the Torrance Tests of Creativity (TTCT) and the Test of Creative Thinking - Drawing Production (TCT-DP) offer high levels of reliability and validity but are slow and expensive to administer and score. As a result, many creativity researchers default to simpler and faster self-report measures of creativity and related constructs (e.g., creative self-efficacy, openness). Recent research, however, has begun to explore the use of computational approaches to address these limitations. Examples include the Divergent Association Task (DAT) that uses computational methods to rapidly assess the semantic distance of words, as a proxy for divergent thinking. To date, however, no research appears to have emerged that uses methods drawn from the field of artificial intelligence to assess existing objective, figural (i.e., drawing) tests of creativity. This paper describes the application of machine learning, in the form of a convolutional neural network, to the assessment of a figural creativity test – the TCT-DP. The approach shows excellent accuracy and speed, eliminating traditional barriers to the use of these objective, figural creativity tests and opening new avenues for automated creativity assessment.

scholarly journals Creativity comes in waves: An EEG-focused exploration of the creative brain.

2019 ◽  
Author(s):  
Carl E. Stevens ◽  
Darya Zabelina
Keyword(s):  
Creative Process ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Empirical Work ◽  
High Temporal Resolution ◽  
Alpha Band ◽  
Creative Cognition ◽  
Creativity Research ◽  
Neural Processes ◽  
Band Activity

Electroencephalographic (EEG) methodology in creativity research has been remarkably fruitful, establishing the potential of EEG to illuminate complex and transient creativity-related neural processes. Here we synthesize recent advances in the field, highlighting empirical work on creativity as divergent thinking, remote associations, musical creativity, and visual imagery. There is a general consensus that alpha-band activity plays a key role in the creative process, though other frequency bands, such as theta and gamma also serve critical functions. We further discuss evidence for electrical stimulation (tDCS and tACS) as a tool for improvements in creative thinking. EEG’s high temporal resolution is supremely suitable for studying creative cognition, and studies continuing to yield new and exciting evidence regarding the local and global neural processes underlying creativity.

Assessing Creativity Using the Consensual Assessment Technique

2011 ◽  
pp. 65-77 ◽  
Author(s):  
John Baer ◽  
Sharon S. McKool
Keyword(s):  
Higher Education ◽  
Creative Writing ◽  
Divergent Thinking ◽  
Research Proposal ◽  
Work Of Art ◽  
Assessment Technique ◽  
Consensual Assessment Technique ◽  
Creative Products ◽  
Assessment In Higher Education

The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the creativity of creative products such as stories, collages, poems, and other artifacts. Experts in the domain in question serve as judges; thus, for a study of creativity using stories and poems, a panel of writers and/or teachers of creative writing might judge the creativity of the stories, and a separate panel of poets and/or poetry critics might judge the creativity of the poems. The Consensual Assessment Technique is based on the idea that the best measure of the creativity of a work of art, a theory, a research proposal, or any other artifact is the combined assessment of experts in that field. Unlike other measures of creativity, such as divergent-thinking tests, the Consensual Assessment Technique is not based on any particular theory of creativity, which means that its validity (which has been well established empirically) is not dependent upon the validity of any particular theory of creativity. This chapter explains the Consensual Assessment Technique, discusses how it has been used in research, and explores ways it might be employed in assessment in higher education.

Birth Order and Creativity in Young Children

1979 ◽  
Vol 45 (2) ◽  
pp. 443-449 ◽  
Author(s):  
Lynda Wilks ◽  
Pat Thompson
Keyword(s):  
Elementary School ◽  
Young Children ◽  
Birth Order ◽  
School Children ◽  
Elementary School Children ◽  
Creative Thinking ◽  
Creative Ability ◽  
Picture Story ◽  
The Relationship ◽  
Assessment Of Creativity

The relationship between birth order and assessed creative ability was investigated giving specific attention to characteristics of the measures used. Subjects were 68 elementary school children ranging in age from 6–9 to 9–10. Assessment of creativity was obtained from the Torrance Test of Creative Thinking, the Penguin Picture Story Task, and the Singer Fantasy Questionnaire. No ordinal differences were found on the creativity measures for these elementary school children in Grades 1 through 4.

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

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