The Torrance Tests of Creative Thinking and the Rorschach Inkblot Test: Relationships between Two Measures of Creativity

1978 ◽  
Vol 46 (2) ◽  
pp. 539-547 ◽  
Author(s):  
Margaret Baker
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Human Movement ◽  
Test Results ◽  
Significant Relationships ◽  
Fourth Grade Students ◽  
Total Movement ◽  
Two Measures ◽  
Rorschach Inkblot Test ◽  
Inkblot Test

The purpose of this study is to determine whether there are any significant correlations between the subscores and total scores of the Torrance Tests of Creative Thinking and the Rorschach Inkblot Test, as scored by the Rorschach Index of Repressive Style. Twenty-six teachers of Grades 3, 4, and 5 and 51 fourth grade students were given, by group administration, the Torrance Tests of Creative Thinking and the Rorschach Inkblot Test. Results show that although neither the Total Verbal, Total Non-verbal nor Over-all Torrance scores correlate significantly with either the Rorschach Human Movement score or with the Rorschach Total Movement score (HM + FM + m), there are significant relationships between the Total RIR, m score and the Over-all Torrance score. The main conclusion is that the Rorschach HM and Total M score measure artistic, associative, intuitive creativity, while the Torrance Tests of Creative Thinking and RIR Total score measure divergent thinking.

Rorschach EB as a Predictor of Imaging Style

1989 ◽  
Vol 68 (3) ◽  
pp. 1001-1002 ◽  
Author(s):  
Donald L. Boswell
Keyword(s):  
University Students ◽  
Human Movement ◽  
Nonlinear Relationship ◽  
Linear Relationships ◽  
Rorschach Inkblot Test ◽  
Inkblot Test

60 university students were administered the Rorschach inkblot test and the Verbalizer-Visualizer Questionnaire (VVQ). No significant linear relationships were found between Rorschach scores involving human movement and color responses ( EB, M, Sum weighted C, and EA) and scores on the questionnaire. Also, no significant nonlinear relationship was found betwee Rorschach EB scores and scores on the questionnaire. Rorschach's hypothesis of a relationship between imagery types and Rorschach EB is brought into question.

Usefulness of the Rorschach Inkblot Test in Assessment of Attention Deficit Hyperactivity Disorder

1995 ◽  
Vol 80 (2) ◽  
pp. 531-541 ◽  
Author(s):  
Susan S. Bartell ◽  
Mary V. Solanto
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Normative Data ◽  
Human Movement ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Rorschach Inkblot Test ◽  
Form Quality ◽  
Inkblot Test ◽  
External Stimuli

The Rorschach inkblot test is commonly used in the psychological evaluation of children. Yet there is little information about the Rorschach performance of children with Attention Deficit Hyperactivity Disorder (ADHD). The responses of 24 children rigorously diagnosed with ADHD were scored using the Exner system and compared with normative data. Given their greater impulsivity, poor attention span, and increased responsivity to external stimuli, we predicted that, when compared to norms, the ADHD group would have more color dominant responses (CF), a lower FC:CF + C ratio, fewer human movement responses (M), lower sumM:WsumC and sumM + WsumC ratios, poorer form quality (X-%), and would have the same number of or more detail (D) responses. The results yielded support only for those hypotheses concerning M, X-%, and sumM:WsumC. Comparisons between small subgroups with and without ODD suggested differences in the frequency of Human but not Aggressive responses. Possible reasons for the discrepancies from predictions are discussed.

Enhancing Creativity by Modifying What Subjects Say to Themselves

1975 ◽  
Vol 12 (2) ◽  
pp. 129-145 ◽  
Author(s):  
Donald Meichenbaum
Keyword(s):  
Divergent Thinking ◽  
Human Movement ◽  
Training Group ◽  
Self Concept ◽  
Control Group ◽  
Self Reports ◽  
Mental Abilities ◽  
Bodily Feelings ◽  
Inkblot Test ◽  
Instructional Training

Three conceptualizations of creativity, including a mental abilities approach, an ego-analytic levels analysis approach, and an attitudinal self-concept approach, were each translated into sets of self-statements which could be modeled and then rehearsed by a group of volunteer college students. This self-instructional training group ( N = 7), relative to Gendlin’s focusing training ( N = 7) and to an untreated waiting list control group ( N = 7), manifested a significant increase in originality and flexibility on tests of divergent thinking, an increase in preference for complexity, a significant increase in human movement responses to an inkblot test, and concomitant changes in self-concept. As a result of the focusing training, which emphasized being aware of one’s bodily feelings, the subjects' self-reports indicated that they felt more creative, but this was not reflected in their performance. The implications of enhancing creativity by explicitly training subjects to talk to themselves was discussed.

Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis

2021 ◽  
pp. 073428292110052
Author(s):  
Gregory L. Callan ◽  
Lisa DaVia Rubenstein ◽  
Lisa M. Ridgley ◽  
Kristie Speirs Neumeister ◽  
Maria Hernandez Finch ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Rating Scale ◽  
Teacher Rating ◽  
Structured Interview ◽  
Teacher Ratings ◽  
The Self ◽  
Self Report ◽  
Self Regulated Learning ◽  
Significant Relationships

This study examined the relationships among three measurement methodologies that are used to assess characteristics and processes associated with creativity (i.e., a self-report questionnaire, teacher ratings, and a structured interview). In addition, we examined the predictive contributions of these three measurement methodologies for a divergent thinking test (Torrance Test of Creative Thinking-Figural; TTCT-F). Participants were 89 adolescents in the Midwestern United States. Results revealed that the self-report questionnaire and structured interview measure of self-efficacy correlated significantly (r = .34), but no other significant relationships among measurement methodologies were observed. Neither the self-report ratings nor teacher ratings significantly predicted performance on the TTCT-F, but the structured interview measures did.

Assessment using the Rorschach Inkblot Test.

2018 ◽  
Author(s):  
James P. Choca ◽  
Edward D. Rossini
Keyword(s):  
Rorschach Inkblot Test ◽  
Inkblot Test

The Relevance of the Rorschach Inkblot Test to Modern Assessment

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (17) ◽  
Author(s):  
Charles J. Golden ◽  
Melissa Simmons
Keyword(s):  
Rorschach Inkblot Test ◽  
Inkblot Test

The Implementation Of Make A-Match Model In Social Science Learning To Improve Student Learning Outcomes In Class IV SDN 115 Manado

2019 ◽  
Vol Volume 2 Nomor 2 ◽  
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Science Learning ◽  
Design Activity ◽  
Test Results ◽  
Match Model ◽  
Fourth Grade Students ◽  
Improve Student Learning

There is a tendency in the education field today to return to the idea that children will learn better if the environment is created naturally. Learning will be more meaningful if children "experience" themselves what they are learning, not 'knowing' it. Target-oriented learning of material mastery proves to be successful in short-term 'remembering' competitions, but fails to equip children to solve problems in long-term life. The problems that would to be studied in this study are: (a) how is the improvement of Social Science learning outcomes by applying the Make A-Match Model to it? (b) how does the Make A-Match Model apply towards the learning motivation? The objectives of this study are: (a) want to know the improvement in Social Science learning achievement after the implemetation of the Make A-Match Model. (b) want to know the effect of Make A-Match Model towards students’ motivation of the subject after it is applied. This research is used two rounds of action research. In each round consists of four stages, namely: design, activity and observation, reflection and revision. The target of this research is the fourth grade students of Mongodow. The data obtained in the form of formative test results, observation sheets of teaching and learning activities. From the results of analysts obtained student achievement has increased from cycle I to cycle II namely, cycle I (65%), cycle II (83%). The conclusion of this research is the Make A-Match Model of Social Science learning could positively influence the motivation of learning of central students, and this learning model could be used as an alternative to Social Science learning.

scholarly journals Regular Vigorous-Intensity Physical Activity and Walking Are Associated with Divergent but Not Convergent Thinking in Japanese Young Adults

2021 ◽  
Vol 11 (8) ◽  
pp. 1046
Author(s):  
Chong Chen ◽  
Yasuhiro Mochizuki ◽  
Kosuke Hagiwara ◽  
Masako Hirotsu ◽  
Shin Nakagawa
Keyword(s):  
Physical Activity ◽  
Young Adults ◽  
Aerobic Exercise ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Exercise Intervention ◽  
Convergent Thinking ◽  
Intervention Effects ◽  
Cross Sectional ◽  
Vigorous Intensity

The beneficial effects of regular physical activity (PA) on cognitive functions have received much attention. Recent research suggests that regular PA may also enhance creative thinking, an indispensable cognitive factor for invention and innovation. However, at what intensity regular PA brings the most benefits to creative thinking remains uninvestigated. Furthermore, whether the levels of regular PA affect the acute PA effects on creative thinking is also unclear. In the present study, using a previous dataset that investigated the effects of an acute bout of aerobic exercise on creative thinking in healthy Japanese young adults (22.98 ± 1.95 years old) in the year 2020, we tested the association between different intensities of regular PA (i.e., vigorous, moderate, and walking) and creative thinking with the cross-sectional baseline data using multiple linear regression. We also investigated whether regular PA levels were associated with the acute aerobic exercise intervention effects on creative thinking. The results showed that cross-sectionally, the regular PAs were differentially associated with divergent but not convergent thinking. Specifically, whereas the amount of vigorous-intensity PA was positively associated with fluency and flexibility, the amount of walking was positively associated with novelty on the alternate uses test (AUT) measuring divergent thinking. Importantly, the explained variances of fluency, flexibility, and novelty were 20.3% (p = 0.040), 18.8% (p = 0.055), and 20.1% (p = 0.043), respectively. None of the regular PAs predicted convergent thinking (i.e., an insight problem-solving task), nor were they associated with the acute aerobic exercise intervention effects on divergent and convergent thinking. These findings suggest that engaging in regular vigorous-intensity PA and walking may be useful strategies to enhance different aspects of divergent thinking in daily life.

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