Styles of Creativity: Test-Score Correlations between Kirton Adaption-Innovation Inventory and Myers-Briggs Type Indicator

1982 ◽  
Vol 50 (1) ◽  
pp. 31-36 ◽  
Author(s):  
G. C. Carne ◽  
M. J. Kirton
Keyword(s):  
Test Score ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Myers Briggs ◽  
Management Students

A reading of the manual for the Myers-Briggs Type Indicator left it unclear whether it measures, inter alia, level or style of creativity, whereas the Kirton Adaption-Innovation Inventory specifically purports to measure style but not level. Comparison of both manuals and instruments led the authors to the view that there were significant correspondences between the two tests. The present paper reports the results of the use of both Indicator and Inventory with a sample of experienced management students, yielding statistically significant moderate correlations between the Kirton Inventory and two of the four Myers-Briggs dimensions. It seems clear, therefore, that to the extent that the Myers-Briggs Type Indicator measures creativity, it is style rather than level that it is measuring.

Using Experiential Learning Theory and the Myers-Briggs Type Indicator in Teaching Business Communication

2000 ◽  
Vol 63 (3) ◽  
pp. 39-48 ◽  
Author(s):  
Valerie Priscilla Goby ◽  
Justus Helen Lewis
Keyword(s):  
Experiential Learning ◽  
Business Communication ◽  
Experiential Learning Theory ◽  
Myers Briggs Type Indicator ◽  
Business Environments ◽  
Type Indicator ◽  
Myers Briggs ◽  
New Business ◽  
How People Learn ◽  
Management Students

As more emphasis is placed on groupwork in business environments, management students need to be aware of the psychological underpinnings of communication. They also benefit from understanding how people learn because they are likely to have to incorporate such understanding when, as managers, they implement orga nizational change. Moreover, they have to become life-long learners themselves as they adapt to new business environments. Business communication classes can perform an important role in preparing students to meet these challenges by intro ducing them to the Myers-Briggs Type Indicator and Kolb's experiential learning cycle.

Cognitive Styles of Creativity: Relations of Scores on the Kirton Adaption-Innovation Inventory and the Myers-Briggs Type Indicator among Managers in USA

1993 ◽  
Vol 72 (3_suppl) ◽  
pp. 1131-1138 ◽  
Author(s):  
Carolyn McKinnell Jacobson
Keyword(s):  
Work Experience ◽  
Service Sector ◽  
Significant Positive Correlation ◽  
Cognitive Styles ◽  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Myers Briggs ◽  
Positive Correlations ◽  
Management Students ◽  
The Relationship

The relationship between scores on the Kirton Adaption-Innovation Inventory and the Myers-Briggs Type Indicator was examined among United States service-sector managers and compared to results found among British management students with work experience. Managers in the service sector were more innovative than the population in general. Statistically significant positive correlations were found between Kirton's innovation style and the Myers-Briggs intuitive and perceptive dimensions, thereby supporting the British findings. A statistically significant positive correlation was also found between Kirton's innovation style and the Myers-Briggs extraversion and feeling dimensions, in contrast to the British findings.

Assessing the dream-lag effect among participants with different intuition score measured by the Myers–Briggs Type Indicator.

Dreaming ◽  
2020 ◽  
Vol 30 (3) ◽  
pp. 267-277
Author(s):  
Jiaxi Wang ◽  
Xiaoling Feng ◽  
Ting Bin ◽  
Huiying Ma ◽  
Heyong Shen
Keyword(s):  
Myers Briggs Type Indicator ◽  
Type Indicator ◽  
Lag Effect ◽  
Myers Briggs

Validity of a Measure of Critical Thinking Skills

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1223-1230
Author(s):  
Bruce Thompson ◽  
Janet G. Melancon
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Item Difficulty ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Embedded Figures ◽  
Myers Briggs

Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test. Although conclusions must be considered tentative pending additional study, the results warrant continued inquiry regarding the measure's value.

Typology as a Moderating Variable in Success in Science

1970 ◽  
Vol 26 (3) ◽  
pp. 711-716 ◽  
Author(s):  
Richard J. Reynolds ◽  
Amy G. Hope
Keyword(s):  
High School ◽  
High School Students ◽  
Science Achievement ◽  
Myers Briggs Type Indicator ◽  
School Students ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Type Indicator ◽  
Myers Briggs

Myers-Briggs Type Indicator (MBTI) was examined for its utility as a predictor of intellective behaviors. For beginning, intermediate and advanced high school students measures of GPA, IQ, science achievement, and science aptitude were obtained. MBTI subscales were dichotomized and criteria were analyzed relative to the resultant eight groups. MBTI subscales provided evidence that typology may well be a moderating factor in intellective performance. The intuition (S-N) scale provided consistent indication of typological differences moderating performance. MBTI appeared to be more appropriate for heterogeneous groups and lost its discriminatory utility with homogeneous groups.

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