Influence of previous knowledge in Torrance tests of creative thinking
The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology; Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences). Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind... Ver más
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International Journal of Psychological Research - 2015
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UNIVERSIDAD DE SAN BUENAVENTURA |
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International Journal of Psychological Research |
| title |
Influence of previous knowledge in Torrance tests of creative thinking |
| spellingShingle |
Influence of previous knowledge in Torrance tests of creative thinking Aranguren, María Study field expertise Torrance Tests of Creative Thinking creativity. |
| title_short |
Influence of previous knowledge in Torrance tests of creative thinking |
| title_full |
Influence of previous knowledge in Torrance tests of creative thinking |
| title_fullStr |
Influence of previous knowledge in Torrance tests of creative thinking |
| title_full_unstemmed |
Influence of previous knowledge in Torrance tests of creative thinking |
| title_sort |
influence of previous knowledge in torrance tests of creative thinking |
| description |
The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology; Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences). Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind of interaction between certain skills needed to succeed in specific studies fields and performance on creativity tests, such as the TTCT. These results imply that TTCT is a useful and valid instrument to measure creativity and that some cognitive process involved in innovative thinking can be promoted using different intervention programs in schools and universities regardless the students study field.
|
| author |
Aranguren, María |
| author_facet |
Aranguren, María |
| topicspa_str_mv |
Study field expertise Torrance Tests of Creative Thinking creativity. |
| topic |
Study field expertise Torrance Tests of Creative Thinking creativity. |
| topic_facet |
Study field expertise Torrance Tests of Creative Thinking creativity. |
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8 |
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2 |
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Universidad San Buenaventura - USB (Colombia) |
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International Journal of Psychological Research |
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https://revistas.usb.edu.co/index.php/IJPR/article/view/1511 |
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Español |
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Article |
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http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess International Journal of Psychological Research - 2015 https://creativecommons.org/licenses/by-nc-sa/4.0/ |
| references |
Aranguren, M. (2014). Validez de constructo del Test de Pensamiento Creativo de Torrance en una muestra de jóvenes argentinos [Construct validity of the Torrance test of Creative Thinking in Argentinean young adults]. Anuario de Psicología/The UB Journal of Psychology, 44, 55-70. Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4, 23-39. http://dx.doi.org/10.1080/10400419109534371 Baer, J. (1994). Divergent thinking is not a general trait: A multi-domain training experiment. Creativity Research Journal, 7, 35-46. http://dx.doi.org/10.1080/10400419409534507 Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11, 173-177.http://dx.doi.org/10.1207/s15326934crj1102_7 Baer, J. (2011a). How divergent thinking tests mislead us: Are the Torrance Tests still relevant in the 21st century? The division 10 debate. Psychology of Aesthetics, Creativity and the Arts, 5, 309-313. http://dx.doi.org/10.1037/a0025210 Baer, J. (2011b). Four (more) arguments against the Torrance Tests. Psychology of Aesthetics, Creativity and the Arts, 5, 316-317. http://dx.doi.org/10.1037/a0025211 Chen, C., Himsol, A., Kasov, J., Greenberger, E., & Dmitrieva, J. (2006). Boundless creativity: Evidence for the domain generality of individual differences in creativity. Journal of Creative Behavior, 40, 179-199. http://dx.doi.org/10.1002/j.2162-6057.2006.tb01272.x Feist, G. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290-309. http://dx.doi.org/10.1207/s15327957pspr0204_5 Hayes, J. R. (1981). The complete problem solver. Filadelfia: Franklin Institute Press. Kaufman, J. C., & Baer, J. (2004). Heisenberg’s haiku, Madonna’s math: Why it’s hard to be creative in every room of the house. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 3-20). Washington, DC: American Psychological Association. Kim, K H. (2006). Is Creativity Unidimensional or Multidimensional? Analyses of the Torrance Test of Creative Thinking. Creativity Research Journal, 18, 251-259. http://dx.doi.org/10.1207/s15326934crj1803_2 R E S E A R C H INTERNATIONAL JOURNAL OF PSYCHOLOGICAL RESEARCH Test de pensamiento creativo Torrance Aranguren (2015) Int.j.psychol.res. 8 (2) PP. 75 - 89 89 Kim, K. H. (2011a). Proven reliability and validity of the Torrance Tests of Creative Thinking (TTCT), Psychology of Aesthetics, Creativity and the Arts, 5, 314-315. http://dx.doi.org/10.1037/a0021916 Kim, K. H. (2011b). The APA 2009 division 10 debate: Are the Torrance Tests of Creative Thinking still relevant in the 21st century? Psychology of Aesthetics, Creativity and the Arts, 5, 302-308. http://dx.doi.org/10.1037/a0021917 Kirton, M. J. (1976). Adaptors and Innovators: A Description and Measure. Journal of Applied Psychology, 61, 622-629. http://dx.doi.org/10.1037/0021-9010.61.5.622 Krumm, G., Aranguren, M., Arán Filippetti, V., & Lemos, V. (en prensa). Factor structure of the Torrance Tests of Creative Thinking Verbal Form B in spanish-speaking population. Journal of Creative Behavior. Krumm, G., Lemos, V., & Arán Filippetti, V. (2014). Factor structure of the Torrance Tests of Creative Thinking Figural Form B in spanish-speaking children: Measuring invariance across gender. Creativity Research Journal, 26, 72-81. http://dx.doi.org/10.1080/10400419.2013.843908 Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11, 179-182. http://dx.doi.org/10.1207/s15326934crj1102_8 Reiter-Palmon, R., Illies Young, M., Kobe, L., Buboltz, C., & Nimps, T. (2009). Creativity and domain specificity: The effect of task type on multiple indexes of creative problem-solving. Psychology of Aesthetics, Creativity and Arts, 3, 73-80. http://dx.doi.org/10.1037/a0013410 Root-Bernstein, R., & Root-Bernstein, M. (1999). Sparks of genius: The thirteen thinking tools of the world’s most creative people. New York, NY: Houghton Mifflin. Runco, M. A., Dow, G., Smith, W. (2006). Information, experience, and divergent thinking: An empirical test. Creativity Research Journal, 18 (3), 296-277. Torrance, E. P. (1966). The Torrance Tests of Creative Thinking-Norms-Technical Manual Research Edition-Verbal Tests, Forms A and B –Figural Tests, Forms A and B. Princeton, NJ: Personnel Press. Torrance, E. P. (1974). Torrance Test of Creative Thinking: Norms-technical manual. Bensenville: Scholastic Testing Service. Torrance, E. P. (1990a). Torrance Test of Creative Thinking. Manual for Scoring and Interpreting Results. Bensenville: Scholastic Testing Service. Torrance, E. P. (1990b). Torrance Tests of Creative Thinking Norms-Technical Manual Figural (streamlined) forms A and B. Bensenville: Scholastic Testing Service. Torrance E. P. (1990c). Torrance Tests of Creative Thinking. Directions Manual. Verbal Forms A and B. Bensenville: Scholastic Testing Service. Torrance, E. P., & Ball, O. (1984). Streamlined scoring and norms for figural form A and B. Bensenville, IL: Scholastic Testing Service. Zeng, L., Proctor, R. W., & Salvendy, G. (2011). Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal, 23, 24-37. http://dx.doi.org/10.1080/10400419.2011.545713 |
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Influence of previous knowledge in Torrance tests of creative thinking Influence of previous knowledge in Torrance tests of creative thinking Text http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 info:eu-repo/semantics/article Aranguren, M. (2014). Validez de constructo del Test de Pensamiento Creativo de Torrance en una muestra de jóvenes argentinos [Construct validity of the Torrance test of Creative Thinking in Argentinean young adults]. Anuario de Psicología/The UB Journal of Psychology, 44, 55-70. Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4, 23-39. http://dx.doi.org/10.1080/10400419109534371 Baer, J. (1994). Divergent thinking is not a general trait: A multi-domain training experiment. Creativity Research Journal, 7, 35-46. http://dx.doi.org/10.1080/10400419409534507 Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11, 173-177.http://dx.doi.org/10.1207/s15326934crj1102_7 Baer, J. (2011a). How divergent thinking tests mislead us: Are the Torrance Tests still relevant in the 21st century? The division 10 debate. Psychology of Aesthetics, Creativity and the Arts, 5, 309-313. http://dx.doi.org/10.1037/a0025210 Baer, J. (2011b). Four (more) arguments against the Torrance Tests. Psychology of Aesthetics, Creativity and the Arts, 5, 316-317. http://dx.doi.org/10.1037/a0025211 Chen, C., Himsol, A., Kasov, J., Greenberger, E., & Dmitrieva, J. (2006). Boundless creativity: Evidence for the domain generality of individual differences in creativity. Journal of Creative Behavior, 40, 179-199. http://dx.doi.org/10.1002/j.2162-6057.2006.tb01272.x Feist, G. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290-309. http://dx.doi.org/10.1207/s15327957pspr0204_5 Hayes, J. R. (1981). The complete problem solver. Filadelfia: Franklin Institute Press. Kaufman, J. C., & Baer, J. (2004). Heisenberg’s haiku, Madonna’s math: Why it’s hard to be creative in every room of the house. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 3-20). Washington, DC: American Psychological Association. Kim, K H. (2006). Is Creativity Unidimensional or Multidimensional? Analyses of the Torrance Test of Creative Thinking. Creativity Research Journal, 18, 251-259. http://dx.doi.org/10.1207/s15326934crj1803_2 R E S E A R C H INTERNATIONAL JOURNAL OF PSYCHOLOGICAL RESEARCH Test de pensamiento creativo Torrance Aranguren (2015) Int.j.psychol.res. 8 (2) PP. 75 - 89 89 Kim, K. H. (2011a). Proven reliability and validity of the Torrance Tests of Creative Thinking (TTCT), Psychology of Aesthetics, Creativity and the Arts, 5, 314-315. http://dx.doi.org/10.1037/a0021916 Kim, K. H. (2011b). The APA 2009 division 10 debate: Are the Torrance Tests of Creative Thinking still relevant in the 21st century? Psychology of Aesthetics, Creativity and the Arts, 5, 302-308. http://dx.doi.org/10.1037/a0021917 Kirton, M. J. (1976). Adaptors and Innovators: A Description and Measure. Journal of Applied Psychology, 61, 622-629. http://dx.doi.org/10.1037/0021-9010.61.5.622 Krumm, G., Aranguren, M., Arán Filippetti, V., & Lemos, V. (en prensa). Factor structure of the Torrance Tests of Creative Thinking Verbal Form B in spanish-speaking population. Journal of Creative Behavior. Krumm, G., Lemos, V., & Arán Filippetti, V. (2014). Factor structure of the Torrance Tests of Creative Thinking Figural Form B in spanish-speaking children: Measuring invariance across gender. Creativity Research Journal, 26, 72-81. http://dx.doi.org/10.1080/10400419.2013.843908 Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11, 179-182. http://dx.doi.org/10.1207/s15326934crj1102_8 Reiter-Palmon, R., Illies Young, M., Kobe, L., Buboltz, C., & Nimps, T. (2009). Creativity and domain specificity: The effect of task type on multiple indexes of creative problem-solving. Psychology of Aesthetics, Creativity and Arts, 3, 73-80. http://dx.doi.org/10.1037/a0013410 Root-Bernstein, R., & Root-Bernstein, M. (1999). Sparks of genius: The thirteen thinking tools of the world’s most creative people. New York, NY: Houghton Mifflin. Runco, M. A., Dow, G., Smith, W. (2006). Information, experience, and divergent thinking: An empirical test. Creativity Research Journal, 18 (3), 296-277. Torrance, E. P. (1966). The Torrance Tests of Creative Thinking-Norms-Technical Manual Research Edition-Verbal Tests, Forms A and B –Figural Tests, Forms A and B. Princeton, NJ: Personnel Press. Torrance, E. P. (1974). Torrance Test of Creative Thinking: Norms-technical manual. Bensenville: Scholastic Testing Service. Torrance, E. P. (1990a). Torrance Test of Creative Thinking. Manual for Scoring and Interpreting Results. Bensenville: Scholastic Testing Service. Torrance, E. P. (1990b). Torrance Tests of Creative Thinking Norms-Technical Manual Figural (streamlined) forms A and B. Bensenville: Scholastic Testing Service. Torrance E. P. (1990c). Torrance Tests of Creative Thinking. Directions Manual. Verbal Forms A and B. Bensenville: Scholastic Testing Service. Torrance, E. P., & Ball, O. (1984). Streamlined scoring and norms for figural form A and B. Bensenville, IL: Scholastic Testing Service. Zeng, L., Proctor, R. W., & Salvendy, G. (2011). Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal, 23, 24-37. http://dx.doi.org/10.1080/10400419.2011.545713 International Journal of Psychological Research - 2015 https://creativecommons.org/licenses/by-nc-sa/4.0/ Español https://revistas.usb.edu.co/index.php/IJPR/article/view/1511 Publication application/pdf The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology; Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences). Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind of interaction between certain skills needed to succeed in specific studies fields and performance on creativity tests, such as the TTCT. These results imply that TTCT is a useful and valid instrument to measure creativity and that some cognitive process involved in innovative thinking can be promoted using different intervention programs in schools and universities regardless the students study field. Study field expertise Torrance Tests of Creative Thinking creativity. Artículo de revista 2 International Journal of Psychological Research Aranguren, María Journal article Universidad San Buenaventura - USB (Colombia) 8 76 https://revistas.usb.edu.co/index.php/IJPR/article/download/1511/1301 90 2015-07-01T00:00:00Z https://doi.org/10.21500/20112084.1511 10.21500/20112084.1511 2015-07-01T00:00:00Z 2015-07-01 2011-2084 2011-7922 |