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Yu-chu Yeh - One of the best experts on this subject based on the ideXlab platform.
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Age, Emotion Regulation Strategies, Temperament, Creative Drama, and Preschoolers' Creativity.
The Journal of Creative Behavior, 2008Co-Authors: Yu-chu YehAbstract:Based on Yeh's (2004) Ecological Systems Model of Creativity Development, this study investigated the effects that age, the use of emotion regulation strategies, temperament, and exposure to creative drama instruction have on the development of Creativity among preschool children. Participants were 1164- to 6-year-old preschool children. This study categorized the emotion regulation strategies used by preschool children and developed a Creativity Test which includes the measurement of usefulness, an indicator of Creativity that has, until now, been ignored. The main findings are that (a) 6-year-olds outperform 4- and 5-year-olds in terms of Creativity; (b) emotion regulation strategies as well as a positive temperament have positive effects on children's Creativity; (c) creative drama instruction contributes to children's Creativity; and (d) age group, emotion regulation strategies, temperament, and creative drama instruction can collectively predict children's Creativity.
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The Cognitive Processes of Pupils' Technological Creativity
Creativity Research Journal, 2006Co-Authors: Yu-chu YehAbstract:ABSTRACT: This study investigated pupils' self-awareness along with their self-evaluation of their cognitive processes when they were performing problem-solving tasks involving technological Creativity. Thirty-six 4th to 6th graders participated in this study. A Creativity Test (Treasure Hunt on a Deserted Island) with 9 situation-based problems and 14 interview questions was employed, and both qualitative and quantitative methods were used to analyze the data. The findings suggest that (a) the Creativity Test is an effective tool for measuring pupils' technological Creativity, for enhancing their motivation, and for providing data that enable us to better understand their cognitive processes involved in technological Creativity; (b) having the internal motivation to solve problems and the attitude of welcoming challenges is crucial to pupils' technological Creativity; (c) pupils have limited metacognitive ability and, on top of this, their problem-solving processes are not elaborate; (d) creative pupils ...
John F. Wakefield - One of the best experts on this subject based on the ideXlab platform.
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The Outlook for Creativity Tests.
The Journal of Creative Behavior, 1991Co-Authors: John F. WakefieldAbstract:The history of divergent-thinking Tests suggests that in the future, new approaches to Creativity Testing need to be developed. This review proposes a situational theory of thinking skills that defines Creativity as meaningful response to freedcm to find a problem and solve it in one's own way. Recent progress towards eventual design of a Creativity Test based on this defintion is reviewed, as are currently available and valid alternatives for the selection of creative talent.
Kyung Hee Kim - One of the best experts on this subject based on the ideXlab platform.
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Commentary: The Torrance Tests of Creative Thinking Already Overcome Many of the Perceived Weaknesses That Silvia et al.'s (2008) Methods Are Intended to Correct
Psychology of Aesthetics Creativity and the Arts, 2008Co-Authors: Kyung Hee KimAbstract:Silvia et al.’s (2008) primary motivations for exploring and proposing their subjective scoring method are their perceived deficiencies of current divergent thinking Tests. First, scores on divergent thinking Tests frequently correlate highly with general intelligence. Second, the scoring of divergent thinking Tests has changed little since the 1960s. Third, the necessity of instructing people to be creative prior to taking divergent thinking Tests is integral to obtaining useful responses and needs to be reaffirmed. Fourth, and finally, the problems posed by uniqueness scoring— confounding with fluency, ambiguity of rarity, and the seeming “penalty” imposed on large samples—that need to be addressed. First, Kim’s (2005) meta-analysis indicated that the relationship between divergent thinking Test scores and IQ (r .17) is negligible, which supports the underlying belief that Creativity and intelligence are separate constructs. According to Kim’s (in press) meta-analysis, divergent thinking Test scores predict creative achievement (r .22) better than IQ (r .17). Further, 51.8% of the 274 correlation coefficients incorporated in the study used the Torrance Tests of Creative Thinking (TTCT; Torrance, 1996), and the TTCT predicted (r .33, p .0001) creative achievement better than other measures of creative potential (e.g., Wallach & Kogan Divergent Thinking Tasks [Wallach & Kogan, 1965], Guilford Divergent Thinking Tasks [Guilford, 1967], Sounds and Images [Torrance, Khatena, & Cunnington, 1973], Word Association Tests [Gough, 1976], etc.). In this meta-analysis, art, music, writing, science (including mathematics, medicine, and engineering), leadership, and social skills were used to measure creative achievement. Among these different types of creative achievement, musical achievement was predicted better by IQ than by measures of creative potential, whereas art, science, writing, and social skills were predicted by measures of creative potential better than by IQ. This finding suggests that Creativity Test scores account for more
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Can Only Intelligent People Be Creative? A Meta-Analysis.
Journal of Secondary Gifted Education, 2005Co-Authors: Kyung Hee KimAbstract:Some research has shown that Creativity Test scores are independent from IQ scores, whereas other research has shown a relationship between the two. To clarify the cumulative evidence in this field, a quantitative review of the relationship between Creativity Test scores and IQ scores was conducted. Moderating influences of IQ Tests, IQ score levels, Creativity Tests, Creativity subscales, Creativity Test types, gender, age, and below and above the threshold (IQ 120) were examined. Four hundred forty-seven correlation coefficients from 21 studies and 45,880 participants were retrieved. The mean correlation coefficient was small (r = .174; 95% CI = .165 - .183), but heterogeneous; this correlation coefficient indicates that the relationship between Creativity Test scores and IQ scores is negligible. Age contributed to the relationship between intelligence and Creativity the most; different Creativity Tests contributed to it secondly. This study does not support threshold theory.
Maayan Blumenfeld - One of the best experts on this subject based on the ideXlab platform.
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priming of spatial distance enhances children s creative performance
Journal of Experimental Child Psychology, 2012Co-Authors: Nira Liberman, Orli Polack, Boaz Hameiri, Maayan BlumenfeldAbstract:Abstract According to construal level theory, psychological distance promotes more abstract thought. Theories of Creativity, in turn, suggest that abstract thought promotes Creativity. Based on these lines of theorizing, we predicted that spatial distancing would enhance creative performance in elementary school children. To Test this prediction, we primed spatial distance by presenting 6- to 9-year-olds with pictures of increasingly distal objects (from their own desk to the galaxy) or increasingly proximal objects (from the galaxy to their own desk) and then assessed the fluency and originality of their ideas in a Creativity Test. We found, consistent with the hypothesis, that after priming of spatial distance, compared with priming of spatial proximity, children were more creative, as reflected in higher scores of both fluency and originality. This result was not qualified by children’s age or gender.
Wiwied Indri Astuti - One of the best experts on this subject based on the ideXlab platform.
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the effectiveness of synectics method to teach writing viewed from students Creativity an experimental research at the eleventh grade students of sma negeri 1 maospati magetan in the academic year of 2013 2014
2014Co-Authors: Wiwied Indri AstutiAbstract:This research is aimed to find out whether: (1) Synectics Methodis more effective than Direct Method in teaching writing to the eleventh grade students of SMA Negeri 1Maospati Magetan; (2) the eleventh grade students of SMA Negeri 1Maospati Magetan having high Creativity have better writing skill than those having low Creativity; and (3) there is interaction between teaching methods and students’ Creativity to teach writing. This experimental research was conducted at SMA Negeri 1 Maospati Magetan in the academic year of 2013/2014. The population of the research was the eleventh grade students of SMA Negeri 1 Maospati Magetan. The samples were two classes. Each of classes consisted of 30 students. The samples were taken by using cluster random sampling.The Science 1 class was used as the experimental class and the Science 3 class as the control class.The experimental class was taught by using Synectics Method while the control class was taught using Direct Method. The data were collected from Creativity Test and writing Test. The data from writing scores were collected after the students had eight times treatment for each group. The data were analized using ANOVA (Analysis of Variance) and Tukey Test. The research findings are: (1) Synectics Method is more effective than Direct Method to teach writing for the eleventh grade students of SMA Negeri 1 Maospati Magetan; (2) the writing skill of the students having high Creativity is better than that of the students having low Creativity; and (3) there is an interaction between teaching methods and students’ Creativity in teaching writing. For the students who have high Creativity, Synectics Method is more effective than Direct Method. For the students who have low Creativity, both Synectics Method and Direct Method have the same effect on the students’ writing skill.