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George Spanoudis - One of the best experts on this subject based on the ideXlab platform.

  • domain specificity in creativity Testing a comparison of performance on a general divergent thinking Test and a parallel content specific Test
    Journal of Creative Behavior, 2002
    Co-Authors: Ireneanna N Diakidoy, George Spanoudis
    Abstract:

    The purpose of this study was to examine the extent to which domain-specific components, such as content and type of task, influence divergent thinking and creativity by comparing the performance of 112 ninth-grade students on two parallel Divergent-Thinking Tests. The Verbal Forms of the Torrance Tests of Creative Thinking (TTCT) represented the domain-independent measures, while two forms of a Creativity in History Test (CHT), whose items corresponded closely to those of the TTCT, served as the content-specific measures. The results indicated that both content-specific and task-specific factors have significant effects on Divergent-Thinking and creative performance. Implications concerning the definition of creativity as a construct and its measurement are discussed.

Kyung Hee Kim - One of the best experts on this subject based on the ideXlab platform.

  • meta analyses of the relationship of creative achievement to both iq and divergent thinking Test scores
    Journal of Creative Behavior, 2008
    Co-Authors: Kyung Hee Kim
    Abstract:

    There is disagreement among researchers about whether IQ Tests or divergent thinking (DT) Tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT Test scores (e.g., Runco & Albert, 1986; Wallach, 1970). The present study conducted meta-analyses of the relationships between creative achievement and both IQ and DT Test scores. The analyses included 17 studies (with 5,544 participants) that established the correlation coefficients between IQ and creative achievement and 27 studies (with 47,197 participants) that established the correlation coefficients between DT Test scores and creative achievement. Marginal, but statistically significant, Fisher's Z-transformed correlation coefficients were revealed. The analysis found a significantly higher relationship between DT Test scores and creative achievement (r = .216) than between IQ Test scores and creative achievement (r = .167). The differences in the correlation coefficients were explained by differences in DT Tests, creative achievement types, predicted time periods, and creativity subscales. The significant independent moderator effect for different DT Tests indicates that the Torrance Tests of Creative Thinking (TTCT) predict creative achievement better than any other DT Test included in this study. Among the creative achievement types, music is predicted the best by IQ and all others are predicted best by DT Tests. Among the time periods evaluated, the relationship between DT Test scores and creative achievement had the highest correlation at the period of 11–15 years.

Steven M. Smith - One of the best experts on this subject based on the ideXlab platform.

  • applied Tests of design skills part ii visual thinking
    Journal of Mechanical Design, 2013
    Co-Authors: Jami J. Shah, Jay Woodward, Steven M. Smith
    Abstract:

    A number of cognitive skills relevant to conceptual design have been previously identified: divergent thinking, visual thinking, spatial reasoning, qualitative reasoning, and problem formulation. A battery of standardized Test has been developed for each of these skills. This is the second paper in a series of papers on Testing individual skill level differences in engineers and engineering students. In the first paper, we reported on the theoretical and empirical basis for divergent thinking Test, as well as, on Test formulation, data collection, norming studies, and statistical validation of that Test. This paper focuses similarly on the efforts related to the visual thinking and spatial reasoning in engineering context. We have decomposed visual thinking into six categories: visual comprehension including perceptual speed, visual memory (that is, the visual memory system), visual synthesis mental image manipulation/transformation, spatial reasoning, and graphical expression/elaboration. We discuss the theoretical basis of a comprehensive Test for engineers, Test composition, trial runs, and computation of reliability measures. The alpha version was given to a small set of subjects to determine clarity of the questions and gauge difficulty level. The beta version was used for norming and Test validation from over 500 samples that included engineering students and a smaller number of practicing engineers. Construct validation was achieved through basing the construction of our instrument off other well-known measures of visual thinking, while content validity was assured through thoroughly sampling the domain of visual thinking and including a variety of items both pertinent and specific to the engineering design process. The factor analysis reveals that there are possibly two eigenvalues above 1.0, an indication that it is a stable and accurate instrument. We emphasize that these Tests are not just dependent on native abilities, but on education and experience; design skills are teachable and learnable.

  • applied Tests of design skills part 1 divergent thinking
    Journal of Mechanical Design, 2012
    Co-Authors: Jami J. Shah, Jay Woodward, Roger E Millsap, Steven M. Smith
    Abstract:

    A number of cognitive skills relevant to conceptual design were identified previously. They include divergent thinking (DT), visual thinking (VT), spatial reasoning (SR), qualitative reasoning (QR), and problem formulation (PF). A battery of standardized Tests is being developed for these design skills. This paper focuses only on the divergent thinking Test. This particular Test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, and quality) and four indirect measures (abstractability, afixability, detailability, and decomplexability). The eight questions on the Test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the twenty-three measured variables were factor analyzed using both exploratory and confirmatory procedures. A four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. The indirect measures did not appear to correlate strongly either among themselves or with the other direct measures. The four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. It was found to provide a reasonable fit. Estimated correlations among the four factors (F) ranged from a high of 0.32 for F1 and F2 to a low of 0.06 for F3 and F4. All factor loadings were statistically significant. [DOI: 10.1115/1.4005594]

Ireneanna N Diakidoy - One of the best experts on this subject based on the ideXlab platform.

  • domain specificity in creativity Testing a comparison of performance on a general divergent thinking Test and a parallel content specific Test
    Journal of Creative Behavior, 2002
    Co-Authors: Ireneanna N Diakidoy, George Spanoudis
    Abstract:

    The purpose of this study was to examine the extent to which domain-specific components, such as content and type of task, influence divergent thinking and creativity by comparing the performance of 112 ninth-grade students on two parallel Divergent-Thinking Tests. The Verbal Forms of the Torrance Tests of Creative Thinking (TTCT) represented the domain-independent measures, while two forms of a Creativity in History Test (CHT), whose items corresponded closely to those of the TTCT, served as the content-specific measures. The results indicated that both content-specific and task-specific factors have significant effects on Divergent-Thinking and creative performance. Implications concerning the definition of creativity as a construct and its measurement are discussed.

Jami J. Shah - One of the best experts on this subject based on the ideXlab platform.

  • applied Tests of design skills part ii visual thinking
    Journal of Mechanical Design, 2013
    Co-Authors: Jami J. Shah, Jay Woodward, Steven M. Smith
    Abstract:

    A number of cognitive skills relevant to conceptual design have been previously identified: divergent thinking, visual thinking, spatial reasoning, qualitative reasoning, and problem formulation. A battery of standardized Test has been developed for each of these skills. This is the second paper in a series of papers on Testing individual skill level differences in engineers and engineering students. In the first paper, we reported on the theoretical and empirical basis for divergent thinking Test, as well as, on Test formulation, data collection, norming studies, and statistical validation of that Test. This paper focuses similarly on the efforts related to the visual thinking and spatial reasoning in engineering context. We have decomposed visual thinking into six categories: visual comprehension including perceptual speed, visual memory (that is, the visual memory system), visual synthesis mental image manipulation/transformation, spatial reasoning, and graphical expression/elaboration. We discuss the theoretical basis of a comprehensive Test for engineers, Test composition, trial runs, and computation of reliability measures. The alpha version was given to a small set of subjects to determine clarity of the questions and gauge difficulty level. The beta version was used for norming and Test validation from over 500 samples that included engineering students and a smaller number of practicing engineers. Construct validation was achieved through basing the construction of our instrument off other well-known measures of visual thinking, while content validity was assured through thoroughly sampling the domain of visual thinking and including a variety of items both pertinent and specific to the engineering design process. The factor analysis reveals that there are possibly two eigenvalues above 1.0, an indication that it is a stable and accurate instrument. We emphasize that these Tests are not just dependent on native abilities, but on education and experience; design skills are teachable and learnable.

  • applied Tests of design skills part 1 divergent thinking
    Journal of Mechanical Design, 2012
    Co-Authors: Jami J. Shah, Jay Woodward, Roger E Millsap, Steven M. Smith
    Abstract:

    A number of cognitive skills relevant to conceptual design were identified previously. They include divergent thinking (DT), visual thinking (VT), spatial reasoning (SR), qualitative reasoning (QR), and problem formulation (PF). A battery of standardized Tests is being developed for these design skills. This paper focuses only on the divergent thinking Test. This particular Test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, and quality) and four indirect measures (abstractability, afixability, detailability, and decomplexability). The eight questions on the Test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the twenty-three measured variables were factor analyzed using both exploratory and confirmatory procedures. A four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. The indirect measures did not appear to correlate strongly either among themselves or with the other direct measures. The four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. It was found to provide a reasonable fit. Estimated correlations among the four factors (F) ranged from a high of 0.32 for F1 and F2 to a low of 0.06 for F3 and F4. All factor loadings were statistically significant. [DOI: 10.1115/1.4005594]