A Report on the 40-Year Follow-Up of the Torrance Tests of Creative Thinking: Alive and Well in the New Millennium

Cramond, Bonnie; Matthews-Morgan, Juanita; Bandalos, Deborah L; Zuo, Li

doi:10.1177/001698620504900402

Cited by 277 publications

(198 citation statements)

References 15 publications

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“…Creative potential was the strongest predictor of creative achievement, but intelligence explained incremental variance over and above creative potential. Further studies dealing with Torrance's data reported that creative potential and intelligence were significant predictors of creative achievement in a 40-year follow-up (Cramond et al, 2005). In a 50-year follow-up, Runco et al (2010) found that creative potential was associated with personal achievements (which can be considered everyday creative activities), whereas publicly acknowledged creative achievement was related to an interaction between intelligence and creative potential.…”

Section: The Role Of Intelligence In Creative Achievementmentioning

confidence: 97%

The road to creative achievement: A latent variable model of ability and personality predictors

Jauk

Benedek

Neubauer

2014

Personality and Individual Differences

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This study investigated the significance of different well-established psychometric indicators of creativity for real-life creative outcomes. Specifically, we tested the effects of creative potential, intelligence, and openness to experiences on everyday creative activities and actual creative achievement. Using a heterogeneous sample of 297 adults, we performed latent multiple regression analyses by means of structural equation modelling. We found openness to experiences and two independent indicators of creative potential, ideational originality and ideational fluency, to predict everyday creative activities. Creative activities, in turn, predicted actual creative achievement. Intelligence was found to predict creative achievement, but not creative activities. Moreover, intelligence moderated the effect of creative activities on creative achievement, suggesting that intelligence may play an important role in transforming creative activities into publically acknowledged creative achievements. This study supports the view of creativity as a multifaceted construct and provides an integrative model illustrating the potential interplay between its different facets.

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Section: The Role Of Intelligence In Creative Achievementmentioning

confidence: 97%

The road to creative achievement: A latent variable model of ability and personality predictors

Jauk

Benedek

Neubauer

2014

Personality and Individual Differences

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“…Divergent thinking (DT) is a measure of creative potential, based on the generation of several ideas within one problem space (Torrance, 1974). Children's DT aptitude at 7 years predicts their future creative achievements and careers (Cramond, Matthews-Morgan, Bandalos, & Zuo, 2005;Runco, Millar, Acar, & Cramond, 2010). Thus the capacity to think divergently early in life may be essential for adults to later contribute important, influential ideas to society (Kaufman & Beghetto, 2009).…”

Section: One-year-olds Think Creatively Just Like Their Parentsmentioning

confidence: 99%

“…Given that children's DT at 7 years predicts creative outputs in later life (Cramond et al, 2005;Runco et al, 2010), influencing DT while children's neuro-development is still very plastic (Joseph, 1999) may have the opportunity to lead to greater future creative gains.…”

Section: One-year-olds' and Parents' Creativitymentioning

confidence: 99%

Individual differences and age-related changes in divergent thinking in toddlers and preschoolers.

Berg¹,

Hoicka²

2014

Developmental Psychology

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Divergent thinking shows the ability to search for new ideas, which is an important factor contributing to innovation and problem solving. Current divergent thinking tests allow researchers to study children’s divergent thinking from the age of 3 years on. This article presents the first measure of divergent thinking that can be used with children as young as 2 years. The Unusual Box test is a nonverbal and nonimitative test in which children play individually with a novel toy and novel objects. Divergent thinking is scored as the number of different actions performed. Study 1 shows that the Unusual Box test is a valid measure of divergent thinking as it correlates with standard measures of divergent thinking in 3- and 4-year-olds. Study 2 indicates that the test can be used with 2-year-olds, as it shows high test–retest reliability, demonstrating that 2-year-olds can think divergently. Across both studies, individual differences and age-related changes were found, indicating that some children are better at divergent thinking than others and that children’s divergent thinking increases with age. This test will allow researchers to gain insight into the early emergence of divergent thinking.

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“…However, recent studies have shown that creativity instruments have greater predictive validity than intelligence instruments (e.g. Cramond, Matthews-Morgan, Bandalos, & Zuo, 2005;Gajda, Karwowski, & Beghetto, 2016;Plucker, 1999a;Runco, Millar, Acar, & Cramond, 2010). Besides the conflicting evidence concerning validity, most creativity instruments lack updated and developmentally and culturally appropriate norms for interpreting the performance of different groups (Barbot et al, 2011).…”

Section: Psychometric Propertiesmentioning

confidence: 99%

Methodological Issues in Measuring Creativity: A Systematic Literature Review

Said-Metwaly

Noortgate

Kyndt

2017

Creativity. Theories – Research - Applications

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The growing body of creativity research has raised several challenging issues with regard to the measurement of this construct. This paper aims to provide a review of current challenging methodological issues related to measuring creativity. Five methodological issues are discussed: selecting measurement instruments, sampling, testing conditions, psychometric properties and domain-generality/specificity of creativity. This paper reveals that there remain a number of unresolved issues and serious questions surrounding the measurement of creativity. Research gaps and suggestions for future research are discussed.

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A Report on the 40-Year Follow-Up of the Torrance Tests of Creative Thinking: Alive and Well in the New Millennium

Cited by 277 publications

References 15 publications

The road to creative achievement: A latent variable model of ability and personality predictors

The road to creative achievement: A latent variable model of ability and personality predictors

Individual differences and age-related changes in divergent thinking in toddlers and preschoolers.

Methodological Issues in Measuring Creativity: A Systematic Literature Review

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