Examples and Rationales of Test Tasks for Assessing Creative Abilities*

Torrance, E. Paul

doi:10.1002/j.2162-6057.1968.tb00099.x

Cited by 38 publications

(23 citation statements)

References 10 publications

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“…How does the cognitive system accomplish this goal? At an algorithmic level, models of creativity entail idea generation and evaluation, in a cognitive cycle akin to the blind variation and selective retention process that is assessed by psychometric studies such as Divergent Thinking tests . Idea generation is the process of mentally combining or recombining existing elements to give rise to multiple possible solutions, whereas idea evaluation entails selecting from the array of generated ideas, using internally or externally generated feedback.…”

Section: Conceptualizing the Real‐time Creative Musical Processmentioning

confidence: 99%

“…Results highlight the rapid temporal evolution of different types of neural processing of unexpected sounds between classical musicians, jazz musicians, and those with no formal musical training. Notably, the ERAN and P3b correlated with scores on the Divergent Thinking Task, which is a psychometric test for creativity that does not utilize any musical material. This suggests that the differences in neural processing of unexpected sounds may reflect some domain‐general aspects of creativity …”

Section: Role Of Expectation In Idea Evaluationmentioning

confidence: 99%

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Rapid and flexible creativity in musical improvisation: review and a model

Loui

2018

Annals of the New York Academy of Sciences

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Creativity has been defined as the ability to produce output that is novel, useful, beneficial, and desired by an audience. But what is musical creativity, and relatedly, to what extent does creativity depend on domain-general or domain-specific neural and cognitive processes? To what extent can musical creativity be taught? To answer these questions from a reductionist scientific approach, we must attempt to isolate the creative process as it pertains to music. Recent work in the neuroscience of creativity has turned to musical improvisation as a window into real-time musical creative process in the brain. Here, I provide an overview of recent research in the neuroscience of musical improvisation, especially focusing on multimodal neuroimaging studies. This research informs a model of creativity as a combination of generative and reactive processes that coordinate their functions to give rise to perpetually novel and aesthetically rewarding improvised musical output.

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Section: Conceptualizing the Real‐time Creative Musical Processmentioning

confidence: 99%

Section: Role Of Expectation In Idea Evaluationmentioning

confidence: 99%

Rapid and flexible creativity in musical improvisation: review and a model

Loui

2018

Annals of the New York Academy of Sciences

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“…Relative to comparison participants, past lifers scored higher on measures of divergent thinking (Torrance, 1968).…”

Section: From Space Aliens To Past Lifersmentioning

confidence: 99%

Explaining “Memories” of Space Alien Abduction and past Lives: An Experimental Psychopathology Approach

McNally

2011

Journal of Experimental Psychopathology

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In this article, I describe how my colleagues, students, and I have used the methods of experimental psychopathology to explain why seemingly sincere, nonpsychotic people claim to have memories of being abducted by space aliens or memories from past lives. Our group has used experimental methods from cognitive psychology and psychophysiology, supplementing them with clinical interviews and psychometric tests, to elucidate the psychology of these two groups. Our data point to quasi-spiritual motivations for why some people embrace the identity of alien abductee or past lifer.

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“…Carson et al (2003) examined different measures of creativity and their relation to latent inhibition. These measures include a Creative Achievement Questionnaire (CAQ) and (Carson et al, 2003), a Creative Personality Scale (CPS) and (Gough, 1979), and divergent thinking tasks (Torrance, 1968). Because our model cannot be readily applied to a CAQ or CPS, this analysis will concentrate on the Torrance divergent thinking task.…”

Section: Divergent Thinkingmentioning

confidence: 99%