Is Creativity Related to Scores on Critical Thinking?

Gadzella, Bernadette M.; Penland, Elizabeth

doi:10.2466/pr0.1995.77.3.817

Cited by 12 publications

(11 citation statements)

References 1 publication

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“…Both the janusian and homospatial processes are related to creativity, especially in adolescence (Rothenberg, 1990a). Finally, critical thinking skills (Gadzella & Penland, 1995) and problem-solving skills (Mumford, Connelly, Baughman & Marks, 1994) have also been linked to higher levels of creativity. Mobley, Doares, and Mumford (1992) gave 160 individuals a series of category exemplar problems in which they were asked to combine categories to produce a new category that could account for an exemplar.…”

Section: Thinking Stylesmentioning

confidence: 99%

Dissecting the Golden Goose: Components of Studying Creative Writers

Kaufman¹

2002

Creativity Research Journal

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What does it take to be a great creative writer? What components are important for analyzing and comparing writers? Research on creativity, in general, has increased over the past few decades, but there are still many questions to be answered about creative writing. A model of creativity proposed by Lubart (1995, 1996) was used as a theoretical framework to examine 6 variables: motivation, intelligence, personality, thinking styles, knowledge, and environment. Empirical research on each of these variables was compared and discussed. After reviewing the literature on the creative individual, certain components stood out as being especially important. The pattern of internal variables (e.g., intrinsic motivation, instability, impulsivity) was more relevant than were the external variables (e.g., environment).Poetry indeed seems to me more physical than intellectual. A year or two ago, in common with others, I received from America a request that I would define poetry. I replied that I could no more define poetry than a terrier can define a rat, but that I thought we both recognized the object by the symptoms it provokes in us. -A. E.

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Section: Thinking Stylesmentioning

confidence: 99%

Dissecting the Golden Goose: Components of Studying Creative Writers

Kaufman¹

2002

Creativity Research Journal

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“…As mentioned before, some models of creativity assume the co-existence of divergent and convergent abilities. The former abilities may be related to ideational fluency, flexibility and originality, and the latter refer to critical thinking and evaluation of ideas (Brophy, 1998;Gadzella & Penland, 1995;Guilford 1967;Guilford, 1975;Hoover & Feldhusen, 1994;Runco, 1991;Runco & Chand, 1994;Runco & Chand, 1995;Runco & Vega, 1990). Although almost every student of creativity would agree with the above characteristics of creativity, there is still an ongoing discussion on the nature of relationship between the two sets of abilities.…”

mentioning

confidence: 99%

“…Although almost every student of creativity would agree with the above characteristics of creativity, there is still an ongoing discussion on the nature of relationship between the two sets of abilities. For example, Gadzella and Penland (1995) found a positive relationship between personality traits attributed to creativity and critical thinking tests. According to them, highly imaginative individuals showed higher abilities to make inferences, weigh evidence, and evaluate arguments than their less creative counterparts (but see Bisset, 2000 for discussion of the results).…”

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confidence: 99%

Divergent Thinking and Evaluation Skills: Do They Always Go Together?

Grohman

Wodniecka

Kłusak

2006

The Journal of Creative Behavior

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The aim of the present study was to explore the hypothesized relationship between divergent thinking (DT) and two types of evaluation: interpersonal (judgments about others' ideas) and intrapersonal (judgments about one's own ideas). Divergent thinking and evaluation skills were measured by means of a GenEva (Generation and Evaluation) task. There were two conditions of the task: intrapersonal and interpersonal, and two aspects of a given idea were assessed: originality and uniqueness. The main results suggest that (1) overall DT skill is positively related to intrapersonal evaluation of uniqueness; (2) the originality component of DT skill is negatively related to intrapersonal evaluation of uniqueness; (3) overall DT is negatively related to intrapersonal evaluation of originality; (4) underestimation of idea uniqueness is more salient in interpersonal evaluation, particularly in case of those with high DT skill. The results are discussed in terms of author's and observer's perspectives of judgment.

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“…Conversely, the test is less related to verbal and math SAT scores when administered to nurses (r =.45 to .48). The Inference and Interpretation subscales have been shown to be significantly correlated with tests of creativity (Gadzella & Penland, 1995). In another investigation, the WGCTA correlated significantly with tests of Deep Processing (r = .35) and Fact Retention (r = .18) (Gadzella & Masten, 1998b).…”

Section: Watson-glaser Critical Thinking Appraisal (Wgcta)mentioning

confidence: 91%

“…At least one investigation has shown a positive relationship between CT and creativity (Gadzella & Penland, 1995). CT has also been shown to be modestly correlated with IQ (Glaser, 1941;Royalty, 1995), and with measures of deep processing (Gadzella, Ginther, & Bryant, 1997).…”

Section: The Relationship Of Ct To Other Psychological Constructsmentioning

confidence: 99%

Critical Thinking Training for Army Officers: Volume Two: A Model of Critical Thinking

Fischer¹,

Spiker²,

Riedel³

2009

PsycEXTRA Dataset

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This report is the second of three volumes describing a multi-year research program to develop and evaluate web based training in critical thinking for Army officers. The first volume presents an overview of the research effort that developed and validated a theoretical model for the training, selected and validated eight high impact critical thinking skills for Army officers, and developed and evaluated the training course. This volume describes the results of a literature review on critical thinking, a model of critical thinking that forms the theoretical basis for the training, and investigations that were conducted to validate the model. Volume Three describes a web-based prototype training system that trains two critical thinking skills. Included in Volume Three are a description of the functional requirements, pedagogical principles, course content, and evaluation of the training. A fourth report (Fischer, Spiker, & Riedel, 2008) describes an expanded version of the training system that provides training for eight critical thinking skills for Army officers.

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Is Creativity Related to Scores on Critical Thinking?

Abstract: 44 subjects responded to the 16 PF Creativity scale and the Watson-Glaser Critical Thinking Appraisal to assess associations of scores on creativity with those on critical thinking. Pearson rs were significant and positive for subscales of Inference and Interpretations and Total Scale.

Cited by 12 publications

References 1 publication

Dissecting the Golden Goose: Components of Studying Creative Writers

Dissecting the Golden Goose: Components of Studying Creative Writers

Divergent Thinking and Evaluation Skills: Do They Always Go Together?

Critical Thinking Training for Army Officers: Volume Two: A Model of Critical Thinking

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