La medida de la originalidad en las respuestas del test CREA

  1. Romina Cecilia Elisondo
  2. Danilo Silvio Donolo
  3. Rosa María Limiñana-Gras
Aldizkaria:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Argitalpen urtea: 2018

Alea: 34

Zenbakia: 1

Orrialdeak: 197-210

Mota: Artikulua

DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Anales de psicología

Laburpena

The aim was to study a new scoring procedure for the CREA Test, complementary to the traditional, that considers the originality of the productions. The new procedure and corresponding analyzes were defined for three groups (children, adolescents and adults) and for the three stimuli of the CREA. The sample included 505 participants (188 children, 108 adolescents and 209 adults) living in Cordoba, Argentina. The new procedure included three categories of questions: very frequent, frequent and unique, each categories had different scoring. A descriptive analysis of typologies and a correlational analysis of the scores were performed according to the two procedures. Also, the paper presented a case study of people asking unique questions. The results showed very high consistency of measurements and correlations between two procedures for the three groups and the three stimuli. There were significant associations between the levels of creativity defined by both procedures. The unique questions represented between 1 and 4% of the total, stimulus A is the one that most promotes the formulation of unique questions. The authors proposed to use of the alternative system in groups that obtain low scores with the traditional system and when a differential analysis of the originality is required. Authors discussed theoretically relations between quantity and originality and proposed future lines of research.

Erreferentzia bibliografikoak

  • Baer, J. (2011). How divergent thinking tests mislead us: Are the Torrance tests still relevant in the 21st century? The Division 10 debate. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 309-313. http://dx.doi.org/10.1037/a0025210
  • Baer, J. (2012). Domain specificity and the limits of creativity theory. The Journal of Creative Behavior, 46(1), 16-29. http://dx.doi.org/10.1002/jocb.002
  • Batey, M. (2012). The measurement of creativity, from definitional consensus to the introduction of a new heuristic framework. Creativity Research Journal, 24(1), 55– 65. http://dx.doi.org/10.1080/10400419.2012.649181
  • Bermejo, M., Ruiz-Melero, M., Esparza, J., Ferrando, M. & Pons, M. (2016). A new measurement of scientific creativity: The study of its psychometric properties. Annals of Psychology, 32(3) 652-661. http://dx.doi.org/10.6018/analesps.32.3.259411
  • Clapham, M. & King, W. (2010). Psychometric characteristics of the CREA in an english speaking population. Annals of Psychology, 26(2), 206-211. Retrieve from http://revistas.um.es/analesps/article/view/108991
  • Corbalán, J., Martín-Brufau, R., Donolo, D., Clapham, M., Limiñana, R., García Peñas, V. & King, R. (2014). CREA.A cross-cultural study. Personality and Individual Differences, 60, 54-55. http://dx.doi.org/10.1016/j.paid.2013.07.223
  • Corbalán, J. & Limiñana, M. (2010). The genie in a bottle. The CREA test, questions and creativity. Annals of Psychology, 26 (2), 197-205.
  • Corbalán, J., Martínez, F., Donolo, D., Alonso, C., Tejerina, M. & Limiñana, M. (2003).
  • CREA. Creative Intelligence. A cognitive measure of creativity. Una medida cognitiva de la creatividad. Madrid: TEA Ediciones.
  • Corbalán, J. (2008). What do we mean when we talk about creativity? Cuadernos FHyCSUNJu, 35, 11-21. Retrieve from http://www.scielo.org.ar/pdf/cfhycs/n35/n35a01.pdf
  • Donolo, D. & Elisondo, R. (2007). Creativity for all. Consideration about a particular group. Annals of Psychology, 23(1), 147-151. Retrieve from http://revistas.um.es/analesps/article/view/23281/22561
  • Dumas, D. & Dunbar, K. N. (2014). Understanding fluency and originality: A latent variable perspective. Thinking Skills and Creativity, 14, 56-67.
  • Elisondo, R. (2015). Evaluation of creativity: analysis of alternative variables related to the form and content of the answers in the CREA test. Doctoral thesis. Faculty of Psychology. University of Murcia. Retrieve from http://www.tdx.cat/bitstream/handle/10803/334985/TRCE.pdf?sequence=1
  • Elisondo, R. & Donolo, D. (2010). Creativity or Intelligence? That is not the question. Annals of Psychology, 26(2), 220-225.
  • Elisondo, R. & Donolo, D. (2011). The stimuli in a test of Creativity. Incidents by gender, age and schooling. Psychology Bulletin, 101, 51-65.
  • Gutierrez-Braojos, M., Salmeron-Vilchez, J. Martin-Romera, S. & Salmerón, A. (2013). Direct and indirect effects between thinking styles, metacognitive strategies and creativity in college students. Annals of Psychology, 29(1), 159-170. http://dx.doi.org/10.6018/analesps.29.1.124651
  • Hernández, N., Schmidt, L. & Okudan, G. E. (2013). Systematic ideation effectiveness study of TRIZ. Journal of Mechanical Design, 135(10), 101-109.
  • Hong, E., O’Neil, H. & Peng, Y. (2016). Effects of explicit instructions, metacognition, and motivation on creative performance. Creativity Research Journal, 28(1), 33-45.
  • Ivcevic, Z. (2009). Creativity map: Toward the next generation of theories of creativity.
  • Psychology of Aesthetics, Creativity, and the Arts, 3, 17-21. Retrieve from http://dx.doi.org/10.1037/a0014918
  • Kaufman, J. & Beghetto, R. (2009). Beyond big and little, the four C model of creativity. Review of General Psychology, 13, 1-12. Retrieve from http://dx.doi.org/10.1037/a0013688
  • Kim, K. (2011). The APA 2009 Division 10 debate. Are the Torrance Tests of creative thinking still relevant in the 21st century? Psychology of Aesthetics, Creativity and the Arts, 5(4), 302-308. Retrieve from http://dx.doi.org/10.1037/a0021917
  • Leutner, F., Yearsley, A., Codreanu, S., Borenstein, Y. & Ahmetoglu, G. (2017). From Likert scales to images: Validating a novel creativity measure with image based response scales. Personality and Individual Differences, 106, 36-40. Retrieve from http://dx.doi.org/10.1016/j.paid.2016.10.007
  • Limiñana, M., Bordoy, M., Juste, G. & Corbalán, J. (2010). Creativity, intelectual abilities and response styles, implications for academic performance in the secondary school. Annals of Psychology, 26(2), 212-219.
  • Long, H. (2014). An empirical review of research methodologies and methods in creativity studies (2003–2012). Creativity Research Journal, 26(4), 427-438. Retrieve from http://dx.doi.org/10.1080/10400419.2014.961781
  • López Martínez, O. & Martín Brufau, R. (2010). Styles of thinking and creativity.Annals of Psychology, 26(2), 254-258. Retrieve from http://www.um.es/analesps/v26/v26_2/08-26_2.pdf
  • Martínez, F. (2003). Psychometric characteristics of CREA. A study with Spanish and Argentine population. RIDEP, 16 (2). Retrieve from www.aidep.org/03_ridep/R16/R164.pdf
  • Mourgues, C., Tan, M., Heina, S., Elliott, J. & Grigorenkoa, E. (2016). Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity, Learning and Individual Differences. Retrieve from http://dx.doi.org/10.1016/j.lindif.2016.02.001
  • Nakano, T., Primi, R., Ribeiro, W. & Almeida, L. (2016). Multidimensional assessment of giftedness: criterion validity of battery of intelligence and creativity measures in predicting arts and academic talents. Annals of Psychology, 32(3), 628-637. Retrieve from http://dx.doi.org/10.6018/analesps.32.3.259391
  • Park, M., Youngshin, M. & Chun L. (2016). Revisiting individual creativity assessment: Triangulation in subjective and objective assessment methods. Creativity Reseach Journal, 28(1), 1-10. Retrieve from http://dx.doi.org/10.1080/10400419.2016.1125259
  • Piffer, D. (2012). Can creativity be measured? An attempt to clarify the notion of creativity and general directions for future research. Thinking Skills and Creativity, 7, 258– Retrieve from http://dx.doi.org/10.1016/j.tsc.2012.04.009
  • Richards, R. (2007). Everyday creativity and new views of human nature. Washington: American Psychological Association.
  • Runco, M. (1999) Divergent thinking. En Runco, M.y Pritzker, S. (Eds.) Encyclopedia of creativity (Vol. 2). Pp. 577-572. Washington: Elsevier.
  • Runco, M. & Jaeger, G. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96. Retrieve from http://dx.doi.org/10.1080/10400419.2012.650092
  • Runco, M., Abdulla, A., Paek, S., Al-Jasim, F. & Alsuwaidi, H. (2016). Which test of divergent thinking is best? Creativity. Theories–Research-Applications, 3(1), 4-18. Retrieve from http://dx.doi.org/10.1515/ctra-2016-0001
  • Sanz de Acedo Lizarraga, M. & Sanz de Acedo Baquedano, M. (2008). Explicit instructions for creative performance according to two creativity tests, taking intelligence in account. Annals of Psychology, 24 (1), 129-137.
  • Silvia, P. (2008). Creativity and intelligence revisited: A latent variable analysis of Wallach and Kogan (1965). Creativity Research Journal, 20(1), 34-39.
  • Silvia, P., Wigert, B. Reiter, R. & Kaufman, J. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6, 19-34. Retrieve from http://dx.doi.org/10.1037/a0024071
  • Sternberg, R. (2012). The assessment of creativity an investment-based approach.Creativity Research Journal, 24(1), 3–12. Retrieve from http://dx.doi.org/10.1080/10400419.2012.652925
  • Yagolkovskiya, S. & Kharkhurinba, A. (2016). The roles of rarity and organization of stimulus material in divergent thinking. Thinking Skills and Creativity, 22, 14–21. Retrieve from http://dx.doi.org/10.1016/j.tsc.2016.08.001
  • Zhu, W., Chen, Q., Tang, C., Cao, G., Hou, Y. & Qiu, J. (2016). Brain structure links everyday creativity to creative achievement. Brain and Cognition, 103, 70–76. Retrieve from http://dx.doi.org/10.1016/j.bandc.2015.09.008
Datuen iturria: Dialnet