Selecting creativity tests for use in research.

Abstract

This study looks at the problem of creativity tost selection by examining the relationships between 15 divergent and non‐divergent tests. This practical problem raises two main theoretical issues: whether ‘creativity’ is a unitary dimension across and within tests, and what relationship this range of abilities bears to IQ. A secondary aim is to evaluate four new tests by comparison with the 11 others. The tests were administered, along with two IQ reference measures, to 117 10‐ to 11‐year‐old school children. Factor analysis of the resulting intercorrelations led to the conclusion that ‘creativity’ implies an integrated range of abilities represented by the divergent tests which, although related to general intelligence in subjects of average IQ, remains factorially distinct from it; within tests, Fluency, Flexibility, Originality and Elaboration subscores were highly intercorrelated. Thus, providing that all modes of response and types of test material are included (drawing/writing; verbal/non‐verbal content), the actual divergent tests chosen are not of vital importance, and calculation of anything other than Fluency scores adds little information. Analysis of the four new tests confirmed this conclusion, and led to suggestions for their further development.