Figural Creativity Research Articles

Creative drama: Can it be used to nursing education

This study was conducted in order to assess the impact of drama education, which is supposed to improve creativity skills, on nursing students. In this study, which was designed as an experimental one, third year students studying at Nursing Department of Duzce University School of Health were given drama education for one hour a week for eight weeks in total. In order to measure the creativity levels of the students in drama education in the study, Torrance Test of Creative Thinking Figural and Verbal Forms were applied as pre- and post-tests. According to the findings of the study, there was a significant difference between the pre-test and post-test in only originality subscale in the verbal form and in fluency, originality and elaboration subscales in the figural form and creativity levels in these areas increased following the drama education. Including a drama course and active learning methods is considered to be significant for coming up with solutions for the existing problems in nursing education.

O teste de Zulliger-SC: avaliação da criatividade em crianças

Este trabalho teve como objetivo verificar se os indicadores cognitivos e afetivos no Teste de Zulliger - que, por hipótese, se correlacionam com a criatividade -, contribuem para diferenciar crianças com diversos potenciais criativos, identificadas pelo Teste de Criatividade Figural Infantil. Participaram do estudo 90 crianças, de 11 e 12 anos, de ambos os sexos, matriculadas em escolas públicas de uma cidade do interior de São Paulo. A aplicação dos instrumentos foi dividida em duas etapas, na primeira das quais foi aplicado aquele Teste de forma coletiva. A segunda etapa foi realizada individualmente, tendo como instrumento o Teste de Zulliger adaptado para o Sistema Compreensivo, desenvolvido por Exner para o Rorschach. Os resultados apontaram diferenças significativas nas variáveis movimento, movimento ativo, qualidade formal incomum, resposta popular e número de respostas. Conclui-se que as variáveis do Zulliger selecionadas foram sensíveis para identificar crianças com diferentes níveis de criatividade.

Creativity and Intelligence in Children With and Without Developmental Dyslexia1

This study aimed to verify if the creativity of children with Developmental Dyslexia (CG; n = 13) differs from children without difficulties in reading and writing (NG; n = 13). Furthermore, we sought to verify how creativity could be related to intelligence. The Raven Colored Progressive Matrices Test and the Child Figural Creativity Test were applied in both groups. High correlations were found between intelligence and creativity in both groups, and variable correlations for the same type of analysis were found in the literature. There were no significant intergroup differences for creativity, although the NG had a higher overall average in creativity and the CG, the highest averages in most evaluated creative characteristics. The possible involvement of psychological/neuropsychological constructs with creativity, such as spatial processing and emotion, was discussed.

The Role of Schizotypy in Predicting Performance on Figural and Verbal Imagery-Based Measures of Creativity

There are many anecdotal reports of a link between psychopathology and creativity. The strongest links have been purported between creativity psychosis, schizotypy, and personality. The aim of this study was to investigate the link between schizotypy and imagery-based measures of creativity; Barron's (1988) Symbolic Equivalence Test and Finke's (1990) Creative Visualization Task. One-hundred and thirty-three participants took part in an investigation in to the relationship and the predictive nature of schizotypy on imagery-based verbal and figural creativity measures. Correlational analyses and hierarchical multiple regressions showed that the variable unusual experiences significantly predicted creative visualization total correspondence performance. Conversely, it negatively predicted originality while the variable cognitive disorganization positively predicted this measure. Neither impulsive nonconformity nor introvertive anhedonia predicted creativity. These findings are discussed in the context of previous research that did not partial the generative and originality aspects of creativity and proposes future research to understand the roles of the schizotypy measures in creativity.

Inteligencia y Creatividad: Correlatos Entre los Constructos a través de dos Estudios Empíricos

En el presente trabajo se examina la relación entre la inteligencia, desde el enfoque de Cattell, y la creatividad, desde la perspectiva del pensamiento divergente, a través de dos estudios empíricos. En el estudio uno (E1), se analizó la relación entre la inteligencia fluida (gf) y la creatividad figurativa en una muestra de 359 niños de 8 a 14 años de edad, encontrándose una asociación entre gf y todos los indicadores de la creatividad a excepción de la dimensión elaboración. En el estudio dos (E2), se investigó la relación entre la inteligencia cristalizada (gc) y gf y la creatividad verbal en una muestra de 120 adolescentes de 15 a 18 años, hallándose, por un lado, una asociación positiva entre la inteligencia y la creatividad verbal y, por otro lado, que gc es el aspecto de la inteligencia que predice la creatividad verbal. Los resultados de ambos estudios apoyan la hipótesis que sostiene que la creatividad y la inteligencia son constructos separados que se superponen en algunos aspectos y sugieren que las habilidades intelectuales (gc vs. gf) se asocian selectivamente a los diferentes tipos de creatividad (verbal vs. figurativa) y sus indicadores.

Creativity and Brain-Functioning in Product Development Engineers: A Canonical Correlation Analysis

This study used canonical correlation analysis to explore the relation among scores on the Torrance test of figural and verbal creativity and demographic, psychological and physiological measures in Swedish product-development engineers. The first canonical variate included figural and verbal flexibility and originality as dependent measures and (a) higher scores on the brain integration scale, (b) faster speed of processing in an event-related potential task, (c) faster conflict-resolution during the Stroop task, (d) higher moral reasoning, and (e) higher manageability and lower comprehensibility as independent measures. Flexibility and originality reflect the ability to see old situations in new ways leading to unique responses. Greater mental adaptability was associated with greater brain integration and speed of processing along with higher moral reasoning and feeling of being in control. Future research could investigate effects of interventions that optimize brain integration on creative output across professions.

ENHANCEMENT OF CREATIVITY THROUGH LOGO PROGRAMMING

This study evaluated the effect of Logo programming in enhancing creativity skills. Eighty five fifth- grade students were assigned to experimental and control groups. A pre-test was administered to assess figur al creativity factors consisting of receptive fluency, flexibility, originality and elaboration. After ei ght weeks of Logo programming learning, the experimental group had significantly higher scores compared to the control group on all figural creativity factors. Th ese results revealed significant differences in cre ativity, especially in flexibility and originality factors. Thus, it is suggestive that Logo programming may provide opportunities for improving student creativity.

Correlations Creativity, Intelligence, Personality, and Entrepreneurship Achievement

Student profile is very significant for the education especially entrepreneurship education. Ciputra University has designed a student profile that consist of several characters and traits that play great roles to pursue the objective of the education process. The three main characteristics, namely creativity, intellegence and personality are studied. The objective of the research is to look for the correleation of the three characteristics and the entrepreneurship achievement of the student when they graduate. It is a cross sectional study using three instruments such as Culture Free Intellegence Test (CFIT), Verbal or Figural Creativity Test, Minnesota Multiphasic Personality Inventory (MMPI) Test. Descriptive analysis and Pearson correlations are used to analyze data. This research also covers all type of graduate, ranging from business owner to those who work in a company (Business Entrepreneur and Corporate Entrepreneur). The research shows that (1) There is no significant correlation between creativity (CQ) and entrepreneurship achievement (EA) of the graduates; (2) There is no significant correlations between intelligence level (IQ) and entrepreneurship achievement (EA) of the graduates; and (3) There is a significant correlation between personality level (PQ) and entrepreneurship a achievement (EA) of the graduates.

Creativity Tasks and Academic Achievement. A Study on Romanian Politehnica Undergraduate Students

The present paper aims at analyzing the relationship between students’ performance in creative tasks and their academic achievement. The subjects were students in the technical field. Three types of tasks were designed to measure the verbal and figural creativity: – the task of verbal creativity with visual support (the students were asked to design a logo text for three images); – the task of verbal creativity without visual support (the subjects were asked to design a logo text without any images available); – the task of figural creativity (the subjects were asked to design a graphical logo). The subjects’ results were assessed by means of the intersubjective technique. The academic performance was measured by means of the grade given for two tests which test technical knowledge. We obtained no correlation between creativity and its parameters and academic achievement. However, for lower levels, we obtained correlations between verbal originality and achievement and verbal elaboration and achievement. The results of our paper corroborate the findings in other pieces of research which show that there is no correlation between creativity and academic performance

Factor Structure of the Torrance Tests of Creative Thinking Figural Form B in Spanish-Speaking Children: Measurement Invariance Across Gender

On the basis of contradictory findings regarding the factor structure of the Torrance Tests of Creative Thinking (TTCT) Figural scale, the objective of this study was to compare, through a confirmatory factor analysis (CFA), four theoretical models that explain the operationalized creativity construct with the TTCT. We evaluated a sample of 577 Spanish-speaking school children of both genders, aged 9 to 14 years. The CFA of most satisfactory fit identified two correlated factors: (a) innovative and (b) adaptive. Besides, multigroup CFA revealed that the 2-factor solution was invariant (configural, metric, and structural) across gender. Finally, MANOVAs were conducted to analyze the differences in each factor and subscale according to gender, revealing significant group differences. The methodological and educational implications of the results are discussed.

The relationship between video game play, dream bizarreness, and creativity

Past research has shown that high-end video game play is associated with bizarre dreams (Gackenbach, Kuruvilla, & Dopko, 2009a). The purpose of this study was to determine if the higher bizarreness in gamers’ dreams could be replicated and if so, to inquire if it is due to the unusual worlds they are exposed to during video game play, or to higher creativity. Through a questionnaire, a two-week dream diary and face-to-face administration of two creativity tests, this study partially replicated the bizarreness advantage associated with gaming previously found. This time number of hours playing a video game the night before was controlled. It was also found that video game play history is related to figural creativity. The positive bizarreness, gaming, creativity association was partially confirmed for males while video game play was associated negatively with bizarreness for women with no creativity link. In separate and joint factor analyses of the major variable clusters (i.e., media use including gaming, bizarreness, and creativity) it was clear that any associations were to gaming and not to other media use the day before the dream.

A Creativity Training Program With Teachers: The Effects on Creativity and Academic Performance of Students With or Without ADHD (Attention Deficit Hyperactivity Disorder)

In the present context of contemporary education, there are students who exhibit characteristics of ADHD (attention deficit hyperactivity disorder), and experience unfavorable conditions to their development and learning process. This study aimed at evaluating the short and medium term effects of a creativity training program with a group of 4th grade elementary education teachers, in the creative skills and academic performance of students with and without ADHD. A group of 235 students and nine teachers from a private school participated in this study. Four teachers attended the nine training sessions, focusing on the development of the creative potential and updated information on ADHD. The instruments used were the ADHD scale—version for teachers, the TTCT (Torrance tests of creative thinking), interviews with teachers, and the document analysis of participants. Students had their academic performance analyzed through their grades in Portuguese and mathematics. The SPSS (Statistical Package for the Social Sciences) 13.0 was used for data analysis. A student’s t-test was applied for intergroup (independent t-test) and within groups analysis (paired t-test). In the intergroup analysis, students from trained and untrained teachers were compared in relation to academic performance and creativity at different phases of the study (pre-, first post-, and second post-test). In the intra-group analysis, each group was compared within itself at different stages of the study with regard to academic performance and creativity. A variance analysis was also conducted. A thematic content analysis was employed based on the responses obtained in interviews. Students of trained teachers presented superior performance in relation to the three creativity measures in the pre-test and in the second post-test, but only in figurative creativity in the first post-test. Intra-group analysis pointed out differences for students of trained and untrained teachers separately, when comparing the different phases of this study. Student’s t-tests comparing students with and without ADHD indicated higher performance for students without ADHD in creativity measures and academic performance in the three phases of the study. The content analysis revealed that teachers perceive themselves as creative and are aware of the importance of the development of their student’s creative skills.

Measurement Invariance of Torrance Test of Creative Thinking Figural Scores across Age: A study in Spanish-Speaking Children and Adolescents.

Fil: Krumm, Gabriela Liliana. Universidad Adventista del Plata; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Oficina de Coordinacion Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones En Psicologia Matematica y Experimental; Argentina

Enhancement of figural creativity by motor activation: Effects of unilateral hand contractions on creativity are moderated by positive schizotypy

Creativity is an important trait necessary to achieve innovations in science, economy, arts and daily life. Therefore, the enhancement of creative performance is a significant field of investigation. A recent experiment showed enhanced verbal creativity after unilateral left-hand contractions, which was attributed to elevated activation of the right hemisphere. The present study aimed to extend these findings to the domain of figural creativity. Furthermore, as creativity and positive schizotypy may share some neurobiological underpinnings associated with the right hemisphere, we studied the potential moderating effect of positive schizotypy on the effects of the experimental modification of relative hemispheric activation on creativity. In a gender-balanced sample (20 men and 20 women), squeezing a hand gripper with the left hand enhanced figural creativity on the Torrance Test of Creative Thinking compared to squeezing the gripper with the right hand. However, this was only true when positive schizotypy was low. The moderating effect of schizotypy may be produced by relatively greater activity of certain parts of the right hemisphere being a shared neuronal correlate of creativity and positive schizotypy.

Is visual aesthetic sensitivity independent from intelligence, personality and creativity?

Visual aesthetic sensitivity has been conceived as an intelligence-independent and personality-independent disposition (Frois & Eysenck, 1995). However, recent research suggests that aesthetic experience and its outcomes can be predicted by personality traits (Furnham & Chamorro-Premuzic, 2004; Furnham & Walker, 2001; McCrae, 2007; Rawlings, Barrantes-Vidal, & Furnham, 2000) and is cognitively facilitated (Leder, Belke, Oeberst, & Augustin, 2004; Reber, Schwarz, & Winkielman, 2004; Silvia, 2005, 2006; Smith & Smith, 2006). Following these new findings, three studies (the first ones in France) examined the Visual Aesthetic Sensitivity Test (Götz, Borisy, Lynn, & Eysenck, 1979; Götz, 1985) on young adult samples (Total N=345). It was hypothesized that visual aesthetic sensitivity is related to general intelligence (study 1), specific personality traits (study 2) and figural creativity (study 3). The Visual Aesthetic Sensitivity Test was found to be predicted by intelligence (r=.27; p<.01) openness to aesthetics (r=.27; p<.01) and figural divergent thinking (r=.40; p<.001). Implications for further research are discussed.

Verbal and Figural Creativity in Contemporary High-school Students

The present study is based on the fact that numerous researches have demonstrated that creative abilities are influenced in an extensive degree by the intellectual factors, which also guide the development of communication skills. Due to the fact that high-school education is mainly based on verbal skills practice and because graphic communication becomes secondary at this age, we assumed that verbal creativity proficiency is higher than figural creativity proficiency in high-school students. Results infirm this hypothesis and provide evidence to substantiate the superioriry of figural creativity over verbal creativity in high-school students.

Kreativitas dan Ketahanan Emosional pada Siswa dengan Ekskul Membatik

Batik is not only an element of culture and art, but it has creativity. Batik also has the message how to manage our emotions, because in making batik takes perseverance, optimism, cognitive function as well as patience. The aim of this research was to examine the relationship between creativity and emotional resiliency in students grade 4-6 elementary school. Subjects were students of MI Giriloyo 2 Yogyakarta grade 4 to grade 6, which amounted to 62 students. Data retrieval is done by spreading the figural creativity tests to measure creativity variables and emotional resilience questionnaire to measure the variables of emotional resilience. Subjects showed a fairly good creativity with emotional resilience pretty good anyway. Bivariate product moment correlation with SPSS 19.0 for windows between creativity with emotional resilience correlation values obtained at 0.184 and p = 0.153. Research shows that the zero hypothesis (H0) which states "There is no significant relationship between creativity and emotional resiliency in students MI Giriloyo 2 Yogyakarta" accepted while the alternative hypothesis (Ha) which states "There is a significant relationship between creativity and emotional resilience MI students Giriloyo 2 Yogyakarta” had rejected. Thus, the results showed no relationship between creativity and resilience significant emotions in students with extracurricular student-MI batik Giriloyo 2 Yogyakarta with a very low correlation coefficient. Other variables were not examined by the authors, such as internal and external factors correlated with the subjects supposedly more emotional resilience.

Avaliação da criatividade a partir do controle do nível de inteligência em uma amostra de crianças

With the aim of enrich the discussion about the relationship between creativity and intelligence, a sample of 135 children (mean 10.3 years, SD = 1.05), students from fourth to sixth year of elementary school, answered the battery of reasoning tests Children and the Child Figural Creativity Test. Two different tests were conducted using different criteria of dividing the participants based on the control of intelligence level (high, medium and low intelligence). When this division was based in the mean and standard deviation (1 SD below-between-1SD and 1SD + and above +1SD), the results of analysis of variance showed the interaction between gender and group like marginally signifi cant in factor 2 (emotional), however, when a new division is done from the percentile (below the P25, P75 and above the average), the variable group is to infl uence signifi cantly the result in factor 1 (Enrichment of Ideas). The study also showed low correlation between the constructs (r = .22).

Kreativität bei Drogenkonsumierenden, Drogenabhängigen und Drogenentwöhnten

The main aim of this study was to investigate potential differences between different groups of drug addicts (patients in maintenance treatment, n = 14; patients in rehabilitation, n = 12) and Cannabis-Users (n = 13), along with a healthy control group (n = 18), with respect to verbal and figural creativity and general cognitive ability. Participants worked on different measures for the assessment of different facets of creativity, intelligence and experienced psychiatric symptoms. The results indicated that patients in maintenance and, to some extent Cannabis-Users scored higher regarding verbal creativity than patients in rehabilitation. With respect to figural creativity we observed no differences between the experimental groups. Concerning the Big Five personality traits, patients in maintenance treatment scored highest on Neuroticism while on a purely descriptive level Cannabis-Users achieved the highest scores with respect to openness to experience and extraversion.

수학·과학 영재의 인식론적 신념과 창의적 사고와의 관계

The purpose of this study was to investigate the relationship between epistemic beliefs and creativity of gifted students. To resolve the above research questions, this study used epistemic beliefs inventory and Torrance`s TTCT to 87 1st grade gifted middle school students enrolled in Daegu metropolitan city. The results of this study are as follows. Firstly, sophistical epistemic beliefs of the gifted students were higher than their naive epistemic beliefs. Secondly, Pearson`s correlation analysis showed significant relations between fixed ability and verbal creativity, and between provisional knowledge and verbal creativity, and showed significant relations between variables of sophistical epistemic beliefs and figural creativity. Lastly, this study revealed that fixed ability, expert authority and provisional knowledge explain considerable amount verbal creativity of the gifted students. And authority of the acceptance and provisional knowledge affect considerably their figural creativity.