Guilford's Test Research Articles

Типологические различия общих и специальных способностей студентов при подготовке к социономическим профессиям

Background. Identification of typological differences in abilities of students studying in various areas of specializations at university allows us to predict the trajectory of their development in professional preparation. Objective. The purpose of the study is to identify and analyze typological differences in the general and special abilities of bachelors in preparation for socionomic professions. Sample. The study has been conducted in 2021–2022 academic years for 98 1–4 courses’ students studying in the area of specialty 39.03.02 Social work. Methods. The methods used included tapping test in M.K. Kabardov’s modification, a questionnaire of professional preferences by J. Holland, M. O’Sullivan and J. Guilford test, SMRP (SMIL), R. Kettell’s questionnaire, the techniques by L.P. Kalininsky (COAP), and T. Leary’s technique. Results. The general and special abilities are established. The natural basis of the general abilities (motor indicators), cognitive (social intelligence), and personal characteristics (optimism, extraversion and responsiveness) of students, characteristic of all courses, are found. Differences in special abilities are revealed: in the 1st year, sensitivity and pessimism prevail; in the second year dependence (there is no independence) and responsiveness are observed; in the 3rd efficiency, focus of consciousness on the social goals of activity, dominance and self-confidence are identified; in the 4th research and conventional professionally oriented personality types’ abilities and traits such as social responsibility, ability to analyze and structure activities, independence are developed (0.01 < p < 0.05). A common type for all courses is “social”, characterized by cooperativeness, the ability to interact with people, psychological tact. From the 1st to the 4th year, there is a clear identification of the social worker’s profile and an increase in readiness for socionomic professions (p < 0.05). Conclusion. It is shown that when preparing for socionomic professions, the most significant signs of the development of general and special abilities are four factors: natural prerequisites (primary-signal or second-signal type of higher nervous activity (HNA)) and social (cognitive and professional) characteristics of the individuals. Typological differences in component combinations of general and special abilities, determined by the orientation of the activity of the individual and the learning conditions, are revealed among students of different courses studying in the specialty "Social Work".

Social intelligence in the context of the development of subjective cognitive impairment

BACKGROUND. The presented literature review reveals the topic of subjective cognitive impairment in the context of social intelligence disorders as one of the most important components of cognitive functions.
 AIM. Analysis of existing literature data on subjective cognitive impairments and assessment of social intelligence.
 MATERIAL AND METHODS. Various sources were considered during conducting a literature review on the selected topic. The search depth was more than 15 years. Russian and foreign sources were studied on Internet platforms such as Web of science, UpToDate, PubMed, Medscape, eLIBRARY for selection of literature.
 RESULTS. The paper compares the types of cognitive disorders and the main differences between the group of subjective disorders and other pronounced forms of cognitive disorders. The key differences include the impossibility of making a diagnosis based on the results of neuropsychological testing, the absence of a clinically pronounced syndrome and difficulties in performing everyday tasks. The connection of social intelligence with factors adversely affecting the state of health is considered, and a generalizing characteristic of social intelligence as a separate cognitive function is presented.
 CONCLUSION. The low detectability of subjective cognitive impairments is associated with ignorance of their severity on the part of both the doctor and the patient. There is a problem of adequate methods for assessing subjective cognitive impairment using neuropsychological testing, including determining the level of social intelligence. The most accurate method of assessing social intelligence is the Guilford test.

Interactive environment for music education: developing certain thinking skills in a mobile or static interactive environment

ABSTRACT The study aims to investigate the dynamics of forming critical and creative thinking of music students in static or mobile interactive learning environments. Two experimental groups were formed: 48 music students during the study used predominantly static interactive learning environments for education; 49 music students during the experiment used predominantly mobile interactive learning environments. The level of critical and creative thinking of students was determined at the beginning and at the end of the academic semester using valid psychodiagnostic techniques: Guilford Test; Torrance Tests of Creative Thinking (TTCT); Remote Associates Test; Duncker's Candle Problem; Personality Questionnaire; Divergent Association Test; Watson-Glaser Critical Thinking Appraisal (W-GCTA); The Critical Thinking Assessment Test (CAT). At the end of the semester in both groups there was a statistically significant increase in creativity indicators, and it was slightly more pronounced in the group where mobile interactive environments were used. A connection between the indicators of creative and critical thinking is confirmed by the Pearson correlation coefficient, which for the experimental group that used static interactive learning environments was 0.694 (marked connection), and for the experimental group that used mobile interactive learning environments was 0.812 (high connection).

برنامج تعليمي مقترح قائم عن توظيف تقنيات تکنولوجيا التعليم وأثرها في تنمية وتنشيط الذاکرة والإدراک البصري لتدريس مادة المنظور

هدفت الدراسة إلى التعرف على أبرز التقنيات الحديثة لتکنولوجيا التعليم ومدى تأثيرها في تنمية وتنشيط الذاکرة والإدراک البصري. وللتحقق من هذا الهدف، وضع الباحث الهدفين الفرعين الآتيين: 1- بناء برنامج تعليمي وفق الوسائل الحديثة لتکنولوجيا التعليم. 2- قياس فاعلية البرنامج التعليمي من خلال تجريبه على عينة من الطلبة لتنمية وتنشيط ذاکرتهم ومدرکاتهم البصرية والفنية. تکون مجتمع البحث من طلبة الفرقة الثانية قسم التربية الفنية/ کلية الفنون الجميلة, والبالغ عددهم(154) طالبا وطالبة, تم اختيار عينة قصدهم منهم بلغت(28) طالبا وطالبة أعتمدهم الباحث لتطبيق التجربة عليهم، وبما أن البحث الحالي اتبع المنهج التجريبي لذلک تم تصميم برنامج تعليمي من خلال تحليل مادة المنظور وإعادة صياغتها على وفق أنموذج (برونر)، ولغرض قياس هذا البرنامج تم تصميم ثلاثة أنواع من الاختبارات الأول اختبار الذاکرة والإدراک البصري والثاني اختبار تحصيلي معرفي لقياس المعلومات التي يکتسبها الطلبة، والثالث مهاري يقاس بوساطة استمارة تقويم للأداء المهاري، تم إخضاع تلک الأدوات إلى إجراءات الصدق والثبات، ولإظهار نتائج البحث التي توصل إليها الباحث استخدم الوسائل الإحصائية الآتية:(مان ويتني Mann – Whitney) لإظهار نتائج الفرضيات الصفرية المحددة في البحث الحالي کون أن البحث الحالي من البحوث اللا معلمية ذات العينات الصغيرة. ومعادلة کيودر ريتشاردسون / 20استخدمت لإيجاد معامل الثبات للاختبار التحصيلي المعرفي ومعادلة معامل الصعوبة استخدمت هذه المعادلة لإجراء الفحص التجريبي لفقرات الاختبار التحصيلي المعرفي ومعادلة معامل التمييز استخدمت هذه المعادلة لإجراء الفحص التجريبي لفقرات الاختبار التحصيلي المعرفي ومعادلة کوبر(Cooper) استخدمت لإيجاد نسبة الاتفاق بين المحکمين، وکذلک بين المصححين لاختبار کلفورد والاختبار المهاري. وتوصل البحث إلى: 1- أسهام البرنامج التعليمي في کيفية تفعيل مدرکات الطلبة الفنية لمکونات مادة المنظور وبالتالي استخدامها في بناء متطلبات الأداء المهاري لمادة المنظور وهذا ما تفتقر اليه الطريقة الاعتيادية التي تعتمد على قدرات التدريسي في إکساب المهارات للطلبة وإجراء الاختبارات اللازمة لذلک. 2- إن الصور التعليمية التي تضمنها المحتوى التعليمي للبرنامج والتي عرضت باستخدام التقنيات الحديثة للحاسوب باستخدام السبورة التفاعلية وبرامج (3Dmax أسهمت بإيجاد جسر رابط بين هذه التقنيات ومتطلبات المحتوى التعليمي، کذلک أثارت دافعية ورغبة طلبة المجموعة التجريبية في تعلم مفردات مادة المنظور. Abstract: The aim of the study was to identify the most advanced techniques of education technology and the extent of their effect on the development and activation of memory and visual perception. To verify this objective, the researcher developed the two sub-goals: 1- Building an educational program according to the modern methods of education technology 2 - Measuring the effectiveness of the educational program by experimenting on a sample of students to develop and revitalize their memory and their visual and artistic perceptions. The research society consisted of students of the second grade, department of art education / College of Fine Arts of (154) male and female students, a sample was chosen of them of (28) male and female students used by the researcher to apply the experiment on them, as the current research followed the experimental approach , so the program was designed through the analysis of the perspective material and reformulated according to the (Brunner) model , and for the purpose of measuring this program ,three types of tests were designed , the first was memory test and visual perception test and the second was a cognitive achievement test to measure the information acquired by the students , and the third was skill measured by a performance evaluation form.In order to demonstrate the results of the research, the researcher used the following statistical means: (Mann-Whitney) to show the results of the zero hypotheses specified in the current research, because the current research is from non-experimental researches with small samples and Kuder–Richardson Formula 20was used to determine the coefficient of stability of the cognitive test and the coefficient of difficulty. This equation was used to perform the experimental examination of the cognitive test and the equation of the coefficient of discrimination. This equation was used to perform the experimental test of cognitive test and Cooper equation was used to find the agreement ratio between the arbitrators and also between the testers for the Guilford test and the skill test. The research reached to the following: 1 - contribution of the educational program in how to activate the students' technical perceptions of the components of the perspective material and therefore use in building the requirements of the skill performance of the perspective material and this is what is lacking in the usual method, which depends on the ability of teaching to provide skills to students and the necessary tests. 2 - The educational images included in the educational content of the program, which were presented using modern computerand techniques using the interactive whiteboard and (3Dmax) program contributed to finding a bridge between these techniques and the requirements of the educational content and also motivated the motivation and desire of the students of the experimental group to learn the vocabulary of the perspective subject.

Neuroanatomical Correlates of Social Intelligence Measured by the Guilford Test

Social interactions are a crucial aspect of human behaviour. Numerous neurophysiological studies have focused on socio-cognitive processes associated with the so-called theory of mind—the ability to attribute mental states to oneself and others. Theory of mind is closely related to social intelligence defined as a set of abilities that facilitate effective social interactions. Social intelligence encompasses multiple theory of mind components and can be measured by the Four Factor Test of Social Intelligence (the Guilford-Sullivan test). However, it is unclear whether the differences in social intelligence are reflected in structural brain differences. During the experiment, 48 healthy right-handed individuals completed the Guilford-Sullivan test. T1-weighted structural MRI images were obtained for all participants. Voxel-based morphometry analysis was performed to reveal grey matter volume differences between the two groups (24 subjects in each)—with high social intelligence scores and with low social intelligence scores, respectively. Participants with high social intelligence scores had larger grey matter volumes of the bilateral caudate. The obtained results suggest the caudate nucleus involvement in the neural system of socio-cognitive processes, reflected by its structural characteristics.

ФАКТОРИ ПСИХОЛОГІЧНОЇ ГОТОВНОСТІ ДО РІЄЛТОРСЬКОЇ ДІЯЛЬНОСТІ

The topic's relevance is related to the situation in the labor market, which needs competent realtors. The aim is to study and investigate the main factors of the psychological readiness towards realtor professional activity. The article considers the main approaches to studying the phenomenon of psychological readiness and factors of its functioning. Psychological readiness for real estate activity is an integrated quality of personality, which aims to an adequate reaction to the possibilities of a situational solution of universal professional problems of a realtor utilizing acquired professional competencies. The study involved 130 people. The methods employed in the present study include various types of questionnaires, namely Guilford's Test (J. Guilford); Big Five / 5PFQ (P. Costa & R. McCrae), Gertsberg Test (F. Hertsberh); Test Diagnostics of personality's socio-psychological attitudes in the motivational-needs sphere (O. F. Potomkin); Schwartz value survey (S. Schwartz); Professional activity motivation (K. Zamfir in A. Rean's modification); Diagnostics of motivational orientations in interpersonal communications (I. Ladanov, V. Urazaieva); Study of volitional self-regulation (A. Zvierkov, E. Eidman).The factors of psychological psychological readiness for professional activity as realtors were revealed: "standardness", "humanism", "pragmatism", "altruism", "endurance", "power", and "practicality". The main characteristics (competencies) of a specialist realtor include: a) the ability to solve complex problems and problems in the process of work (integral competence); b) the ability to apply knowledge in practical situations; ability to generate new ideas; ability to identify, formulate and solve problems; appreciate and respect diversity and multiculturalism; ability to act on the basis of ethical considerations (motives); ability to act socially responsibly and consciously; ability to develop and manage projects; ability to motivate people and move towards a common goal (general competencies); c) the ability to identify, analyze and interpret the information series of the realtor profession, identify problems and suggest ways to solve them; the ability to demonstrate an understanding of the patterns and features of human functioning in the context of the transaction in the context of professional tasks; ability to offer creative ways to solve professional problems, to make professionally correct decisions and to implement them (special competencies).

Using of mathematical models for analyzing of the results in psychological Guilford test

Results of the survey, conducted using Joy Guilford methodology, of 800 servicemen regarding their professional competence was analyzed with IRT models. In particular, Rasch model and 1-PL, 2-PL and 3-PL models were used. All computations were performed with R statistical software along with ltm package. Latent parameters for both respondents and corresponding indicators (survey questions) were obtained. It was found that there exists signifi cant discrepancy between the models and results of the survey. Analysis of this discrepancy has shown that the major cause of their existence are inadequate conditions under which the survey was conducted.

An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking

Measuring creative abilities of individuals is an increasingly important area in education. The Torrance Tests of Creative Thinking (TTCT) are most commonly used test of divergent thinking to serve this purpose (Plucker & Renzulli, 1999, p. 39). Devised by Torrance and his colleagues (Torrance, 2008), the TTCT has more than 35 language translations available (Millar, 2002) and are enormously popular (Runco & Acar, 2012, p. 67). The TTCT has attracted the attention of many researchers investigating its psychometric features and focusing on the structure of creativity (e.g., Clapham, 1998; Heausler & Thompson, 1988; Hocevar, 1979; Kim, 2006a; Kim, Cramond, & Bandalos, 2006). However, the latent structure of creativity is still controversial. Although some researchers argue that creativity is uni-dimensional, some other researchers suggest that it has more than a single factor structure. This research served as an investigation of whether the two-factor structure established by Kim (2006a) and Kim et al. (2006) holds true for seemingly two new population groups: 8th and 11th graders.Being most widely used divergent tests (Clapham, 2004, p. 829), the major purpose of the TTCT was to individualize instruction (Torrance, 1966, 1974). However, it is mostly used to identify gifted children (Kim, 2006b), although it is also used for research and instructional planning (Kim, 2006b). The TTCT is originally in part on Structure of Intellect model (Krumm, Lemos, & Filippetti, 2014, p. 72). Four dimensions of the TTCT, namely, fluency, originality, elaboration, and flexibility, were adopted from divergent factors (Kim, 2006a). Although the TTCT is based on model, it also differs from test batteries as Guilford's test tasks attempt to elicit as factorially pure mental functioning as possible (Torrance, 2008, p.47). In addition, it differs from the test battery of Wallach and Kogan as Wallach and Kogan activities all attempt to elicit associations (Torrance, 2008, p. 47).The TTCT has six versions. After being published in 1966, it was re-normed in 1974, 1984, 1990, 1998, and 2008. The re-norming process affected the scoring procedures. However, the content of the TTCT did not go through any alteration (Kim, 2006a, 2006b, 2011). The earliest two versions of the TTCT assessed fluency, originality, elaboration, and flexibility.In the 1984 version of the TTCT, flexibility was excluded from the analyses; whereas, abstractness of titles and resistance to premature closure were included in the TTCT (Hebert, Cramond, Neumeister, Millar, & Silvian, 2002; Torrance & Ball, 1984). The reason why Torrance excluded flexibility from the analysis was that there was high correlation between fluency and flexibility (Hebert et al., 2002). A new measure termed creative strengths was included in the scoring in 1984 as well. This measure included thirteen criterion-referenced measures (indicators).The TTCT battery has two different forms: the TTCT Figurai and Verbal, each having two parallel forms (Torrance, 1974, 1990, 1998, 2008). With both measures, the instructions are designed to motivate the respondents to give unusual, detailed responses (Cramond, Matthews-Morgan, Bandalos, & Zuo, 2005, p. 284). The Figural TTCT has a wide range of application ranging from measuring creative skills among young children to identifying creative adults. It includes three picture-based activities: picture construction, picture completion, and repeated figures of lines or circles. This test lasts 30 minutes with each activity being allocated 10 minutes (Torrance, 1990, 1998, 2008).Conceptual FrameworkMany researchers have studied the structure of creativity using the TTCT (e.g., Clapham, 1998; Heausler & Thompson, 1988; Hocevar, 1979; Kim, 2006a; Kim et al., 2006; Krumm et al., 2014). …

The APA 2009 Division 10 debate: Are the Torrance Tests of Creative Thinking still relevant in the 21st century?

The Torrance Tests of Creative Thinking (TTCT) are measures of creative potential and interpreted as domain-general measures of creativity. They have been translated into over 35 languages and are the most researched measures of creativity. Research has found that the TTCT have the highest predictive validity among many measures of creativity. Torrance conducted longitudinal studies with the TTCT over 40 years and the results indicated that the scores on the TTCT predict children’s later creative achievement better than IQ scores. The TTCT are the most referenced and widely used measures of creativity and are especially useful for identifying gifted and talented students. The TTCT are used for admission to gifted programs and have broadened the acceptance of students into such programs, including increasing the numbers of minority students and of students who may not show their creative potential in any other standardized manner. Therefore, the importance of the TTCT in the 21st century will continue in the identification of highly creative students and in the development of creative thinking skills in them. Whether creativity is a generalized ability or is task specific is one of the major disagreements in the study of creativity. The Guilford Tests, Torrance Tests, or personality measures are measures of creative potential that are reflected by domain generality of creativity and assume that creativity can be measured as a way of thinking or way of being that is generalizable (Root-Bernstein & Root-Bernstein, 1999). In other words, while an individual’s creativity may only be expressed in a certain area or areas, creativity can be measured as a general way of thinking. However, some researchers (e.g., Baer, 1991, 1994a, 1991; Kaufman & Baer, 2004) contend that creativity is domain-specific (cf. Gardner, 1997) and believe that measures of aptitude in specific areas or assessment of specific products are more appropriate assessments of creativity.

The psychological aspects of patients with delayed sleep phase syndrome (DSPS)

Objective: The current study attempts to define the psychological features of patients with delayed sleep-phase syndrome (DSPS). Method: We administered the Yatabe–Guilford test (Y–G test), Minnesota Multiphasic Personality Inventory (MMPI), Picture-Frustration study (P-F study) and Rorschach test to two groups, one of patients with DSPS (case group) and the other of people without psychiatric symptoms or insomnia (control group). Results: Overall, the results of the tests indicate that patients with DSPS showed emotional features such as nervousness, depression and lack of control of emotional expression. Specific personality traits included introspection, defensiveness, aspiration for intellectual attainment with compulsivity, overly abstract thinking, unawareness of impulsivity to immediate gratification, perseverance and reduced cognitive ability. In addition, the patients with DSPS showed psychopathological features similar to those of neurosis, hypochondriasis, depression, conversion hysteria and psychopathic deviate. Conclusions: There seems to exist a definite psychological profile for patients with DSPS. (1) an excessive defense mechanism that increases nervousness and develops neurosis; (2) a high level of intellectual aspiration with compulsivity that makes the patients feel self-defeated, powerless and disappointed; (3) a tendency to egocentric emotion, inhibition and perseverance. These characteristics may worsen social withdrawal, causing a loss of social cues in synchronizing their circadian rhythm. Thus, the phase shift becomes more difficult and a vicious circle is constituted.

Artistic and Verbal Creative Capacity of 6‐year‐old Children and their Psychopedagogic and Social Conditioning

The subject of the study comprised individual differences of creative achievements among 6‐year‐old children in two basic and qualitatively different kinds of child's activity: verbal and artistic. The aim of the research was both the analysis of the creative capacity level differentiation and pointing out the hierarchy of factors which determine certain inter‐ and intra‐individual as well as inter‐ and intro‐group differences. The study is based on the concepts of the creativity theory of Wallach and Kogan (1970) and the capacity theory of Renzulli (1986) and Monks (1981) developed within the framework of humanistic and cognitive psychology. The researcher analysed 6,000 drawings and the same number of oral statements produced by 643 children attending two types of pre‐schools and living in three different habitats. The research also covered teachers working with the 6‐year‐old children. The following were used in the study: the test ‘Draw‐a‐Man’ of Goodenough; Guilford's tests of divergent thinking; Uszynska's Questionnaire of self‐estimation; The Schaefer's and Aaronson's Classroom Behaviour Inventory Pre‐school to Primary Scale; Popek's Questionnaire of Creative Behaviour ‘KANH’, and Uszynska's Questionnaire for parents. The results of the research confirm a great differentiation of creative capacity levels of children and suggest that the most significant factors determining them are the pedagogic ones, which may directly or indirectly be influenced by the preschool teacher.

The relationship among attributions, divergent thinking, and retention of nonsense syllables and nonrelated words

Students' employment of meaning through cognitive strategies in a retention task was explored in terms of attributional assignment and/or divergent thinking. Students were randomly assigned to either a list of nonsense syllables or nonrelated words. Attributional assignment was measured by Lefcourt's Multidimensional-Multiattributional Causality Scales (MMCS – IV); divergent thinking was measured by Guilford's tests of Fluency, Flexibility, and Originality. A questionnaire assessing students' beliefs regarding success and failure was also administered. No relationship was found among attributional assignment as measured by the MMCS-IV, divergent thinking, and retention. Strategy use was not related to retention. Students' attributional beliefs regarding failure were predictive of retention for the nonsense syllables. Discussion suggests the need to distinguish between tactic and strategy through analysis of metacognitive processes. Interpretation of the results may indicate that the divergent-thinking measures were not sensitive enough and/or the retention task did not require these divergent-thinking skills.

Creativity enhancement through flotation isolation

Research over the last 25 years on the contribution of aloneness to creativity enhancement has had mixed results. Early studies of sensory deprivation generally found negative effects while more recent research on flotation isolation has reported positive influence. Sports performance, for example, has been improved by means of directed imagery and flotation aloneness. However, there has been only one study which has attempted to enhance creativity through the flotation method and while this study reported positive results, it lacked several control features and was based on a very small sample of highly selected subjects. The present study was designed to evaluate directly the potential contribution of floating to creativity enhancement as measured by the Guilford fluency test and other measures. Subjects were male and female university students, half of whom spent one hour in a float environment and the other half in a darkened room. Each was tested before and after experimental trial on the Guilford and other creativity measures and on two personality/affect scales. Float subjects showed significant increases on the Guilford test from the pre- to post-float and meaningful increases on other thinking measures as compared to non-floating control subjects. Floating was associated with a decrease in anxiety/tension, depression, hostility, and fatigue, but with an increase in vigor and a maintenance of curiosity scores, and it is speculated that the creativity benefits may be a result of these state changes.

Transformation Abilities: A Reanalysis and Confirmation of SOI Theory

Confirmatory factor analysis was used to reanalyze correlational data from selected test variables in Guilford's Aptitudes Research Project (Hoepfner, Guilford, and Bradley, 1968). Results indicated that Guilford's model does serve to reproduce more closely the original correlation matrix than does either a no factor (null) model, a random factor model, or a single (general) factor model. Further, most of Guilford's tests exhibited high loadings on their hypothesized factors. Factors were well-differentiated. These results were interpreted as providing at least modest, if not strong, support for Guilford's SOI theory.

Effects of Reduced Stimulation on Divergent and Convergent Thinking

Drastic stimulus reduction has been shown to improve performance on easy, simple, cognitive tasks. Its effects on tasks that are higher in either difficulty or complexity are less well known. In the current study, ten volunteers spent 24 hours in a dark, silent chamber while ten others were confined without stimulus reduction. At the end of 24 hours, the subjects were given five of Guilford's Tests of Divergent Thinking, and two measures of performance on convergent but difficult problems. Compared to the control group, the restricted subjects showed some performance deterioration on the divergent tasks, although the impairment did not reach the dramatic levels reported in the early sensory deprivation literature. The pattern of results indicated that the effects of stimulus reduction on cognitive processes are mediated by task complexity rather than task difficulty.

Psychological Aspects of Cancer Pain

Carcinomatous patients are occasionally accompanied by emotional changes such as unstableness, depression, anger due to intractable pain induced suddenly.To investigate psychological aspects of carcinomatous patients with pain, three kinds of tests --- Yatabe Guilford test (YG), Cornell Medical Index (CMI) and Manifest Anxiety Scale (MAS) --- were applied to 37 carcinomatous patients (Group 1) and compared with other diseases with pain (Group 2) or normal persons (Group 3).1. YG resulted in mostly type A', A, C and C' in group 1, while type D, D' in group 2 and 3.2. CMI representing a neurosis indicated 57% in group 1, 42% in group 2 and 22% in group 3.3. Mental subjective symptoms due to CMI were 35% of touchy character, 24% of a suicide trend, 11% of hopelessness and 11% of melancholy in group 1, while 28% of touchy character 14% of a suicide trend and 10% of hopelessness in group 2, and 16% of touchy character but no case of a suicide trend and hopelessness in group 3.4. MAS representing anxiety indicated 36% of anxiety in higher grade, 29% of anxiety in middle grade and 36% of normality in group 1, 18% of anxiety in high grade, 9% of anxiety in middle grade and 73% of normality in group 2, and 19% of anxiety in higher grade, 30% of anxiety in middle grade and 51% of normality in group 3.

Adaptive Regression and Types of Cognitive Flexibility

The relationship between adaptive regression and cognitive flexibility was explored in a group of 42 college students. Adaptive regression was measured with the Holt scoring system for the Rorschach. One type of cognitive flexibility was measured by Guilford's tests of divergent production (Word Fluency, Associational Fluency, and Alternate Uses) and a second type by Mednick's Remote Associates Test. Adaptive regression was found to be significantly positively related to the Remote Associates Test in males but not in females. Adaptive regression was found to be unrelated to divergent production tests. These relationships were not found to be mediated by Rorschach productivity or verbal intelligence. A two-stage process was proposed to account for the cognitive operations underlying adaptive regression and the Remote Associates Test. The first stage is seen as a generative (primary process) stage, while the second stage is seen as an evaluative (secondary process) stage. Possible reasons for sex differences were also discussed.

Variables affecting creative contributions across the adult life span.

The purpose of this study was to explore possible explanations of the decline in old age of highly creative contributions. This present study examined whether two explanations were more important than decrements in intelligence. These were (1) decrements in specific divergent thinking abilities and (2) a decline in preference for complexity. Specific creative abilities (divergent thinking) were measured by Guilford tests of redefinition, originality, adaptive flexibility, and ideational fluency. Preference for complexity was measured by the Barron-Welsh Art Scale. These tests were given to 111 teachers ranging in age from 20 to 83 years. The results showed that older subjects were as intelligent as younger subjects but that they performed less well on the Guilford tests and had a lower preference for complexity. Hence, the age differences on Guilford’s tests and the Barron-Welsh Art Scale are more plausible explanations for the age changes in creative contributions. Furthermore, scores on the Guilford tests and those on the Barron-Welsh Art Scale were not correlated. Therefore, it was suggested that the Guilford tests measured <i>ability </i>components of creativity whereas the Barron-Welsh Art Scale measures a <i>motivational </i>component of creativity.

Creativity and overinclusion in chronic schizophrenia.

10 of the Guilford tests of creative abilities were given to 50 schizophrenic patients. Creativity scores were correlated with overinclusion, activity withdrawal, vocabulary, age and level of education. While level of education and vocabulary were positively related to creativity scores, overinclusion, activity withdrawal and age tended to show the opposite trend. Future use of creativity tests in the study of schizophrenia was discussed.

Relationships among creativity, intelligence, and achievement measures in upward bound students

Ninety-four disadvantaged, Upward Bound students were administered a test battery of the Otis Quick-Scoring Mental Ability Test, Preliminary Scholastic Aptitude Test, Guilford's tests of Expressional Fluency, Alternate Uses, and Consequences; and the Figural Form of the Torrance Tests of Creative Thinking. Significant sex differences favoring males were obtained for Otis I J(P < −025), PSAT-Verbal (p <.01), and PSAT-Quantitative (p <.001). Females excelled males on the figural elaboration score from the TTCT (p <.001). White disadvantaged students scored significantly higher than their Indian counterparts on Otis IQ (p <.05) and higher than their black counterparts on the PSAT-Quantitative (p <.01). White students also scored significantly higher than their Indian counterparts on Guilford-Consequences — Obvious (p <.05). A varimax rotation of the correlation matrix resulted in a two-factor solution defined by intelligence-achievement scores and figural creativity. Guilford creativity tests were more closely related to the intelligence-achievement factor, while the Torrance figural creativity test remained a distinct factor. The results are discussed in relation to previous studies of the creativity-intelligence distinction.