Torrance Tests Of Creative Thinking Research Articles

Efficiency of an Educational Robotic Computer-Mediated Training Program for Developing Students’ Creative Thinking Skills: An Experimental Study

This research aimed at detecting the efficiency of a computerized training program based on programming the educational roboticists to develop creative thinking skills for the eighth grade basic education students at Manba'a El-Hekma School in Dhofar Governorate. Also, it investigates the nature of the proposed program, the efficiency of the program, and the significance differences between the two groups. The researcher used the experimental curriculum with the two groups; controlled and experimental to achieve the aims of the research and to test its hypotheses. The sample of the research consisted of 30 Students during the first term of the school year 2018/2019 and they were selected intentionally. Each group included 15 students. The experimental group students were trained to program the educational robotics using the computerized training program. Torrance test of creative thinking was applied before and after on the two groups, in addition to an evaluation card to the projects of the Students. The results showed that there are differences with statistical indication on the level of 0.5 between the two averages of the degrees of the experimental and the controlled groups, before and after the application of the creative thinking test and in the evaluation card of the Students' projects in the experimental group. By implication the research recommended to merge the techniques of the educational robotics and the artificial intelligence in teaching and education and training for provide the female teachers on using that technology and encouraging them to employ it in the process of teaching, using the electronic program prepared in this study.

Added sugar and dietary fiber consumption are associated with creativity in preadolescent children

ABSTRACT Objectives: Creativity requires the ability to combine existing mental representations in new ways and depends, in part, on the hippocampus. Hippocampal function is, in turn, affected by a number of health factors, including aerobic fitness, excess adiposity, and diet. Specifically, in rodent studies, diets high in saturated fatty acids and sugar – hallmarks of a western diet– have been shown to negatively impact hippocampal function and thereby impair performance on cognitive tasks that require the hippocampus. Yet relatively few studies have examined the relationship between diet and hippocampal-dependent cognition in children. Methods: The current study therefore sought to explore the relationship of several diet quality markers including dietary lipids (saturated fatty acids and omega-3 fatty acids), simple carbohydrates (added sugars), and dietary fiber with creativity in preadolescent children. Participants (N = 57; mean age = 9.1 years) completed the Verbal Form of the Torrance Test of Creative Thinking (TTCT), a standardized test of creativity known to require the hippocampus. Additionally, participants completed a 3-day food intake record with the assistance of a parent, underwent dual energy x-ray absorptiometry (DXA) to assess central adiposity, and VO2max testing to assess aerobic fitness. Results: Added sugar intake was negatively associated, and dietary fiber was positively associated with overall TTCT performance. These relationships were sustained even after controlling for key covariates. Discussion: These findings are among the first to report an association between added sugar consumption and hippocampal-dependent cognition during childhood and, given the key role of the hippocampus in learning and memory, as well as creative thinking, have potential educational and public health implications.

Conceptions of Learning, Well-being, and Creativity in Older Adults

The goal of this study is to investigate the conceptions of learning shared by older adults and to assess the relationships of such conceptions with creativity and satisfaction with life. A sample of 322 older adults (mean age = 72 years) attending Universities of the Third Age were administered the shortened version of a questionnaire aimed at capturing opinions and feelings associated to learning, a task from the Torrance Tests of Creative Thinking, and the Satisfaction with Life Scale. Age, gender, schooling, occupation, marital status, and hobbies of the participants were taken into account. Factorial analyses showed that different conceptions of learning can be identified and that some of them are affected by age, gender, and the hobbies practised by the respondents. Older participants and women considered learning as an interpersonal and focused process to a larger extent. Older participants expressed negative feelings about learning, whereas women expressed positive feelings. Satisfaction with life changed according to marital status with married people scoring higher. Creative skills decreased with age and were influenced by gender, level of education, marital status, and hobbies practiced. Associations between conceptions of learning and satisfaction with life and creativity emerged. Implications for interventions addressing older adults’ well-being are discussed.

Mechanisms of Creativity Differences Between Art and Non-art Majors: A Voxel-Based Morphometry Study.

Creativity is considered the ability to generate new ideas or behaviors, an ability that have diverse expressions in different human groups, such as painters and non-painters. Art major students require more creative activities than non-art students do. In this study, we plan to explore the figural creativity abilities of art major students and whether these students exhibited higher figural creativity scores and why their brain structure of gray matter are lower which may benefit from their professional training relative to non-art majors. Therefore, in this study, we use voxel-based morphometry (VBM) to identify different behavioral and brain mechanisms between art major students and non-art major students by using the figural Torrance Test of Creative Thinking. Our results showed that the TTCT-figural (TTCT-F) scores of art majors were higher than those of non-art majors. The TTCT-F score of art major students and practicing and study time have positive correlations which means art major’s figural creativity score benefit from there art professional training in some degree. Subsequently, the interaction analysis revealed that the TTCT-figural scores of art majors and non-majors exhibited significant correlations with the gray matter volumes (GMV) of the left anterior cingulate cortex (ACC) and the left medial frontal gyrus (MFG). While the simple slope analysis showed that art majors, compared with non-art majors, exhibited a marginal significantly positive association with the left ACC and MFG, non-art majors exhibited a significantly negative association with the left ACC and MFG. Overall, our study revealed that people who major in artistic work are more likely to possess enhanced figural creative skills relative to non-artistic people. These results indicated that professional artistic programs or training may increase creativity skills via reorganized intercortical connections.

PSYCHOLOGICAL AND SOCIAL VARIABLES ASSOCIATED WITH THE THINKING AND CREATIVITY OF STUDENTS IN SECONDARY EDUCATION COMPARATIVE STUDY BETWEEN GENERAL EDUCATION STUDENTS AND TECHNICAL EDUCATION

The study aimed to identify the psychological and social variables related to the thinking and creativity of secondary school students. The study relied on the descriptive approach to comparison and analysis and the tools that were relied upon in this study. The first tool The Torrance test of creative thinking (Figure 2b) The second tool Maslow test for the sense of security for adolescents and adolescents Third, the quality of life standard has reached 400 students, divided into 200 technical education, 100 of whom are males and 100 females, and 200 of them are general education, 100 of whom are males and 100 females. Between 15 and 18 years old. The results of the study were based on a number of psychological, behavioral, human and environmental theories and creative theories. The results showed that there were differences between secondary and technical education students in creative thinking. The average number of students in secondary education (131.375), the average of technical education students (113.185) (3.493) at a significant level (0.05), which is therefore a statistical function. Hence, we can say that there are differences between students of secondary education and students of technical education in creative thinking for the benefit of secondary school students. Technical Education. The results showed that there were differences between rural students and city students in creative thinking. The average number of rural students (148.305) and the average number of students in the city (96.255) and the value of T (11.321) at a significant level (0.05) We can say that there are differences between rural students and city students in creative thinking for rural students, as the average rural students are larger than average city students. The results showed that there were differences between males and females in the post-creative thinking, where the average females (144.35), the mean males (100.21) and the value of T. (9.194) at a significant level (0.05), which is thus a statistical function, That there are differences between males and females in the post-creative thinking for the benefit of females, as the average female has been greater than the average male.

أثر استخدام التعلم المبنی على مشکلة فی تدریس الکیمیاء على التحصیل الدراسی ومهارات التفکیر الإبداعی لدى طالبات الصف الأول الثانوی

مستخلص الدراسة: هدفت الدراس إلى بحث أثر إستراتیجیة التعلم المبنی على مشکلة فی تدریس وحدة من مقرر للصف الأولالثانوی فی تنمیة کل من التحصیل الدراسی ومهارات التفکیر الإبداعی لدى طالبات الصف الأولالثانوی بمحافظة سکاکا, وذلک من خلال الإجابة عن فروض الدراسة الآتیة: لا توجد فروق ذات دلالة إحصائیة عند مستوى دلالة (0,05) بین متوسطات درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار التحصیل الدراسی. لا توجد فروق ذات دلالة إحصائیة عند مستوى دلالة (0,05) بین متوسطات درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار مهارات التفکیر الإبداعی مجتمعة. ولتحقیق ذلک تم استخدام المنهج شبه التجریبی, وقد تم اختیار عینة الدراسة بطریقة قصدیة, ومن ثم قسمت عشوائیا إلى مجموعة ضابطة وعددها (25) طالبة, ومجموعة تجریبیة وعددها (30) طالبة. وقد أعدت الباحثة اختبارا تحصیلیا فی فصلی مقدمة فی الکیمیاء والمادة والخواص والتغیرات, کما استعانت باختبار تورانس للتفکیر الإبداعی الصورة اللفظیة. وللتحقق من فروض الدراسة قامت الباحثة باستخدام اختبار (ت) للمجموعات المستقلة, ومعادلة کوهن(د) Cohen’s (d)لحساب حجم الأثر. وکانت أبرز نتائج الدراسة ما یلی: وجود فروق ذات دلالة إحصائیة عند مستوى (0,05) فأقل بین متوسطی درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار التحصیل الدراسی لصالح المجموعة التجریبیة. وجود فروق ذات دلالة إحصائیة عند مستوى (0,05) فأقل بین متوسط درجات طالبات المجموعة التجریبیة ودرجات طالبات المجموعة الضابطة فی اختبار مهارات التفکیر الإبداعی لصالح المجموعة التجریبیة. وفی ضوء نتائج الدراسة خرجت الباحثة بعدد من التوصیات من أهمها: استخدام إستراتیجیة التعلم المبنی على مشکلة فی تعلیم مقرر الکیمیاء. إعادة صیاغة محتوى فصلی مقدمة فی الکیمیاء والمادة والخواص والتغیرات بحیث یتم عرضه فی صورة مشکلات تلامس حیاة الطالبات الواقعیة. تدریب معلمی العلوم على تنمیة مهارات التفکیر الإبداعی حتى یتمکنوا من تنمیتها لدى المتعلمین فی أثناء تدریس العلوم. Abstract: The current study aimed at investigating the impact of Problem-Based Learning strategy (PBL) on both academic achievement and developing creative thinking skills of 10th grade female students in two chemistry units: “Introduction to Chemistry” and “Matter, Properties and Changes” in Skaka province. To achieve its aim, the study imposed two hypotheses as follows: No statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in academic achievement. No statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in creative thinking skills. To test the study hypotheses, quasi-experimental approach was used, where the sample of the study was purposefully selected, and then randomly divided into two groups: control group (25) female students, and experimental group (30) female students. Moreover, two tests were conducted: Academic Achievement test and Torrance Creative Thinking test. Further, effect size was calculated by using Cohen’s (d) equation. The study showed significant results, including: There were statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in academic achievement in favor of experimental group. There were statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in creative thinking skills in favor of experimental group. In light these results, some recommendations were suggested, including: Using Problem-Based Learning strategy in teaching chemistry. Presenting the content of “Introduction to Chemistry” and “Matter, Properties and Changes” through the use of real daily life problems. Training of science teachers on developing creative thinking skills, so they can apply them in teaching and learning science.

Fostering learner creativity in the English L2 classroom: Application of the creative problem-solving model

This study explores the application of the Creative Problem-Solving (CPS) model to infuse creativity training into English L2 classes. It involved 64 students enrolled in two Year-2 classes at a public high school in Taiwan. The participants completed two Torrance Tests of Creative Thinking aimed at evaluating their creative thinking skills at the beginning and the end of the study respectively. Over a period of four months, they took part in four creative writing tasks that were implemented based on the CPS model. Every time the participants finished a task, they also filled out a survey to report their opinions about it. By analyzing the students’ responses to a task evaluation survey and their test results, this study shows that the students generally indicated a positive feeling about the effects of the CPS tasks on facilitating their English skills, creative thinking, classroom participation, and interaction. They also demonstrated better ideational originality after participating in the four CPS tasks. Moreover, a pedagogical framework is proposed in this study to delineate a pedagogical procedure for designing and implementing CPS activities in English classes.

Common Beliefs and Research Evidence about Dyslexic Students’ Specific Skills: Is it time to reassess some of the evidence?

Empirical studies of the relationship between dyslexia and creativity and visuo-spatial skills are inconsistent. While some anecdotal evidence suggests that there is a positive association between dyslexia and creativity, other studies suggest that such an association emerges only in adulthood as a result of adverse life experiences. Others state that dyslexia is associated with weaker rather than enhanced creativity and visuo-spatial ability. The aim of this study was to examine whether adolescents with dyslexia possess superior creativity and visuo-spatial ability as measured by the Torrance Tests of Creative Thinking (TTCT) and two measures of visuo-spatialability, the Spatial Reasoning Test and the Virtual Bungalow Test. Overall, no support was found for the hypothesis that adolescents with dyslexia are highly creative or visuo-spatially endowed and it is advised that teachers treat learners with dyslexia like other learners with learning difficulties and not assume that they possess compensatory skills.

THE EFFECT OF A MULTIMEDIA- BASED EDUCATIONAL PROGRAM ON THE DEVELOPMENT OF CREATIVE THINKING SKILLS AMONG 8TH GRADE STUDENTS IN COMPUTER SCIENCE IN JORDAN: أثر التعليم بالوسائط المتعددة في تنمية مهارات التفكير الإبداعي بمبحث الحاسوب لدى طالبات الصف الثامن الأساسي في محافظة مأدبا بالأردن

This study aimed at exploring the effect of a multimedia- based educational program on the development of creative thinking among the eighth grade students in computer science in Jordan. In this study, the researcher followed the semi- experimental approach. The study used the Torrance test of creative thinking (verbal image a) with its dimensions (fluency, flexibility, originality) and was applied to a sample of (54) students chosen randomly. The sample consisted of two classes of eighth grade students from Fatima Al Zahra Elementary School for Girls. The experimental group which consisted of (28) students studied the proposed educational program, and the control group which consisted of (26) students studied in the usual way. and then the data were collected and analyzed statistically. The results of the study revealed that there were significant differences at the level of (α = 0.05) in the level of development of creative thinking skills. The experimental group average was (29.30) compared to (17.60) for the control group. The experimental group averages were (13.59، 13.67، 2.04) in sequence for the dimensions (fluency, flexibility, originality) , whereas the control group averages were(7.68، 8.48، 1.44) in sequence for the dimensions (fluency, flexibility, originality). The differences were in favor of the experimental groups This is attributed to the multimedia- based educational program for the eighth grade class in the computer science subject. In the light of the results, some suggestions and recommendations for the use of multi-media in teaching and developing the thinking skills are presented.

A Buchet From Disciplines: SSSM (Social Sciences – Science – Mathematics)

The aim of this study is to develop a unique application based on a combination of distinct disciplines brought together by thematic approach in Social Studies course. This study investigated the effect of a developed application on students' academic achievement and creative thinking skills. Interviews were conducted with students. Of mixed methods, the Embedded Design was the research model of choice as it is dominated by the quantitative approach and supported by the qualitative approach. The “Torrance Test of Creative Thinking” was used to quantitatively collect data on the change in students' creative thinking skills while Academic Achievement Test Questions were developed to collect data on the change in students' academic achievement. Semi-structured Interview Forms and Student Detective Files were the qualitative data collection tools used in the study. The former enabled students to evaluate the process while the latter included activities prepared within the scope of the application. Results show that the application caused a statistically significant difference in creative thinking skills and academic achievement. Interviews reveal that experimental group positively assessed all designed activities. Activities positively affected students' feelings and thoughts towards social sciences and Social Studies course. Students associated the social science course with different disciplines (Sciences, Turkish, Mathematics, Religion, Law, Health, Safety etc.).

The Factor Structure of the Figural Torrance Tests of Creative Thinking: A Meta-Confirmatory Factor Analysis

To investigate the factor structure of the Figural Torrance Tests of Creative Thinking (Figural TTCT), a meta-confirmatory factor analysis was performed. A sample of 33 correlation matrices from 26 studies (Nindividuals = 6,982) was included in the meta-analysis. Four different factor models previously presented in the literature were tested to determine which model fits the data best. The results supported a 2-factor structure model in which fluency and originality subscales loaded on the innovative factor; elaboration, abstractness of titles, and resistance to premature closure subscales loaded on the adaptive factor. Implications, limitations, and suggestions for future research are discussed.

Neurofeedback training as a method of development of creative efficiency

Creativity is necessary to human survival, human prosperity, civilization and well-being. Visual creativity is an important part of creativity and is the ability to create products of novel and useful visual forms, playing important role in many fields such as art, painting and sculpture. There have been several neuroimaging studies exploring the neural basis of visual creativity. However, to date, little is known about the relationship between cortical structure and visual creativity as measured by the Torrance Tests of Creative Thinking. Here, we investigated the association between cortical thickness and visual creativity in a large sample of 310 healthy adults. We used multiple regression to analyze the correlation between cortical thickness and visual creativity, adjusting for gender, age and general intelligence. The results showed that visual creativity was significantly negatively correlated with cortical thickness in the left middle frontal gyrus (MFG), right inferior frontal gyrus (IFG), right supplementary motor cortex (SMA) and the left insula. These observations have implications for understanding that a thinner prefrontal cortex (PFC) (e.g. IFG, MFG), SMA and insula correspond to higher visual creative performance, presumably due to their role in executive attention, cognitive control, motor planning and dynamic switching.

Creative Problem Posing Activity (CPPA): A New Approach for Evaluating Creative Thinking Abilities in Mathematics

The purpose of this study is to analyze a new measurement method in the examination of the creative thinking abilities of prospective mathematics teachers. CPPA (Creative Problem Posing Activity) is a method that is revealed with the aim of measuring the creativity of teacher candidates in mathematical problem posing. CPPA has made it possible for the teacher candidates to measure creativity components of individual mathematical creativity (fluency, flexibility, originality) separately by establishing a new scoring scheme. With participating 305 mathematics teacher candidates, this research has revealed the relationship between CPPA performances and TTCT (Torrance Creative Thinking Test) performances of teacher candidates. The findings of the research show a statistically significant relationship between teacher candidates' scores on the Torrance Test of Creative Thinking (TTCT) and their scores on the CPPA.

Adolescents’ Drawing and Divergent Thinking: Does Culture Matter?

The current study examined the association between adolescents’ divergent thinking and features of their drawings in the United States and China. A total of 321 American (n = 125) and Chinese (n = 196) adolescents completed a battery of assessments on divergent thinking and free drawing adapted from the Torrance Tests of Creative Thinking (TTCT). Central (e.g., focal object) and contextual (e.g., background) features characterizing adolescents’ drawings were coded. Results indicated that Chinese adolescents included more central features in their drawings compared to their American counterparts. Chinese, but not American, adolescents’ inclusion of contextual features was positively associated with their divergent thinking. Findings suggest the potential for culture to influence adolescents’ cognition, such that contextual features in drawings may be particularly conducive to the development of divergent thinking in cultures where contextual sensitivity is emphasized.

Improving Students Learning Approach in Mathematical Thinking through Constructivist Learning Approach with Creativity for Architecture Students

The purpose of this research is to measure the effectiveness of constructivist learning approach in structural study specifically for architecture students. Theoretically, improving student’s performance in mathematics is challenging for today education. In architectural education, structural study is part of the non- design courses in the syllabus under the area of technology and environment and it involve in mathematical calculations. In the context of typical classrooms that adopt conventional teaching method, students are usually taught using structured rules based on the given academic syllabus. However, teaching architecture students need a different approach. This is because architecture students learn by understanding the application into practice rather than by only solving the principleproblem. Purposive sampling which is the Torrance Test of Creative Thinking (TTCT) was selected as the method of the study and teaching experiment was conducted. In the experimental structural design, 26 groups of architecture students were tested based on two situations; pre-test (original) and post-test (change), and tests are conducted according to the stages and times set for each topic. The experiment was designed based on the Constructivist learning approach as foundation of the experiment to study the mathematical creativity of the students. The findings show that there are positive impacts on creativity in the subject of structural study which beneficially affects their understanding and application abilities. Further research needs to done to ensure this beneficial outcome can be greatly support students’ long-term retention of knowledge and skills. Keywords: Constructivist learning approach, Creativity in mathematical thinking, and Experimental study for architecture students

Stability of Measure In High Intellectual Ability: Preliminary Results

Despite there having been improvements in efficiency and ease on test scoring for individuals with high intellectual ability, the stability of these scores is not assured. The main objective of our research is a preliminary detection of variations in test scores from a group of children that were identified as having HIA. This was done by means of a single-time assessment of children currently following an enrichment program. A total of n=26 students participated (19 male and 7 female) in the study. The age range was between 12 and 17 years, being the average age 13.89 years (SD = 1.09 years). Differential Aptitude Test (DAT-5) and Torrance Test of Creative Thinking (TTCT) were used to assess the logical-deductive intellectual skills and creative thinking. The results show that test scores may change in a considerable amount in many supposedly HIA individuals. More than 30% of the variance cannot be attributed to common components in the two measurements points. The scores in creativity were the most fluctuating, something that could be expected of these scales having the lowest reliability indexes. Only eight participants remain steady, according to the one standard deviation criterion, and it is quite notorious that two participants show a decrease in three subscales out of five. On the other hand, two other participants have shown an increase in one subscale as well as a decrease in another. In order to foster HIA individuals and their wellbeing, it is essential to be careful with mistaken diagnoses (false-negatives and false-positives), given the fact that they will lead to developmental consequences.

Infusing creative pedagogy into an English as a foreign language classroom: Learning performance, creativity, and motivation

This study investigated the impact of creativity pedagogy on learning performance, creativity, and learning motivation in the English as a foreign language (EFL) classroom. With a quasi-experimental approach to assessing treatment effects in the nonequivalent control group design, three instruments of the measure were administered to a sample of 256 elementary school students: 119 and 137 students in the experimental and control groups, respectively. The instruments were an English receptive vocabulary test, the Torrance Test of Creative Thinking, and an English learning motivation questionnaire. The experimental group received an 8-week intervention with regular EFL curriculum-infused activities for creativity. The control group was taught a regular EFL curriculum. The results of one-way analysis of covariance indicated that creativity technique pedagogy significantly improved learners’ English learning performance, creativity, and learning motivation. Implications for educators and directions for future research were discussed.

Creativity and simultaneous interpretation—the two shall never meet?

Aims and objectives/purpose/research questions:This study examines the cognitive nature of Korean–English conference interpreters by analyzing the creativity scores of professional interpreters and interpreter students and exploring the cause of the differences between them.Design/methodology/approach:We conducted the Torrance Tests of Creative Thinking (TTCT) on professional interpreters and interpreter students. The main scores and sub scores of the two groups were compared and analyzed. The quantitative results were complemented by selective in-depth interviews.Data and analysis:Forty-five subjects (21 professional interpreters and 24 interpreter students) participated in the study. The data from the TTCT main and subordinate scores were obtained. An independent t-test between the two groups was conducted. The creative style scores were compared to explain the differences between the two groups.Findings/conclusions:Contrary to our expectations, the creative verbal scores of the professional interpreters were significantly lower than the interpreter students’ scores. We also found other distinct differences between the two groups regarding several aspects of creativity including styles. We speculate that the different creative scores may reflect the impact that many years of professional interpretation experience have had on the cognition of the conference interpreters.Originality:The current study is a first attempt to explore the creative scores of professional interpreters and interpreter students with an analysis of the implications of the cognitive aspects of Korean–English conference interpreters.Significance/implications:Our study suggests that the difference in the creative scores of professional interpreters and interpreter students may be key to understanding the unique cognitive features of Korean–English conference interpreters. We surmise that the involvement of particular functions of the brain together with the professional experience of the interpreters caused the difference.

The association between visual creativity and cortical thickness in healthy adults

Creativity is necessary to human survival, human prosperity, civilization and well-being. Visual creativity is an important part of creativity and is the ability to create products of novel and useful visual forms, playing important role in many fields such as art, painting and sculpture. There have been several neuroimaging studies exploring the neural basis of visual creativity. However, to date, little is known about the relationship between cortical structure and visual creativity as measured by the Torrance Tests of Creative Thinking. Here, we investigated the association between cortical thickness and visual creativity in a large sample of 310 healthy adults. We used multiple regression to analyze the correlation between cortical thickness and visual creativity, adjusting for gender, age and general intelligence. The results showed that visual creativity was significantly negatively correlated with cortical thickness in the left middle frontal gyrus (MFG), right inferior frontal gyrus (IFG), right supplementary motor cortex (SMA) and the left insula. These observations have implications for understanding that a thinner prefrontal cortex (PFC) (e.g. IFG, MFG), SMA and insula correspond to higher visual creative performance, presumably due to their role in executive attention, cognitive control, motor planning and dynamic switching.

An analysis of creative effect on interdisciplinary practices in art education

Abstract The conventional belief that arts education is individual-based and pure no longer holds any meaning. An interdisciplinary approach in this field is becoming more widespread. The consilience between the arts, humanities and social sciences, the arts and the natural sciences, and the arts and art education is recognized as enabling more creativity and thinking skills that are more integrated. Thus, art education has emerged as a core pillar in producing future talents. This study emphasizes the need for interdisciplinary practices for ensuring the creativity enhancement of the learner through art education, which aims to produce creative talents. Therefore, we developed and deployed interdisciplinary practices designed for sixth graders from August 2013 to January 2014. We assessed the learner’s creativity before and after using Language A and figures from the Torrance Tests of Creative Thinking (TTCT) in order to verify its effect on the correlation among five lower creativity factors. The results of the research questions showed a significant effect of interdisciplinary practices on the development of learners’ creativity. Figure A of the TTCT Type A language consisted of five lower factors of creativity: fluency, originality, abstractness of the title, delicacy and premature closure. The five resistance causes to these factors demonstrated a significant difference. Finally, this study maintained that the interdisciplinary practice of an art-based curriculum could promote students’ capacity by fostering creativity and providing the basis for an assessment method in contemporary art education.