Torrance Tests Of Creative Thinking Research Articles

Problem Based Learning dan Discovery Learning Sebagai Prediktor Berpikir Kreatif

This research aims to investigate the influence of problem-based learning on creative thinking, the influence of discovery learning to creative thinking, and the simultaneous influence of problem-based learning and discovery learning to creative thinking. This research is explanatory with the processing and discussion of data using quantitative analysis technique. This research will be conducted at SMA Negeri 1 Rote Barat Daya, which is located in Oetefu Hamlet, Rote Barat Daya District, Rote Ndao Regency, East Nusa Tenggara province. The respondents involved in this study amounted to 88 high school students. The questionnaire used was adapted from a problem-based learning environment, inventory discovery of learning, and Torrance test of Creative Thinking (TTCT). The results showed that problem-based learning has no significant influence on creative thinking, discovery Learning has a positive and significant influence on creative thinking, and simultaneous testing of problem-based learning and discovery learning has no significant influence on the creative thinking of SMA Negeri 1 Rote Barat Daya.

Is perception the missing link between creativity, curiosity and schizotypy? Evidence from spontaneous eye-movements and responses to auditory oddball stimuli

What is the relationship between creativity, curiosity, and schizotypy? Schizophrenia-spectrum conditions and creativity have been linked to deficits in filtering sensory information, and curiosity is associated with information-seeking. This raises the possibility of a perception-based link between all three concepts. Here, we investigated whether the same individual differences in perceptual encoding explain variance in creativity, curiosity, and schizotypy. We administered an active auditory oddball task and a free viewing eye-tracking paradigm (N = 88). Creativity was measured with the figural portion of the Torrance Tests of Creative Thinking (TTCT) and two self-report scales. Schizotypy and curiosity were measured with self-reports. We found that creativity was associated with increased reaction time to the rare tone in the oddball task and was positively associated with the number and duration of fixations in the free viewing task. Schizotypy, on the other hand, showed a negative trend with the number and duration of fixations. Both creativity and curiosity were positively associated with explorative eye movements (unique number of regions visited) and Shannon entropy, while schizotypy was negatively associated with entropy. We further compared saliency maps finding that individuals high versus low in creativity and curiosity, respectively, exhibit differences in where they look. These findings may suggest a perception-based link between creativity and curiosity, but not schizotypy. Implications and limitations of these findings are discussed.

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.

The effectiveness of learning cycle with lesson study for learning community to build students creative thinking skills on algebraic form

This research aims to describe the effectiveness of the learning cycle model (LC-5E) with Lesson Study for Learning Community (LSLC) to build students creative thinking skills in algebraic forms. The research procedures Consists of three stages: preparation of learning instruments, validation and revision, and the implementation of research. Data collection using Triangulation methods and creative thinking tests is based on The Torrance Test of Creative Thinking (TTCT). The data analysis shows that: the implementation of the lesson plan is very good category; the frequency of student activity that stands out is collaborative learning with positive responses to learning models; classical completeness of students algebraic ability are increase, creative thinking indicators achieved are fluency and flexibility, the not creative and less creative students are decrease, and the creative and very creative students are increase accompanied by growing collaborative learning and jumping task. Based on the results of data analysis, it was concluded that the implementation research is effective.

The effect of using differentiated teaching strategy in the development of creative thinking skills in second secondary students in the subject of mathematics and improve attitudes towards it

The effect of using differentiated teaching strategy in the development of creative thinking skills in second secondary students in the subject of mathematics and improve attitudes towards it. To achieve the objective of the study, the researcher prepared a teacher's guide for the use of differentiated teaching strategy in teaching mathematics of the second secondary grade, , as the researcher prepared a measure of attitudes towards interpretation, The researcher used quasi- experimental approach. The study sample consisted of (80) students divided into four groups (2) experimental (male and female) and (2) control (male and female), the experimental group has been taught using differentiated teaching strategy while the control group did not use this strategy, and in the end of the experiment the Torrance Verbal Test of Creative Thinking and the trends measurement were applied on the experimental and control groups. The results of the study showed a statistically significant difference between the average scores of the experimental and control groups students in applying Torrance creative thinking test in each skill of the three creative thinking skills and on the test as a whole. As well as the trends scale towards mathematics of these differences for the experimental group students who have studied using the differentiated teaching strategy. As the results of the study showed no statistically significant differences between the average scores of the experimental group and control group students due to the variable gender. In light of the results, the researcher made a number of suggestions and recommendations.

Corrigendum: The Dancers' Visuospatial Body Map Explains Their Enhanced Divergence in the Production of Motor Forms: Evidence in the Early Development

[This corrects the article DOI: 10.3389/fpsyg.2019.00768.].

Improvement in creativity after transcranial random noise stimulation (tRNS) over the left dorsolateral prefrontal cortex

Creativity has previously been shown to improve after the application of direct and alternating current transcranial stimulation over the dorsolateral prefrontal cortex (DLPFC). However, previous studies have not tested whether transcranial random noise stimulation (tRNS) was efficient for this purpose. The aim of this randomized, double-blind, placebo-controlled study was to investigate the effect of tRNS on both verbal convergent and (verbal and visual) divergent thinking during left DLPFC tRNS stimulation. Thirty healthy participants were randomly allocated to either a tRNS active group or a sham group. Each session lasted 20 min and the current was set to 1.5 mA (100–500 Hz). Participants’ verbal convergent thinking was assessed with the Remote Associates Test (RAT). Verbal and visual divergent thinking were respectively measured by using the Unusual Uses and Picture Completion subtests from the Torrance Tests of Creative Thinking. Bootstrapped analysis of variance showed significant differences in the mean change scores between the active tRNS group and the sham group in RAT scores (d = 1.68); unusual uses: fluency (d = 2.29) and originality (d = 1.43); and general creativity (d = 1.45). Visual divergent thinking, in contrast, did not show any significant improvement. Our results suggested that tRNS over the left DLPFC is effective for increasing verbal divergent and convergent thinking.

EFL Learners’ Creativity and Their Listening Comprehension Strategies

Listening is one of the fundamental language skills which plays a crucial role in facilitating language learning. However, very little research has been conducted on the relationship between EFL learners’ listening strategy use and their individual differences. Listening strategies are the techniques that we use consciously or unconsciously to understand and interpret the text we are listening and they are directly contributed to the comprehension and recall of listening input. Despite the relatively small number of investigation in the realm of listening strategies, there is a lack of research study investigating them in relation to specific traits or skills. This study aimed at investigating the relationship between creativity and the use of listening comprehension strategies by EFL learners. To this end 45 students at the advanced level were chosen out of 88. The adapted version of Listening Strategy Questionnaire was administered to the subjects to identify their listening strategies. Then, Torrance Test of Creative Thinking was administered to measure their creative abilities. The descriptive analysis indicated that these EFL learners employed meta-cognitive listening strategies more than cognitive strategies and they used cognitive strategies more than socio-affective strategies. The Pearson Correlation analysis showed that there was a statistically high, significant and positive association between Iranian EFL learners’ creative abilities and their listening strategies at <0.01 level. The correlation between creativity and meta-cognitive strategies was higher than those of other strategies, followed by the correlation between creativity and cognitive strategies and then the correlation between creativity socio-affective strategies. In the end, pedagogical implications and areas for further research were provided.

The Benefits of the Learn to Think Program for Preschoolers’ Creativity: An Explorative Study

AbstractThis paper presents the Learn to Think preschool (LTT‐P) program for promoting creativity in preschoolers and reviews its potential benefits. LTT‐P was designed within the framework of the successful LTT creativity program for older students and both were developed to fit the Chinese education system. To assess the potential benefits of LTT‐P, a quasi‐experimental pretest‐posttest control group study was conducted in a preschool in an urban region in the northwest of China, involving 68 middle level and 87 senior level children. The Lines and Circles subtests of the Torrance Test of Creative Thinking were used to examine the development of children's creativity on the dimensions fluency, originality, and elaboration between pretest and posttest. The results suggest that the LTT‐P program has the potential to promote young children's creative thinking, especially with regard to the aspects of originality and elaboration. The results for fluency are less clear. To the best of our knowledge, LTT‐P is the first program, grounded in a structured learning theory and sound curriculum framework, to support children's creativity development in Chinese early childhood education.

The Dancers' Visuospatial Body Map Explains Their Enhanced Divergence in the Production of Motor Forms: Evidence in the Early Development.

Dance represents an opportunity to promote not only motor skills but also other cognitive functions and general well-being. In this study, 58 children aged 6–10 years were enrolled in order to test the issue if dance improves divergent thinking in motor and visual domains (domain-general and domain-specificity hypotheses), and whether the topological map of the body mediates their performance at the motor task (mediation hypothesis). Therefore, 33 children practicing dance were compared with a control group (25 children). Children were administered the visual divergent thinking task of the Torrance Test of Creative Thinking, consisting in making drawings starting from given shapes, and the motor-form divergent thinking task, opportunely developed consisting in producing acted motor forms in the extrapersonal space. Both tasks were presented for 10 min and were scored in terms of fluency, flexibility, and originality. The ability to form the topological map of the body was measured by the frontal body-evocation test. Results revealed that children practicing dance outperformed the control group only in terms of the ability to perform motor forms. In addition, dancers showed a better topological map of the body, and, most importantly, besides the direct effect of group on the ability to produce acted motor forms, a significant indirect effect of the group, mediated by performances on frontal body-evocation task, was found. These results have important implications for cognition, showing that dance can improve the topological map of the body that in turn enhances creativity in motor domain since the early developmental age.

Thinking Outside of Functional Fixedness with the Aide of Mental Fatigue

This research explored the relationship between mental fatigue and creativity by testing the creative potential of 25 Keene State College students, half of which were subjected to mental fatigue. Little research has been done to look at these 2 variables together, but considerable research has been done on them individually. Using an independent-measures study, it was demonstrated that, although many view mental fatigue as inhibitory and bad for productivity, this inhibitory nature can actually be beneficial to one’s creativity by inhibiting the rigidity of one’s role assignment for objects. Participants (23 female) were primarily recruited from underclass-level psychology courses. Two forms of a working memory task—one difficult (43% correct) to induce mental fatigue, and the other easy (985 correct) as a control condition—and the Torrance Test of Creative Thinking (TTCT) to measure creativity, revealed that mental fatigue resulted in significantly higher scores across all measurements and forms of creativity within the TTCT.

Facilitating Torrance Test of Creative Thinking Use in Malaysian TVET Research: The Initial Step of Inter-rater Reliability Determination

Creativity is a valuable 21st century attribute vital to innovation, and is considered as an important aspect in technical and vocational education and training (TVET). This study is prompted by the lack of international test use in Malaysian TVET creativity -related research and the Torrance Tests of Creative Thinking (TTCT), translated into Malay Language (ML) could fill in this gap. The determination of inter-rater reliability coefficients cover 5 norm-referenced dimensions or measures of figural creativity, viz. fluency, originality, elaboration, resistance to premature closure, abstractness of titles, and the overall average score for the TTCT (Form A). This study involves correlation research where subjective answers to TTCT (ML) by 35 prospective teachers from Teacher Education Institute - Temenggong Ibrahim Campus, Johor Bahru were marked by 3 independent inter-ratters, and analysed for correlation. Data analyses of IRC were carried out using interclass correlation analysis found in the Statistical Package for Social Science (SPSS) software. IRC values were obtained as follows: fluency (0.99), originality (0.99), elaboration (0.90), resistance to premature closure (0.93), abstractness of titles (0.98), and overall average score (0.99), with r≥0.9, as at an excellent level. In comparison, these IRC values for TTCT (ML) version are consistent with values for the English (international) TTCT version, viz. r, from 0.78 to 0.99. In conclusion, with the determination of IRC values for the TTCT (ML) version, Malaysian researchers will have the choice and facilitation to use this set of test instruments to investigate creative, innovative or higher-order thinking skills of their TVET respondents.

Assessment of creative thinking among medical students

Creativity is a highly valued quality in different fields. Despite this, it is rarely included in the curricula of medical careers. To assess creative thinking among undergraduate medical students. Sixty-seven students aged 18 to 31 years (45% women) from the first (16), third (26) and seventh year (25) of medical school answered a sociodemographic questionnaire and the Torrance Test of Creative Thinking (TTCT). Median creativity index according to age was in percentile 52 (range 2-99). Percentiles for fluency, originality, elaboration, abstraction of titles and resistance for premature closure were 31, 32, 79, 53 and 17 respectively. There were no significant differences between students of different levels (p = 0.73). In this group of students, there is a high performance in elaboration and a low score in Resistance to premature closure.

Investigating the Creativity of Children in Early Childhood Education Institutions

Early childhood education institutions are referred to preschool, nursery school and practicum schools that educate young children. Preschool curriculum was developed for children in the preschool education institutions to provide a rich learning experience and to help healthy growth. Creativity is fundamental for the preschool curriculum and can be defined as a procedure to create original things. Preschool teachers should provide children with materials to trigger their imagination, should provide opportunities to imagine and to explain their ideas, should appreciate children's individuality, and should encourage their different viewpoints. They also should encourage children to participate in creative games, should care about children's new products, and value them. Moreover, children's creativity should be appreciated, and children should be given confidence. In this study, it is aimed to investigate the creativity of children in the preschool. A simple causal design with pre-and post-test with a single group was used in the study. The participants consisted of 184 children (96 boys, 88 girls) enrolled in preschool and nursery schools belong to Ministry of Education located in Ankara during the 2014-2015 academic year. Figural Creativity Form A and B of Torrance Tests of Creative Thinking were used as pre- and post-tests. The results showed that preschool curriculum increased children's creativity in a positive way.

Analyzing Creativity in the Light of Social Practice Theory.

In this work, starting from the social practice theory, we identified two kinds of creativity: a situational creativity that takes place when, starting from a defined situation, a social practice is played; and a creativity of habit that concerns the agents' capacity for generating new practices from habit when the situation is not defined or is unexpected. To test this hypothesis, the Torrance Test of Creative Thinking (Verbal Form A) was analyzed in the light of praxeology, and the results are analyzed in a computational creativity perspective.

Effectiveness of Gamification of Web-Based Learning in Improving Academic Achievement and Creative Thinking among Primary School Students

Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English.

الذکاء الشخصی وعلاقته بالتفکیر الإبتکاری لدی طلاب الحلقة الثانیة من التعلیم الأساسی

هدفت الدراسة إلي الکشف عن العلاقة بين التفکير الإبتکاري والذکاء الشخصي، کذلک الکشف عن الفروق بين الجنسين في التفکيرالإبتکاري، والکشف عن الفروق بين الجنسين في الذکاء الشخصي، وأجريت الدراسة علي عينة قوامها 160 طالب وطالبة من طلاب الصف الثاني الإعدادي بمحافظة دمياط . خلصت الدراسة إلي : 1- وجود علاقة إرتباطية موجبة دالة إحصائيا بين درجات الطلاب في کل من الأصالة والدرجة الکلية للتفکير الإبتکاري کمؤشر للتفکير الإبتکاري ودرجاتهم في الذکاء الشخصي، بينما کانت العلاقة غير دالة إحصائيا بين درجات الطلاب علي الطلاقة والتفصيلات والمرونة ودرجاتهم في الذکاء الشخصي 2- وجود فروق دالة إحصائيا بين متوسطي درجات الذکور والإناث في کل من الطلاقة والتفصيلات والدرجة الکلية لإختبار تورانس للتفکير الإبتکاري لصالح الإناث ، بينما کانت الفروق غير دالة إحصائيا بين متوسطي درجات الذکور والإناث في الأصالة والمرونة . 3- وجود فروق دالة إحصائيا بين متوسطي درجات الذکور والإناث في الذکاء الشخصي لصالح الإناث Abstract The current study tries to explore the relation between creative thinking and personal Intelligence .This study tries to explore the difference between males and females in creative thinking. This study tries to explore the difference between males and females in personal intelligence . The sample consists of 160 students in the second year of preparatory school Research Findings : 1-There is statistically significant positive correlation among students'degrees on originality ، the total degree of Torrance creative thinking test and their degrees of personal Intelligence،butThere is no statistically significant correlation among students'degrees on fluency، flexibility، elaboration and their degrees of personal Intelligence 2-There are statistically significant differences among the mean scores of males and females in fluency،elaboration and the total degree of Torrance creative thinking test in favor of females، but There are no statistically significant differences among the mean scores of males and females in originality and flexibility . 3- There are statistically significant differences among the mean scores of males and females in personal intelligence in favor of females.

Capacitação para a criatividade: testando a eficácia do ensino de técnicas de design thinking

Creativity is an important quality for the human being and essential for the evolution of humanity. Given such importance, techniques were developed to measure and stimulate this complex and multifaceted construct. The methodology of Thinking (DT) is an approach that has tools that encourage creativity in different scenarios and has often been used as a model for solving problems in an innovative way, using creative stimuli. In line with what has been stated in the literature, this work, based on three articles submitted and approved in scientific congresses, aims to test the effectiveness of the discipline Design Thinking and Business Innovation in an MBA, this section covers the application of DT's creative techniques. To do this, through a Systematic Review of Literature (RSL), we will investigate the techniques of measurement of creativity in use in the Scopus and Web of Science bases in the last five years, selecting for later evaluation the most cited of them. Then, through a quasi-experiment, to attest the increase in the level of creativity in the 25 students of an institution in RJ, who composed the experimental group and in another 18 students from another university, who formed the control group. Finally, by performing a statistical test of comparison between means and dependent samples, contribute to the validation of the techniques of stimulus to the creativity of the DT in the context that were taught. As results, it was verified that the Torrance Tests of Creative Thinking (TTCT) was the technique of measurement of the most mentioned creativity among the others, that there was an increase in the creativity scores evaluated among the participants that formed the experimental group and that the techniques of DT are valid in the context in which they were taught, considering the statistically significant difference in the indices of creativity obtained in pre-treatment and post-treatment.

The Effect of Hidden Arrangement in Creative Thinking

This research aims at recognize the hidden arrangement strategy in expressive performance and creative thinking in the fifth grade, the researcher made a test to measure the performance of the expression and Torrance test to measure the ability of creative thinking, the study has applied in Iraq for the academic year 2018/2019, that consists of (68) pupils in babylon city, the sample of the research was chosen according to the intentional method. They were randomly divided into two groups, the first one is experimental group which consists of (35) pupils in section (b), have studied according to the hidden arrangement strategy, while the second one was control group that consists of (33) pupils in section (D), who have studied according to the traditional method, after exclusion of students who failed, the final number of the sample became (27) pupils in section (b), and (29) pupils in section (D), in the result the total number became (56) pupils). The study has required the availability of two tools: the construction of a test of expressive performance and the adoption of the Torrance test for creative thinking, after the statistical data collected and analyzed by using the t-test of two independent samples

A Correlational Study of Personality, Demography, and Creativity among Students in the University of Science and Technology

The present study has three purposes: it examines 1) correlations among personality, creative self-efficacy, demography, and creativity, 2) differences between males and females in creativity and differences between academic years in creativity, 3) predictors of creativity through variables in a Korean student context. A total of 60 students (31 males and 29 females) from the university of Science and Technology in Korea participated for the present study. Participants represented a cross-section of academic years. Students participated in several surveys including OCEAN personality tests, self-efficacy test, demography and creativity test (Torrance Tests of Creative Thinking, TTCT). As a results, there were significant and positive relationships between extraversion and creativity, between gender and creativity and between creative self-efficacy and creativity. The data revealed that female students showed higher total scores of creativity than male students’ creativity. Moreover, among variables, extraversion and gender were meaningful predictors for creativity in this study.