Torrance Tests Of Creative Thinking Research Articles

On the influence of creativity upon the interpretation of complex words

AbstractThe paper is aimed at the evaluation of whether, and if, to what degree, the psychological factor of creativity affects the interpretation of complex words. The research covered 324 students (17–18 years old) who attended (at the time of the experiment) various secondary schools in Košice, Slovakia. For the sake of evaluation, the respondents were divided into two cohorts (H-cohort and L-cohort) for each of the creativity variables, based on their high vs. low scores achieved in theTorrance Test of Creative Thinking(TTCT). These variables include Elaboration, Fluency, Flexibility and Originality and two subscores, the Creative Strengths and the Composite Score. The interpretation test includes potential compound words and converted words, i.e., potential words that admit numerous potential readings. The evaluation process is primarily based on Štekauer’s theory of meaning predictability (2005), and covers four variables: the predictability rate, the objectified predictability rate, hapax legomena, and the average number of readings per informant. The results suggest that while the H-cohort is more ‘creative’ in interpreting potential words the influence of the individual variables/subscores varies substantially.

Challenges Of Creativity And Competence Of Children In Early Childhood Education

Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.

Do education, sex, and age moderate the relationship of intelligence and creativity with sexual desire?

This study aimed to examine the relationship between intelligence and creativity with sexual desire and the extent to which education, sex, and age moderate this relationship. In doing so, a total of 168 students (74 males and 94 females) aged 18–35 years (M = 23; SD = 3.58) were selected using convenience sampling from three universities in Tehran, Iran and they were asked to complete a set of measures including Raven's Progressive Matrices, Torrance Tests of Creative Thinking, and Hurlbert Index of Sexual Desire. Data analysis indicated that neither intelligence nor creativity was correlated with sexual desire. Moreover, current findings showed that education and sex did not moderate the relationship between intelligence and creativity with sexual desire, while there was a positive relationship between intelligence and sexual desire at older ages. These results suggest that sexual desire is not influenced by intelligence or creativity and only age moderates the relationship between intelligence and sexual desire.

A longitudinal study of the relation between creative potential and academic achievement at an engineering university in Korea

AbstractBackgroundFuture scientists in engineering fields are expected, and even demanded, to be creative and innovative. Longitudinal studies pertaining to how creativity and academic achievement grow and develop over time remain limited.PurposeThis study examines (a) relationships between the creative potential of first‐year engineering students and their graduation grades as well as between the creative potential and graduation grades in nonmajor liberal arts courses, (b) the role of gender in creative potential, and (c) changes in creative potential after 4 years of college life.MethodIn this exploratory study, the participants included 57 students from an engineering college in Korea. Data were first collected from 90 first‐year engineering students in August 2013. More than 4 years later in October 2017, 57 of these students were contacted again for follow‐up.ResultsA positive relationship was found between the creative potential of engineering students and their academic achievement. Female students exhibited higher creative potential scores than the male students at both time points. Creative potential increased after 4 years, particularly in total creativity score, fluency, and originality.ConclusionsThe findings from this study are different from the findings of Western engineering schools in their depiction of a positive relationship between creative potential and grades. This study indicated the possibility of developing creative potential even in adulthood. However, the results should be carefully interpreted not only because of the small sample size but also because of limitations of the Torrance Tests of Creative Thinking.

Correlation of Creativity and Academic Performance in English in STEM and Humanities Students

Introduction. Developing students’ creative thinking is one of the current global trends in higher education. Despite the existence of a number of studies focusing on creativity enhancement, including its development by means of foreign language learning, the problem of the correlation of students’ creativity levels, academic profile (track) (STEM and humanities) and academic progress in mastering a foreign language remains open. The purpose of this study was to identify possible correlations: between the creativity of university students and their academic performance in a foreign language and between their creativity and specialization areas. Materials and Methods. The sample consisted of 300 students (150 majoring in humanities and 150 in engineering) from two Tyumen universities. The study used an abridged version of the Torrance test of creative thinking, the second subtest “Incomplete Figures Task”. The collected data were processed using mathematical statistics methods in Microsoft Office Excel and Statistica 10.0. Results. According to the results of the study, a low level of students’ creativity was discovered in terms of originality and flexibility of thinking. These indicators were lower than those of the high school students in 1994. At the same time, two other indicators, fluency and elaboration, were higher than statistical norms. A positive correlation was found between academic performance in English as Foreign Language and elaboration. No relationship between academic performance in EFL and other indicators has been registered. There were no statistically significant differences in the level of creativity between students majoring in engineering and humanities. Discussion and Conclusion. The results of the study point to the need to find new ways to foster students’ creativity in the classroom, including creation of a creativity stimulating environment, pedagogical monitoring of students’ creativity, and measures to encourage creative teaching.

The effect of transcranial random noise stimulation (tRNS) over bilateral posterior parietal cortex on divergent and convergent thinking

Creativity pervades many areas of everyday life and is considered highly relevant in several human living domains. Previous literature suggests that the posterior parietal cortex (PPC) is related to creativity. However, none of previous studies have compared the effect of transcranial random noise stimulation (tRNS) over bilateral PPC on both verbal and visual divergent thinking (DT) and Remote Associates Test (RAT) in the same experimental design. Forty healthy participants were randomly assigned to tRNS (100–500 Hz) over bilateral PPC or sham group, for 15 min and current was set at 1.5 mA. Participants’ creativity skills were assessed before and after brain stimulation with the Unusual Uses and the Picture Completion subtests from the Torrance Test of Creative Thinking and the RAT. ANCOVA (baseline scores as covariate) results indicated that tRNS group had significantly higher scores at post-test in RAT and visual originality compared to sham group. Unusual Uses, on the other hand, was not significant. Improvement in RAT suggests the involvement of PPC during via insight solution which may reflect internally directed attention that helps the recombination of remotely associated information. The improvement in visual originality dimension from DT may be due to a higher internally directed attention while reducing externally oriented attention.

Divergent Thinking: The Role of Decision-Making Styles

ABSTRACT Divergent thinking involves the ability to find many different and new responses or solutions to open-ended problems. The ability to think divergently has been associated with different cognitive processes, including intuitive and rational thinking styles. However, research has not specifically addressed the extent to which divergent thinking is associated to decision-making styles, which involve habits to react in a certain way in specific decisional contexts. The present study was devoted to explore the relationships between verbal and visual divergent thinking, assessed using the Torrance Test of Creative Thinking, and decision-making styles (e.g., rational, intuitive, dependent, avoidant, and spontaneous), assessed using the General Decision-Making Style inventory. The scores of both verbal and visual divergent thinking (e.g., fluency, flexibility, originality; elaboration only for visual divergent thinking) were converted in z-scores and summed separately in order to get verbal and visual composite creative indices. Results revealed that only and rational decision-making style predicted both creative indices. This finding confirms the key role of rationality during the creative process. Possible explanations for the lack of significance of intuitive decision-making style are presented. Future research directions are also discussed.

Divergent learning experiences in sports enhance cognitive executive functions and creativity in students

ABSTRACT Background: Studies have reported positive effects of physical activity on cognitive executive functions, such as inhibitory control and creativity. These studies predominantly compared scenarios of sports participation vs. no sports participation or reduced sports to simple aerobic exercises. However, whether the type or intensity of physical activity matters has not been clarified. Purpose: This study investigates creativity development in sports study programs, which fully capture the real-world physical and mental involvement of students, by comparing two study programs representing different approaches on how to accumulate knowledge and expertise in sports. In the divergence-oriented study program (DOSP), students participate in variety of noncompetitive sports throughout their studies. In the convergence-oriented study program (COSP), students focus on optimizing performance in a well-defined area of competitive sports. The hypothesis that divergent learning experiences in sports have a more positive influence on creativity than convergent learning experiences was tested. Method: Cognitive inhibitory strategies (Ruff Figural Fluency Test) and creativity (Figural Torrance Test of Creative Thinking) were compared in sport students from DOSP (n=33) and COSP (n=35). To examine the study period’s influence, students were tested at the beginning and end of their studies. Findings: Creativity scores of DOSP students significantly increased in four out of five creativity measures (fluency, originality, elaboration, and resistance to premature closure) within two years, while those of COSP students declined significantly. However, both student groups incorporated significantly more cognitive strategies to fulfill the tasks. DOSP students used these strategies to produce more responses (fluency), leading to original and elaborated responses, while COSP students produced significantly fewer errors. Conclusions: The claim that physical activity has a generally positive influence on fluency does not correspond to our findings. We, therefore, conclude that not physical activities per se, rather the divergent learning experiences in sports positively influence creativity. Since fluency only improved in DOSP, we predict that fluid thinking benefits vastly from divergent learning experiences. Furthermore, we found evidence that the mechanism of high fluency in the divergent study group is partly related to cognitive inhibitory strategies. Therefore, study program coordinators should redesign sport curricula based on process-oriented learning opportunities in sports. This includes a shift away from early specialization and toward broad-based education and versatility training to prepare students to better adapt to the ever-changing societal needs. To enable teachers to promote students’ creative potential, study program coordinators alongside universities must support teachers in receiving adequate training to shift from being controllers to facilitators in favor of promoting process-orientation and active, self-regulated knowledge construction in students.

Fostering creative minds: what predicts and boosts design competence in the classroom?

Can originality in real-world creative design thinking be improved through instruction and practice? Do such frequently-used measures of creative ideation as the Alternative Uses Task or Torrance Tests of Creative Thinking, or other factors predict students' performance on actual industry-based design-brief challenges? Results to date are weakly promising but mixed. Here, we adopt a multi-componential view of creativity, according to which creative performance is influenced by multiple intrapersonal cognitive-motivational and environmental factors. As part of a 14-week undergraduate creative methods course, we obtained performance-based measures on several cognitive-behavioral divergent thinking tasks, together with self-report measures of personality and task-related interest. Analyses of the creative performance of 98 students who completed the creative methods course showed that (1) originality on a pre-course design challenge was predicted by a composite of performance on divergent-thinking tasks, personality, and task-related interest factors, (2) students demonstrated large and significant pre-to-post gains in originality on the design challenge and on two verbal Torrance tests, (3) gains were shown equally regardless of initial design performance. Those who started the course with lower originality scores on the design challenge gained at least as much as those who embarked with higher originality scores. These results are consistent with a multi-componential theoretical view of creativity, suggesting that a multipronged training approach, involving hands-on individual and team activities combined with explicit instruction, can markedly boost creative problem-solving capabilities. Taken together, our findings indicate that creative abilities are not fixed and can improve through training and mentoring that embraces iterative design processes.

Explanatory factors of sixth grade pupils’ creativity in Tunisian primary schools

The present study aims to assess the creativity of a sample of Tunisian sixth-grade elementary school children (n = 142) and explore the relationships between their creative potential and gender, academic achievement and self-esteem in order to determine possible factors to explain these links. Two instruments were employed: the Torrance Tests of Creative Thinking (TTCT) created by Torrance and the Test of Creative Thinking and Drawing Production (TCT-DP) developed by Urban and Jellen. The results obtained from the two tests were consistent, revealing average creative potential with a slight girls superiority. However, the study of the variance in children’s creative potential based on academic achievement and self-esteem, revealed divergent trends.

Demonstrating the Impact of Brainstorming Technique on EFL Students and its Consequences for Improving the Creativity of Solving-Problems During Times of Covid-19 Pandemic

This study aims at studying the impact of utilizing brainstorm technique in improving creative problem-solving abilities among EFL students through the approved E-Learning as a means of distance learning under the current circumstances of Coronavirus pandemic and its effect on the subject. The sample of the study contains (96) students from College of Education for Women, Tikrit University. The sample is divided into two groups. Firstly, the experimental group which consists of (46) students who are taught by means of brainstorming technique in the course of improving thinking abilities during in the academic year 2019/2020. Secondly, the control group consists of (50) students. The research devices used in this study includ a program of brainstorming technique and Torrance creative thinking test. The results reveal statistical significant differences at the level of (α = 0.05) between the experimental group and the control group in the total score and the sub scores of the creative thinking for the experimental group. This result indicates the impact of brainstorming technique for improving creative thinking abilities. The researcher recommends applying this technique to universities as well as performing more studies regarding its impact on different samples and under other conditions. © 2020 JTUH, College of Education for Human Sciences, Tikrit University

Demonstrating the Impact of Brainstorming Technique on EFL Students and its Consequences for Improving the Creativity of Solving- Problems During Times of Covid-19 Pandemic

This study aims at studying the impact of utilizing brainstorm technique in improving creative problem-solving abilities among EFL students through the approved E-Learning as a means of distance learning under the current circumstances of Coronavirus pandemic and its effect on the subject. The sample of the study contains (96) students from College of Education for Women, Tikrit University. The sample is divided into two groups. Firstly, the experimental group which consists of (46) students who are taught by means of brainstorming technique in the course of improving thinking abilities during in the academic year 2019/2020. Secondly, the control group consists of (50) students. The research devices used in this study includ a program of brainstorming technique and Torrance creative thinking test. The results reveal statistical significant differences at the level of (α = 0.05) between the experimental group and the control group in the total score and the sub scores of the creative thinking for the experimental group. This result indicates the impact of brainstorming technique for improving creative thinking abilities. The researcher recommends applying this technique to universities as well as performing more studies regarding its impact on different samples and under other conditions.

The Effects of an Ecological Diversifying Experience on Creativity: An Experimental Study.

Sometimes, life houses rare and unexpected events, such as moving abroad or meeting a special person unexpectedly. Recently, these situations have been indicated as “diversifying experiences” (DEs), defined as unusual and unexpected events that drag people outside their daily routine and accustomed schemas. The core mechanism of DEs would entail the disruption of our mental schema, which can facilitate unexpected connections among even distant ideas, thus enhancing people’s cognitive flexibility, that is, a key component of creative thinking. Despite both qualitative and lab-based studies have investigated the features of these experiences, an ecological assessment of their properties also in relation with creativity is still an open issue. The aim of this research is to study the DE–creativity link in a more ecological way, on the basis of a real-life disruptive experience of light deprivation. Specifically, we compared an ecological DE artistic established entertainment format (i.e., “dialogue in the dark,” which is seeing people perform several daily life activities but in the absence of light) with an equivalent experience in which the same activities were acted in the sunlight. The absence of light played the role of violating mechanism, framed within the ecological experiential format of the “dialogue in the dark.” We compared visitors’ emotional profile [Positive and Negative Affect Schedule (PANAS), ad hoc Adjective Checklist], perceived impact of the experience [Centrality of Event Scale (CES)], and creative performance [Torrance Tests of Creative Thinking (TTCT)] in both groups of sighted people (in absence of light vs. in presence of light); and we also controlled for people’s openness to experience and need for cognitive closure, as dispositions. Results showed that (vs. control group) “dialogue in the dark” (i) led to worse creative performances, (ii) produced more intense positive affect, and (iii) resulted as a more impacting experience. Intense short-term impact of DE could have been detrimental for participants’ creativity. People may need more time to elaborate the DE and accommodate existing schema to generate more creative ideas. This is the first study proposing and succeeding in demonstrating the feasibility to investigate even real complex DEs in a controlled way, thus outlining how their link with creativity can take place in real life.

فاعلية مراکز التعلم التکنولوجية في تنمية بعض مهارات التفکير الإبداعي لدى التلاميذ المعاقين سمعياً بالمرحلة الإعدادية

هدف البحث الحالي إلى التعرف على فاعلية مراکز التعلم التکنولوجية في تنمية بعض مهارات التفکير الإبداعي لدى التلاميذ المعاقين سمعيا بالصف الأول الإعدادي وعددهم (8) تلاميذ، وتم استخدام المنهج التجريبي ذي المجموعة التجريبية الواحدة قبلي- بعدي، حيث تم تدريس وحدة البيئة المقررة على الصف الأول الإعدادي بالفصل الدراسي الأول باستخدام مراکز التعلم التکنولوجية، وتطبيق اختبار تورانس للتفکير الإبداعي (الأشکال -الصورة ب ) قبليا وبعديا على مجموعة الدراسة، وتم التوصل إلى وجود فروق ذات دلالة إحصائية عند مستوى (0,01) بين متوسطى درجات التلاميذ المعاقين سمعيا بالصف الأول الإعدادي لصالح التطبيق البعدي. THE EFFECT of TECHNOLOGICAL LEARNING CENTRES FOR DEVELOPING THE CREATIVE THINKING SKILLS AMONG HEARING-IMPAIRED PUPILS AT THE PREPARATORY STAGE DR. MAHER ISMAIL SABRY PROFESSOR & EX-HEAD OF THE DEPARTMENT OF CURRICULUM AND INSTRUCTION, FACULTY OF EDUCATION,BENHA UNIVERSITY DR. REDA ABDUL-QADER ABDUL– ALFTAH DARWISH ASSOCIATE PROFESSOR OF SCIENCE EDUCATION, FACULTY OF EDUCATION, BENHA UNIVERSITY AMIRA MOHAMMAD ZAKY FATAHALLA Assistant Lecturer in the Department Abstract This study aimed at investigating the effectiveness ofTechnological Learning Centers in science for developing creative thinking skills among a group )N=8) of hearing-impaired pupils at the preparatory first grade. An experimental one group design was used . The “ environment” unit was taught at the preparatory (first grade – first semester) by using Technological Learning Centers. Torrance's Creative Thinking Test (Figural - form B) was used.The present study revealed there has been a statistically significant difference at 0.01 significance level between the means of treatment group in the pre- post test of Torrance's Creative Thinking in favour of the post-application.

Funciones ejecutivas en niños escolarizados con alta y baja creatividad

Objetivo: El presente estudio tuvo como objetivo analizar el perfil de funcionamiento ejecutivo característicoen niños creativos.
 Método: Participaron 200 niños y niñas escolarizados de la provincia de Entre Ríos, República Argentina,seleccionados por medio de un muestreo intencional. La creatividad se evaluó por medio de la pruebade figuras del Test de Pensamiento Creativo de Torrance (TTCT), Forma A y la prueba verbal CREA C,inteligencia creativa. Como medida de las Funciones Ejecutivas (FE), se emplearon diferentes pruebaspara valorar cada dominio: (1) subtest de memoria de trabajo del WISC IV; (2) Stroop, test de colores ypalabras, para inhibición; (3) WCST computarizado, para flexibilidad cognitiva reactiva y Fluidez verbal yFive Point Test para fluidez cognitiva espontánea, y (4) Laberintos de Porteus para valorar la planificación.Para estudiar perfiles de funcionamiento ejecutivo se realizaron MANCOVAS ingresando la inteligenciacomo covariable.
 Resultados: Los resultados del presente estudio sugieren la existencia de un perfil de FE en niñoscreativos en función de su desempeño en la prueba de figuras del TTCT (F de Hotelling (7, 90) = 3.404;p = .003, η2 parcial = .21) y del CREA C (F de Hotelling (7, 98) = 8.831; p < .001, η2 parcial = .39).
 Conclusión: Los hallazgos del presente estudio muestran que los niños con mayor creatividad, tantoen tareas de dibujo como en tareas verbales, presentan un perfil de FE caracterizado por una mayorcapacidad de memoria de trabajo, inhibición y flexibilidad cognitiva espontánea. Sin embargo, pareceríaque la naturaleza de la tarea es un factor que podría modular la contribución de los procesos cognitivosde alto orden al potencial creativo.

Exploration of Creative Thinking Skills of Students in Physics Learning

This study aims to determine the ability of creative thinking high school students in physics learning, know the form of assessment of creative thinking abilities. The study was conducted at SMAN 6 Yogyakrata. This type of research is a survey with a cross-sectional method that is a survey conducted once and at a time. The subjects were the principals, teachers of physics from SMAN 6 Yogyakrata and 30 grade XI students. observations, interviews, and questionnaires were used as data collection techniques. The data analysis method used was the quantitative-qualitative descriptive analysis. The results showed that the creative thinking ability of class XI MIA 1 students at SMAN 6 Yogyakarta can be said to be in the average and quite good category, although there are some students whose level of creative thinking ability is low. In addition, the form of assessment used by physics teachers has not been effective and accurate enough in assessing students 'creative thinking abilities. So it is recommended to use The Torrance Tests of Creative Thinking (TTCT) in physics learning because it has been proven to be accurate in assessing students' creative thinking abilities.

ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

THE INTERPLAY OF BILINGUALISM, EXECUTIVE FUNCTIONS AND CREATIVITY IN PROBLEM SOLVING AMONG MALE UNIVERSITY STUDENTS

The present study explores the interplay among bilingualism, executive functions and creativity in problem solving among adult male university students. In this context, the associations between two factors critical for understanding the topic, i.e. type of bilingualism (i.e. balanced versus non-balanced bilingualism) and type of creative thinking (i.e. convergent versus divergent thinking) are examined, as well. 28 Russian/Hebrew/English trilinguals (balanced Russian/Hebrew bilinguals), and 25 non-balanced Hebrew/English bilinguals participated in the study. All participants performed several standard tasks on executive functions (Wisconsin Card Sorting Test, Eriksen flanker task, digit span test, Corsi block-tapping test) and two tests on creativity: Torrance Tests of Creative Thinking (Figural Form A) and Remote Associates Test (in appropriate languages). The findings showed that the Russian-speaking participants performed better on the Torrance Tests of Creative Thinking, particularly in flexibility and fluency measures. On the Remote Associates Test, balanced bilinguals outperformed non-balanced bilinguals in the English version and exhibited the same results in the Hebrew version of the test. In this case, there were significant correlations between the Remote Associates Test results in all three languages in the Russian group. Thus, balanced bilingualism seems to be also characterized by a well-organized language system in which all of the individual’s languages are interconnected. This appears to be a significant factor in the performance of balanced bilinguals on the Remote Associates Test in the different languages. In addition, the findings seem to confirm the hypothesis that balanced bilingualism positively influences divergent thinking. The hypothesis that performance of bilinguals on creativity tasks is linked to distinctions in the development of their executive functions was not confirmed.

Improving creative ability of base of pyramid (BOP) students in India

A study was undertaken to investigate how to prepare Base of Pyramid (BOP) children in India for creativity. The quasi-experiment study involved seventy 5th grade BOP students from two municipality schools in Mumbai, India. The training group students were given Design Thinking training spread over two action research cycles, while the control group received no intervention. The present study reports on findings from the second action research cycle during which the training group received training on divergent thinking skills—skills required for Design Thinking. The data was collected using classroom worksheets and intervention test sheets, and the objective was to find answers to how ideation took place during creative work and whether divergent thinking skills—as a part of Design Thinking training—helped in improving creative ability. The quantitative analysis of The Torrance Test of Creative Thinking (TTCT) inspired intervention test sheets indicated an overall significant difference in creative ability indicator scores of students who received intervention over those who did not. Furthermore, the significant difference was found for figural tasks but not for verbal tasks. The present study also showed how a mixed-method analysis can be useful for capturing socio-cultural elements, measuring relevant idea generation and identifying the need for different creative confidence-building strategies. The study identified language as a barrier for idea expression in the case of BOP students for whom language of instruction at school was different from language spoken at home. The study recommended socio-techno entrepreneurs to use this challenge as an opportunity for becoming stakeholders in creativity skilling for BOP students.

The Physical Space and the Development of Creativity in Peruvian Early Childhood Education: A Case Study in Arequipa

Creativity is a significant flaw that is observed in the Peruvian educational system, and that has its origins in initial education. The purpose of this research is to know the influence of the use of physical space in the development of creativity among pupils of 5-years-old classes of the initial level in Arequipa. In particular, the study was carried out in eight public schools of the Local Educational Management Units of South Arequipa and Caylloma, with 151 students. Two instruments were used, one to evaluate the physical space and an adaptation of the Torrance Tests of Creative Thinking. It was found that there is a relationship between the use of physical space and the development of creativity in children of the 5-years-old at the public educational institutions of the Caylloma and South Arequipa. https://doi.org/10.26803/ijlter.19.2.12