scholarly journals Divergent Thinking Ability + Interest = Creative Ideas: Exploring the Relationships Between Cognitive Creativity Assessments and Product Design Idea Generation

2017 ◽  
Author(s):  
Jieun Kwon ◽  
Luke Bromback ◽  
Barry Kudrowitz
Keyword(s):  
Product Design ◽  
External Validity ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Idea Generation ◽  
Thinking Skills ◽  
Assessment Technique ◽  
Two Factors ◽  
Consensual Assessment Technique ◽  
Product Familiarity

The external validity of existing creativity tests was examined in the product-design field. To examine the external validity, this study adopted the Consensual Assessment Technique (CAT), by which industry leaders directly rate product ideas for their creativity. A simple correlation analysis showed that among three broadly used creativity tests (Remote Associations Test, Alternative Uses Test, and Torrance Test for Creative Thinking), only the Alternative Uses Test (AUT) was found to predict creativity in the product-design industry. In addition to the correlations analysis, two factors, product familiarity and level of interest, were tested for moderation. The results show that familiarity with the product lessens RAT-CAT (Remote Associations Test - Consensual Assessment Technique) correlation, whereas level of interest strengthens the correlation. Thus, the less familiar and more interested an individual is in the product, the more likely the individual’s divergent thinking skills will translate into an actual creative product idea.

Creativity

2018 ◽  
Author(s):  
John Baer
Keyword(s):  
Gender Differences ◽  
Mental Illness ◽  
Birth Order ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Assessment Technique ◽  
Configuration Theory ◽  
Creativity Research ◽  
Consensual Assessment Technique ◽  
Assessment Of Creativity

This article reviews research and theory dealing with the psychology of creativity. It begins with a discussion of the most influential and widely known theory of creativity, which is based on the structure of the intellect model. It then considers four aspects of divergent thinking that are frequently mentioned in the literature, along with two models for classifying creativity: the “four P” model and the four C model. The article describes other theories of creativity, including the chance configuration theory, the propulsion model, and the five-factor theory of personality. Finally, it examines other important issues in creativity research, such as mental illness, gender differences, birth order, and IQ. It also looks at some of the approaches used in the assessment of creativity, including the Torrance Tests of Creative Thinking and the consensual assessment technique. Finally, it explores the issue of teaching creativity.

Note on Consensual Assessment Technique in Creativity Research

2005 ◽  
Vol 100 (3) ◽  
pp. 592-598 ◽  
Author(s):  
Stephen J. Dollinger ◽  
Marina Shafran
Keyword(s):  
Creative Thinking ◽  
Principal Component ◽  
Slight Modification ◽  
Present Sample ◽  
Assessment Technique ◽  
Creativity Research ◽  
Consensual Assessment Technique ◽  
Creative Products ◽  
Product Creativity ◽  
Creativity Task

Amabile's Consensual Assessment Technique is commonly used in research on creative products. This study evaluates a modification of that technique which may facilitate research on creative products by calibrating nonexpert judges to expert judges in previous studies. University students ( N = 200; 59% women, M = 22.3 yr. of age, SD = 5.5) devised drawings to the Test of Creative Thinking-Drawing Production stimulus. These drawing products were rated by five artist-judges using the CAT and five psychologist-judges who first viewed 16 examples of the range of drawings in a previous study, referred to here as the modified consensual assessment technique. The 20 ratings of product creativity loaded on a single principal component, and the mean ratings correlated .91. Finally, the correlations of these ratings with other measures of creativity were nearly identical. Thus, a slight modification of the technique may be useful in programmatic research when the creativity task is not modified across studies and participants are like the present sample rather than from groups with specialized training or artistic talent.

Designing a Transdisciplinary Approach to Elementary Math Literacy Learning through Science & the Arts

2019 ◽  
pp. 570-574
Author(s):  
Barbara Ann Temple
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Research Process ◽  
Thinking Skills ◽  
Second Grade ◽  
Transdisciplinary Approach ◽  
The Arts ◽  
Elementary Math ◽  
Real World Learning ◽  
Initial Intervention

Engaging with subject matter in isolation stymies creativity, promotes rote learning, and limits development of divergent thinking skills. Conversely, a transdisciplinary approach to math develops critical and creative thinking skills, strengthens problem solving capacity, and promotes metacognition. In this pilot study, the design-based research process began with sharing initial intervention ideas for elementary Math lessons with participants at an international elementary Math conference. Utilizing participant feedback as part of the iterative process, three specific interventions for second-grade Math concepts were designed with intentional infusion of Science and the Arts. The ultimate goal for this research is the design of an effective elementary Math curriculum offering authentic, real-world learning through a transdisciplinary approach.

scholarly journals Divergent Thinking Abilities in Frontotemporal Dementia: A Mini-Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Giulia Fusi ◽  
Maura Crepaldi ◽  
Laura Colautti ◽  
Massimiliano Palmiero ◽  
Alessandro Antonietti ◽  
...  
Keyword(s):  
Frontotemporal Dementia ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Single Case ◽  
Case Series ◽  
Thinking Skills ◽  
Future Research ◽  
Functional Changes ◽  
Future Research Directions ◽  
The One

A large number of studies, including single case and case series studies, have shown that patients with different types of frontotemporal dementia (FTD) are characterized by the emergence of artistic abilities. This led to the hypothesis of enhanced creative thinking skills as a function of these pathological conditions. However, in the last years, it has been argued that these brain pathologies lead only to an augmented “drive to produce” rather than to the emergence of creativity. Moreover, only a few studies analyzed specific creative skills, such as divergent thinking (DT), by standardized tests. This Mini-Review aimed to examine the extent to which DT abilities are preserved in patients affected by FTD. Results showed that DT abilities (both verbal and figural) are altered in different ways according to the specific anatomical and functional changes associated with the diverse forms of FTD. On the one hand, patients affected by the behavioral form of FTD can produce many ideas because of unimpaired access to memory stores (i.e., episodic and semantic), but are not able to recombine flexibly the information to produce original ideas because of damages in the pre-frontal cortex. On the other hand, patients affected by the semantic variant are impaired also in terms of fluency because of the degradation of their semantic memory store. Potential implications, limitations, and future research directions are discussed.

scholarly journals PENGEMBANGAN BERPIKIR KREATIF

2018 ◽  
Vol 3 (1) ◽  
pp. 105
Author(s):  
Syarifan Nurjan
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Thought Process ◽  
Complex Thinking ◽  
The Subject ◽  
Thinking Processes ◽  
Mind Maps

This study aims to develop students' creative thinking through mind map training by organizing information in learning. Students' thinking skills are needed to understand the subject matter, utilize information and creativity. Thinking is a mental activity in solving problems by distinguishing basic thinking skills and complex thinking skills. Two complex thinking processes namely critical thinking and creative thinking. Critical thinking is an organized process that involves mental activities such as problem-solving, decision making, analyzing assumptions, and scientific inquiry. Creative thinking is a thought process for developing original, aesthetic, constructive ideas or results that relate to views, concepts, and emphasize intuitive, rational, and creative aspects of thinking and synonyms of divergent thinking. The development of students' creative thinking is developing creative thinking, developing a link between mind maps and creative thinking skills, and describing the verses of the Qur'an about creative thinking.

Assessing Creativity Using the Consensual Assessment Technique

2011 ◽  
pp. 65-77 ◽  
Author(s):  
John Baer ◽  
Sharon S. McKool
Keyword(s):  
Higher Education ◽  
Creative Writing ◽  
Divergent Thinking ◽  
Research Proposal ◽  
Work Of Art ◽  
Assessment Technique ◽  
Consensual Assessment Technique ◽  
Creative Products ◽  
Assessment In Higher Education

The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the creativity of creative products such as stories, collages, poems, and other artifacts. Experts in the domain in question serve as judges; thus, for a study of creativity using stories and poems, a panel of writers and/or teachers of creative writing might judge the creativity of the stories, and a separate panel of poets and/or poetry critics might judge the creativity of the poems. The Consensual Assessment Technique is based on the idea that the best measure of the creativity of a work of art, a theory, a research proposal, or any other artifact is the combined assessment of experts in that field. Unlike other measures of creativity, such as divergent-thinking tests, the Consensual Assessment Technique is not based on any particular theory of creativity, which means that its validity (which has been well established empirically) is not dependent upon the validity of any particular theory of creativity. This chapter explains the Consensual Assessment Technique, discusses how it has been used in research, and explores ways it might be employed in assessment in higher education.

CONDITIONALS AT THE CROSSROADS OF CONVERGENT AND DIVERGENT THINKING

2021 ◽  
pp. 100-114
Author(s):  
MARINA KHARATYAN ◽  
LUSIK VARDANYAN
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Integrated Approach ◽  
Thinking Skills ◽  
Learning Goals ◽  
The Core ◽  
Core Elements ◽  
The Impact ◽  
Critical And Creative Thinking

MARINA KHARATYAN, LUSIK VARDANYAN - CONDITIONALS AT THE CROSSROADS OF CONVERGENT AND DIVERGENT THINKING The present research is an attempt to emphasize the current necessity in EFL teaching to reevaluate and reconsider the content of grammar on the discourse level through the core elements of critical and creative thinking. We do not seek to give a resourceful explanation to the concept and theory of critical and creative thinking; our foremost concern is to show how the knowledge of these two types of thinking can be linked to and identified in Grammar instruction. Driven by the pursuit of the 21st century learning goals and requirements and the urgent necessity of developing students’ higher order thinking skills, we seek to explore the impact of these two types of thinking on the quality of students’ academic performance in grammar classes through identifying the reciprocal link between grammar and critical-creative thinking. We also seek to evaluate students’ grammatical competence through determining the extent to which they acquire and master the core elements of grammar through the core elements of critical and creative thinking. We are free of the bias to regard Grammar as a sentence-level phenomenon as this kind of view is incompatible with the notion of competency-based instruction. Through introducing an integrated approach, we propose teaching Grammar in a variety of contexts with the intent of exposing not only morphological and syntactical peculiarities of a certain grammatical phenomenon but also its sociopragmatic aspects. What we should call in mind from the outset is that creative thinking is divergent and critical thinking is convergent. Divergent (creative thinking) focuses on a multitude of choices and solutions since it opens up the mind guiding it through different directions and possibilities; convergent (critical thinking) involves exact information and data, analysis and one possible solution to the problem.

The Gold Standard for Assessing Creativity

2014 ◽  
Vol 3 (1) ◽  
pp. 81-93 ◽  
Author(s):  
John Baer ◽  
Sharon S. McKool
Keyword(s):  
Higher Education ◽  
Gold Standard ◽  
Divergent Thinking ◽  
Research Proposal ◽  
Work Of Art ◽  
Assessment Technique ◽  
Creativity Assessment ◽  
Creativity Research ◽  
Consensual Assessment Technique ◽  
Creative Products

The most widely used creativity assessments are divergent thinking tests, but these and other popular creativity measures have been shown to have little validity. The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the creativity of creative products such as stories, collages, poems, and other artifacts. The Consensual Assessment Technique is based on the idea that the best measure of the creativity of a work of art, a theory, a research proposal, or any other artifact is the combined assessment of experts in that field. Unlike other measures of creativity, the Consensual Assessment Technique is not based on any particular theory of creativity, which means that its validity (which has been well established empirically) is not dependent upon the validity of any particular theory of creativity. The Consensual Assessment Technique has been deemed the “gold standard” in creativity research and can be very useful in creativity assessment in higher education.

scholarly journals A STUDY ON STUDENT: ASSESSING FOUR CREATIVITY ASSESSMENT METHODS IN PRODUCT DESIGN

2021 ◽  
Vol 1 ◽  
pp. 263-272
Author(s):  
Yuan Yin ◽  
Ji Han ◽  
Shu Huang ◽  
Haoyu Zuo ◽  
Peter Childs
Keyword(s):  
Product Design ◽  
International Student ◽  
Measurement Instrument ◽  
Assessment Methods ◽  
Assessment Technique ◽  
Creativity Assessment ◽  
Design Competition ◽  
Consensual Assessment Technique ◽  
Product Creativity

AbstractThis paper asked participants to assess four selected expert-rated Taiwan International Student Design Competition (TISDC) products using four methods: Consensual Assessment Technique (CAT), Creative Product Semantic Scale (CPSS), Product Creativity Measurement Instrument (PCMI), and revised Creative Solution Diagnosis Scale (rCSDS). The results revealed that, between experts and non-experts, the ranking results by the CAT and CPSS were the same, while the ranking results of the rCSDS were different. The CAT, CPSS, and TISDC methods provided the same results indicating that raters may return the same results on creativity assessment, and the results are not affected by the selected methods.If it is necessary to use non-experts to assess creativity and the creativity results are expected to be the same with that of experts, asking non-expert raters to use CPSS to assess creativity and then ranking the creativity score is more reliable. The study offers a contribution to the creativity domain on deciding which methods may be more reliable from a comparison perspective.

Sign in / Sign up

Export Citation Format

Share Document