scholarly journals STUDENTŲ KŪRYBIŠKUMO IR INTELEKTO GEBĖJIMŲ SĄSAJOS

Psichologija ◽  
2005 ◽  
Vol 32 ◽  
pp. 60-73 ◽  
Author(s):  
Daiva Karkockienė ◽  
Giedrë Butkienė
Keyword(s):  
Cognitive Abilities ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Verbal Ability ◽  
Weak Links ◽  
Creativity Training ◽  
Intellectual Abilities ◽  
Creative Abilities ◽  
The One ◽  
Experimental Group

Tyrimo objektas – studentų kūrybiškumo kognityvinių ir intelekto gebėjimų struktūrinių ypatumų santykis. E. P. Torrance’o testu (TCT verbalinės dalies A forma) ir R. Amthauerio IST-70 B forma ištirta 160 Vilniaus pedagoginio universiteto studentų. Koreliacine analize nustatytas statistiškai reikšmingas sąryšis tarp mąstymo lankstumo bei originalumo ir aukščiausio lygmens kalbinių intelekto gebėjimų, matuojamų BE subtestu, taip pat tarp mąstymo sklandumo, lankstumo bei originalumo ir sakinio papildymo (SP) bei žodžių išrinkimo (ŽI) subtestų įvertinimų. Statistiškai reikšmingos priklausomybės tarp kūrybiškumo kognityvinių gebėjimų pokyčio mokantis pagal specialią kūrybiškumo ugdymo programą ir intelekto struktūros profilio nerasta, tačiau ryški originalumo padidėjimo sąsaja su kalbinių intelekto gebėjimų (BE), konstrukcinio mąstymo (KU) subtestų įvertinimais ir originalumo bei sklandumo pokyčio sąsaja su loginio-algebrinio mąstymo (SE) subtesto įvertinimais.Pagrindiniai žodžiai: kūrybiškumas, divergentinis mąstymas, intelektiniai gebėjimai. SOME RELATIONSHIP BETWEEN STUDENTS’ CREATIVE AND INTELLECTUAL ABILITIESDaiva Karkockienė, Giedrė Butkienė SummaryThe aim of this study was to reveal some interactions between creative and intellectual abilities as well as interactions of creative abilities variation after training of creativity and intellectual abilities.Creativity in this study is understood in terms of cognitive abilities of creative thinking expressed by divergent thinking components as fluency, flexibility and originality (Guilford, 1950; Torrance, 1974; Sternberg and O’Hara, 1999). Divergent thinking is the one component of creative thought understood as the distinct capacity to generate multiple alternative solutions as opposed the one correct solution. Divergent thinking is assessed through open-ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in responses) and originality (uniqueness of response).There were 160 students (mean age 23) from Vilnius Pedagogical University. E. P. Torrance test (verbal, form A, 1974) was used to identify cognitive abilities of creative thinking (fluency, flexibility and originality). R. Amthauer test (IST-70) was used to measure intellectual capabilities. The subjects were randomly assigned to two experimental (n = 80) and control groups (n = 80). The experimental group took part in creativity training program during four months (32 hours).The special program of creativity training was used once a week for four months (32 hours). The program was made-up for the developing cognitive abilities of creative thinking (fluency, flexibility and originality). Special methods (brain storming, ideas generation, drama, divergent tasks etc.) were used to develop students’ creative abilities. The experimental group took part in creativity training program.The study revealed the interactions between creative abilities evaluated by Torrance test (TTCT, verbal A form) and intellectual abilities evaluated by Amthauer IST. Weak interactions were revealed between flexibility and BE subtest of abstract verbal ability (r = 0,24, p < 0,01), as well as originality and BE subtest of abstract verbal ability (r = 0,22, p < 0,01). There are some weak links between all cognitive parameters of creativity (fluency, flexibility and originality) and the results of Sentence Supplement (SP) subtest (r = 0,17, p < 0,05) as well as between fluency, flexibility and ability to percept language meaning (ŽI) subtest (r = 0,18, p < 0,05; r = 0,16; p < 0,05). No such tendency was found between other creative and intellectual abilities.Though there were no significant interactions between increase of creative abilities and intellectual abilities, clear links were found between originality and abstract verbal ability (BE) and spatial imagination (KU) (r 0, BE = 0,41; r 0, KU = 0,38; r 0,05 = 0,53).Keywords: creativity, divergent thinking, intellectual abilities.

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 THINKING OUT OF THE BOX, ENHANCING CREATIVITY AND DIVERGENT THINKING THROUGH CHESS TRAINING

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ebenezer Joseph ◽  
Veena Easvaradoss ◽  
Suneera Abraham ◽  
David Chandran
Keyword(s):  
Cognitive Abilities ◽  
Divergent Thinking ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Learning Program ◽  
Control Group Design ◽  
Task Constraints ◽  
Training Methodology ◽  
Experimental Group ◽  
And Training

Creativity is the tendency to create or recognize ideas, alternatives, or possibilities that may be useful in solving problems. It is the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., adaptive concerning task constraints). This study analyzed the effect of 2-year chess training program on the creativity of school-going children. A pretest–posttest with control group design was used. The training methodology comprised Winning Moves Chess Learning Program with the demonstration board, on-the-board playing and training, chess exercise through workbooks, and working with chess software, which was carried out by trained chess coaches. Analysis of Covariance (ANCOVA) revealed that there was a statistically significant increase in Total Creativity observed in the experimental group compared to the control group after 2-year chess intervention and the effect size was small as assessed by Cohen’s d. It is clear that the outcome of this rigorous, yet enjoyable, training methodology was the enhanced cognitive abilities that were reflected in increased creativity scores. Improving creativity through chess intervention could lead to enhanced functioning. These increases have far-reaching benefits for academic performance and generally for life skills. Therefore, the potential educational gains of interventions are valuable and should be explored.

scholarly journals Creativity Assessment of Primary School Children by the Tests, Teachers’ Ratings, and Self-estimates

2017 ◽  
Vol 4 (7) ◽  
pp. 08-12
Author(s):  
Svetlana Petrova ◽  
Elena Shcheblanova
Keyword(s):  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Creative Thinking ◽  
School Achievement ◽  
Work Organization ◽  
Primary School Children ◽  
Creativity Assessment ◽  
Personal Variables ◽  
Intellectual Abilities

Development of the child’s creativity is recognized as one of the main objectives in education. Our study aimed to investigate the relations of the objective and subjective indicators of creativity with intellectual and personal variables in 240 primary school children (aged 7-8 and 9-10). We used Teachers' Checklist of children’s abilities; The Torrance Test of Creative Thinking; Group Inventory for Finding Talent; Cognitive Abilities Tests; school achievement. The results show positive correlation between the teachers' ratings of intelligence and creativity in both ages, but not between the intelligence and creativity test-scores. The teachers' creativity ratings also did not correspond to the pupils’ creativity self-estimates because the teachers mostly orientated towards intellectual abilities and work organization skills of the children. The data demonstrate the need to integrate subjective and objective information to evaluate multifaceted children’s creativity.    Keywords: creativity;  intelligence; school children; teachers;

An Evaluation of Gifted Pre-Schoolers in the Creative Thinking Program in South Korea

2000 ◽  
Vol 14 (3) ◽  
pp. 277-295 ◽  
Author(s):  
Kyung-Won Jeon
Keyword(s):  
South Korea ◽  
Creative Thinking ◽  
Control Group ◽  
Evaluative Study ◽  
Intellectual Abilities ◽  
Ability Groups ◽  
Multiple Outcome ◽  
General Test ◽  
Experimental Subjects ◽  
Creative Abilities

Controlled studies of the effectiveness of gifted preschoolers' programs are rate. An evaluative study of the Creative Thinking Program for the preschoolers in Kwang-Ju, South Korea, was carried out using a control group, pre-post measurement, and multiple outcome measures. The purpose of this investigation was to find out whether the program focused on the creative thinking abilities will 1) develop and maintain the creative abilities through creative thinking activities 2) enhance the creative characteristics, and 3) enhance the intellectual functioning for the preschool gifted and average youngsters. The program was focused on the creative thinking abilities for the 12 weeks. The subjects were 80 preschoolers. They were divided into four groups: Two groups of 40 preschoolers were experimental groups, the others were control groups. Then, the experimental groups of 40 preschoolers were consisted of high and average ability groups in terms of their intellectual abilities. The creative thinking activities were given to the 40 experimental subjects. No treatment was given to the control group. It was found that on a general test of cognitive ability and creative abilities of originality, imagination, and fluency, program participants exhibited significantly higher gains than did controls, and participants increased the creative attitudes of their kindergarten life more highly at the end of the program. The study lends support to the benefits of Creative Thinking Programs.

Divergent Thinking Abilities as a Function of Daydreaming Frequency

1982 ◽  
Vol 5 (1) ◽  
pp. 12-23
Author(s):  
Steve Kanter
Keyword(s):  
General Population ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Self Report ◽  
Verbal Creativity ◽  
Creative Abilities ◽  
The Relationship

One hundred seventy-four subjects were tested to determine the relationship between daydreaming frequency and different measures of creativity. Daydreaming frequency was determined by self-report method and creativity was measured by a figural form of the Torrance Tests of Creative Thinking. A Goodenough-Harris test was used to control for the effect of IQ. The frequent daydreaming group was found to be significantly less fluent than the general population. Creativity scores tabulated on a per-response basis demonstrated total figural creativity, originality, and elaboration positively related and title originality negatively related to daydreaming frequency. These results suggest that frequent daydreamers are slow in response production, weak in verbal creativity, but gifted in visual creative abilities.

scholarly journals EFEKTIVITAS PENDEKATAN OPEN-ENDED DAN CTL DITINJAU DARI BERPIKIR KREATIF SISWA KELAS VII

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Yeni Rahmawati ES
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Before And After ◽  
Basic Competencies ◽  
Research Population ◽  
Quasi Experimental ◽  
The One ◽  
Experimental Group ◽  
Research Show ◽  
Experimental Study Design

This research aimed to describe the effectiveness of the open-ended and CTL approach in terms of creative thinking. This research was quasi-experimental study design with nonequivalent pretest-posttest design goup. The research population was all students in class VII SMP Negeri 1 Sekampung which consisted of five classes. The research sample consisted of two classes is determined randomly. First experimental group was treated the open-ended and experimental group II were treated CTL approach. The one sample t-test carried out to investigate the effectiveness of the open-ended and CTL approach. Data collection techniques used were tests. Engineering tests used to measure student creative thinking on basic competencies: 1) identify the properties of a rectangle, square, trapezoid, parallelogram, rhombus and a kite; 2) calculate the circumference and area of a rectangle up and use it in problem solving both before and after treatment. The results of the research show that the open-ended and CTL approach is effective in terms of creative thinking. Keywords: open-ended, contextual teaching and learning, creative thinking

scholarly journals Relationship between the quality of cognitive abilities, depression symptoms and various aspects of handgrip strength in the elderly

2020 ◽  
pp. 109-109
Author(s):  
Stevan Jovanovic ◽  
Marija Trajkov ◽  
Milivoj Dopsaj ◽  
Sladjana Arsic ◽  
Radovan Milosevic ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Divergent Thinking ◽  
Short Form ◽  
Handgrip Strength ◽  
Verbal Ability ◽  
Depression Scale ◽  
The Elderly ◽  
Depression Symptoms ◽  
Dominant Hand ◽  
Hand Grip

Background/Aim. Both the cognitive and physical functioning changes occur within the normal ageing, suggesting possible common biological processes. The aging process is often characterized by a reduction of adaptive responses, an increasing vulnerability and functional limitations. Study is aimed to determine if there were correlations between achievement in particular cognitive abilities (verbal ability, spatial ability, processing speed, memory, verbal fluency, divergent thinking, memory, attention, executive functions, conceptualization, orientation, computation), depression symptoms and different dynamometric parameters of muscle contraction, during hand grip of both hands, in the elderly population. Methods. The sample consisted of 98 participants aged from 65 to 85, 16 males and 82 females. Neuropsychological assessment included Montreal Cognitive Assessment (MoCA), Frontal Function Test (Go/No-Go), Categorical and Phonemic fluency tests and Geriatric Depression Scale Short Form (GDS-SF). Physical measures were assessed by Handgrip dynamometry tests (HG), and included: the maximum force (Fmax), maximal rate of force development (RFDmax), static endurance hand grip time realized at 50% of maximal HG force (tFmax50%) of dominant (Do) and non-dominant (NDo) hand. Results. Higher MoCA score was followed by higher values of muscle endurance of dominant hands. Higher values of Fmax of dominant hand was associated with higher values of Alternating Trail Making that is by visuoconstructive abilities (MoCA). The variable Categorical fluency was in a small, positive correlation with Fmax. No correlation of depressive symptoms with HG parameters was found except in subgroup of female subjects. Conclusions. Better cognitive performance was associated with better hand grip muscle strength. Therefore, handgrip strength can be a useful tool in geriatric practice in monitoring not only physical, but also cognitive function status and decline. The link between, lower cognitive functioning and lower hand grip variables, emphasize the need for increased awareness in clinical practice.

Mantle Of The Expert Strategy Effectiveness In The Development Of Creative Thinking

2019 ◽  
Author(s):  
Ibrahim Arman
Keyword(s):  
Creative Thinking ◽  
Role Playing ◽  
Thinking Skills ◽  
Measurement Unit ◽  
Quasi Experimental ◽  
Males And Females ◽  
The Mean ◽  
Girls School ◽  
And Control ◽  
Experimental Group

<p>This study aimed at investigating the Effectiveness of Mantle of the Expert in creative thinking Skills among the 7<sup>th</sup> Graders. The study conducted on a sample of 7<sup>th</sup> Graders at Kober Secondary Boys School and Upper Kober Elementary Girls School. The study sample consisted of (100) students split into two groups (experimental and control). The researcher adopting the Torrance test for creative thinking the verbal image "A" by examining the tests used in the Ristow study (1988), Edwards and Baldov (1987) study, and designing a teacher book for the (engineering and measurement) unit according to the integration between the strategies of the mantle of the expert and role playing.</p> <p>This study adopted quasi-experimental design. It included two groups (experimental and controlled) in two branches (males and females) for each group. The controlled group was taught by using the traditional method whereas the experimental group by the mantle of the expert. The data analyzed using (ANCOVA) test to measure the differences in the development of creative thinking between the control and experimental groups.</p> <p>The Conclusions showed that there are statistically significant differences in the mean scores of the creative thinking test due to the way, gender and interaction between them.</p> <p>Based on the Conclusions of the study, the researcher recommends the need to use the mantles of the expert in the teaching of mathematics.</p>

scholarly journals Influence of an Implant Fixture Including a Freely Removable Micro-Locking Implant Prosthesis on Peri-Implant Tissues and Implant Prostheses: A Prospective Clinical Study

2021 ◽  
Vol 10 (15) ◽  
pp. 3321
Author(s):  
Young-Gun Shin ◽  
Won-Tak Cho ◽  
Ho-Kyung Lim ◽  
Su-Hyun Hwang ◽  
Ji-Hyeon Bae ◽  
...  
Keyword(s):  
Survival Rates ◽  
Treatment Method ◽  
Control Group ◽  
Prospective Clinical Study ◽  
Food Impaction ◽  
Radiographic Findings ◽  
The One ◽  
Implant System ◽  
Experimental Group ◽  
Observation Period

This prospective study was undertaken to evaluate the clinical usefulness of a newly developed one-piece, screw-free, and micro-locking implant system, which was designed to overcome the shortcomings of the existing implant systems. Thirty-eight patients were recruited and randomly and equally assigned to an experimental group (micro-locking one-piece fixture, MLF; n = 19) or a control group (micro-locking abutment, MLA). Cumulative implant survival rates, marginal bone resorptions, probing depths, plaque indices, bleeding indices, and complications were obtained by using clinical and radiographic findings at 6 months and 12 months after prosthesis placement. Complications that occurred multiple times for single implants were counted. During the 12 month observation period, survival rates were 100% in both groups. No significant intergroup differences were observed for marginal bone resorption, probe depth, or bleeding index. However, mean plaque index was significantly lower in the MLF group at 12 months (p < 0.05). During the 12-month observation period, food impaction (26.3%) was the maincomplication in the MLF group and screw loosening (5.3%), prosthesis detachment (5.3%), and food impaction (5.3%) were observed in the MLA group. The results of this study suggest that the one-piece micro-locking implant system offers a predictable treatment method.

scholarly journals Regular Vigorous-Intensity Physical Activity and Walking Are Associated with Divergent but Not Convergent Thinking in Japanese Young Adults

2021 ◽  
Vol 11 (8) ◽  
pp. 1046
Author(s):  
Chong Chen ◽  
Yasuhiro Mochizuki ◽  
Kosuke Hagiwara ◽  
Masako Hirotsu ◽  
Shin Nakagawa
Keyword(s):  
Physical Activity ◽  
Young Adults ◽  
Aerobic Exercise ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Exercise Intervention ◽  
Convergent Thinking ◽  
Intervention Effects ◽  
Cross Sectional ◽  
Vigorous Intensity

The beneficial effects of regular physical activity (PA) on cognitive functions have received much attention. Recent research suggests that regular PA may also enhance creative thinking, an indispensable cognitive factor for invention and innovation. However, at what intensity regular PA brings the most benefits to creative thinking remains uninvestigated. Furthermore, whether the levels of regular PA affect the acute PA effects on creative thinking is also unclear. In the present study, using a previous dataset that investigated the effects of an acute bout of aerobic exercise on creative thinking in healthy Japanese young adults (22.98 ± 1.95 years old) in the year 2020, we tested the association between different intensities of regular PA (i.e., vigorous, moderate, and walking) and creative thinking with the cross-sectional baseline data using multiple linear regression. We also investigated whether regular PA levels were associated with the acute aerobic exercise intervention effects on creative thinking. The results showed that cross-sectionally, the regular PAs were differentially associated with divergent but not convergent thinking. Specifically, whereas the amount of vigorous-intensity PA was positively associated with fluency and flexibility, the amount of walking was positively associated with novelty on the alternate uses test (AUT) measuring divergent thinking. Importantly, the explained variances of fluency, flexibility, and novelty were 20.3% (p = 0.040), 18.8% (p = 0.055), and 20.1% (p = 0.043), respectively. None of the regular PAs predicted convergent thinking (i.e., an insight problem-solving task), nor were they associated with the acute aerobic exercise intervention effects on divergent and convergent thinking. These findings suggest that engaging in regular vigorous-intensity PA and walking may be useful strategies to enhance different aspects of divergent thinking in daily life.

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