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Aranguren, M. (2015). Influence of previous knowledge in Torrance tests of creative thinking. International Journal of Psychological Research, 8(2), 76–90. https://doi.org/10.21500/20112084.1511
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology; Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences). Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind of interaction between certain skills needed to succeed in specific studies fields and performance on creativity tests, such as the TTCT. These results imply that TTCT is a useful and valid instrument to measure creativity and that some cognitive process involved in innovative thinking can be promoted using different intervention programs in schools and universities regardless the students study field.
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Referencias
Aranguren, M. (2014). Validez de constructo del Test de Pensamiento Creativo de Torrance en una muestra de jóvenes argentinos [Construct validity of the Torrance test of Creative Thinking in Argentinean young adults]. Anuario de Psicología/The UB Journal of Psychology, 44, 55-70.
Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4, 23-39. http://dx.doi.org/10.1080/10400419109534371
Baer, J. (1994). Divergent thinking is not a general trait: A multi-domain training experiment. Creativity Research Journal, 7, 35-46. http://dx.doi.org/10.1080/10400419409534507
Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11, 173-177.http://dx.doi.org/10.1207/s15326934crj1102_7
Baer, J. (2011a). How divergent thinking tests mislead us: Are the Torrance Tests still relevant in the 21st century? The division 10 debate. Psychology of Aesthetics, Creativity and the Arts, 5, 309-313. http://dx.doi.org/10.1037/a0025210
Baer, J. (2011b). Four (more) arguments against the Torrance Tests. Psychology of Aesthetics, Creativity and the Arts, 5, 316-317. http://dx.doi.org/10.1037/a0025211
Chen, C., Himsol, A., Kasov, J., Greenberger, E., & Dmitrieva, J. (2006). Boundless creativity: Evidence for the domain generality of individual differences in creativity. Journal of Creative Behavior, 40, 179-199. http://dx.doi.org/10.1002/j.2162-6057.2006.tb01272.x
Feist, G. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290-309. http://dx.doi.org/10.1207/s15327957pspr0204_5
Hayes, J. R. (1981). The complete problem solver. Filadelfia: Franklin Institute Press.
Kaufman, J. C., & Baer, J. (2004). Heisenberg’s haiku, Madonna’s math: Why it’s hard to be creative in every room of the house. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 3-20). Washington, DC: American Psychological Association.
Kim, K H. (2006). Is Creativity Unidimensional or Multidimensional? Analyses of the Torrance Test of Creative Thinking. Creativity Research Journal, 18, 251-259. http://dx.doi.org/10.1207/s15326934crj1803_2
R E S E A R C H
INTERNATIONAL JOURNAL OF PSYCHOLOGICAL RESEARCH Test de pensamiento creativo Torrance
Aranguren (2015) Int.j.psychol.res. 8 (2) PP. 75 - 89
89
Kim, K. H. (2011a). Proven reliability and validity of the Torrance Tests of Creative Thinking (TTCT), Psychology of Aesthetics, Creativity and the Arts, 5, 314-315. http://dx.doi.org/10.1037/a0021916
Kim, K. H. (2011b). The APA 2009 division 10 debate: Are the Torrance Tests of Creative Thinking still relevant in the 21st century? Psychology of Aesthetics, Creativity and the Arts, 5, 302-308. http://dx.doi.org/10.1037/a0021917
Kirton, M. J. (1976). Adaptors and Innovators: A Description and Measure. Journal of Applied Psychology, 61, 622-629. http://dx.doi.org/10.1037/0021-9010.61.5.622
Krumm, G., Aranguren, M., Arán Filippetti, V., & Lemos, V. (en prensa). Factor structure of the Torrance Tests of Creative Thinking Verbal Form B in spanish-speaking population. Journal of Creative Behavior.
Krumm, G., Lemos, V., & Arán Filippetti, V. (2014). Factor structure of the Torrance Tests of Creative Thinking Figural Form B in spanish-speaking children: Measuring invariance across gender. Creativity Research Journal, 26, 72-81. http://dx.doi.org/10.1080/10400419.2013.843908
Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11, 179-182. http://dx.doi.org/10.1207/s15326934crj1102_8
Reiter-Palmon, R., Illies Young, M., Kobe, L., Buboltz, C., & Nimps, T. (2009). Creativity and domain specificity: The effect of task type on multiple indexes of creative problem-solving. Psychology of Aesthetics, Creativity and Arts, 3, 73-80. http://dx.doi.org/10.1037/a0013410
Root-Bernstein, R., & Root-Bernstein, M. (1999). Sparks of genius: The thirteen thinking tools of the world’s most creative people. New York, NY: Houghton Mifflin.
Runco, M. A., Dow, G., Smith, W. (2006). Information, experience, and divergent thinking: An empirical test. Creativity Research Journal, 18 (3), 296-277.
Torrance, E. P. (1966). The Torrance Tests of Creative Thinking-Norms-Technical Manual Research Edition-Verbal Tests, Forms A and B –Figural Tests, Forms A and B. Princeton, NJ: Personnel Press.
Torrance, E. P. (1974). Torrance Test of Creative Thinking: Norms-technical manual. Bensenville: Scholastic Testing Service.
Torrance, E. P. (1990a). Torrance Test of Creative Thinking. Manual for Scoring and Interpreting Results. Bensenville: Scholastic Testing Service.
Torrance, E. P. (1990b). Torrance Tests of Creative Thinking Norms-Technical Manual Figural (streamlined) forms A and B. Bensenville: Scholastic Testing Service.
Torrance E. P. (1990c). Torrance Tests of Creative Thinking. Directions Manual. Verbal Forms A and B. Bensenville: Scholastic Testing Service.
Torrance, E. P., & Ball, O. (1984). Streamlined scoring and norms for figural form A and B. Bensenville, IL: Scholastic Testing Service.
Zeng, L., Proctor, R. W., & Salvendy, G. (2011). Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal, 23, 24-37. http://dx.doi.org/10.1080/10400419.2011.545713
Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4, 23-39. http://dx.doi.org/10.1080/10400419109534371
Baer, J. (1994). Divergent thinking is not a general trait: A multi-domain training experiment. Creativity Research Journal, 7, 35-46. http://dx.doi.org/10.1080/10400419409534507
Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11, 173-177.http://dx.doi.org/10.1207/s15326934crj1102_7
Baer, J. (2011a). How divergent thinking tests mislead us: Are the Torrance Tests still relevant in the 21st century? The division 10 debate. Psychology of Aesthetics, Creativity and the Arts, 5, 309-313. http://dx.doi.org/10.1037/a0025210
Baer, J. (2011b). Four (more) arguments against the Torrance Tests. Psychology of Aesthetics, Creativity and the Arts, 5, 316-317. http://dx.doi.org/10.1037/a0025211
Chen, C., Himsol, A., Kasov, J., Greenberger, E., & Dmitrieva, J. (2006). Boundless creativity: Evidence for the domain generality of individual differences in creativity. Journal of Creative Behavior, 40, 179-199. http://dx.doi.org/10.1002/j.2162-6057.2006.tb01272.x
Feist, G. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290-309. http://dx.doi.org/10.1207/s15327957pspr0204_5
Hayes, J. R. (1981). The complete problem solver. Filadelfia: Franklin Institute Press.
Kaufman, J. C., & Baer, J. (2004). Heisenberg’s haiku, Madonna’s math: Why it’s hard to be creative in every room of the house. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 3-20). Washington, DC: American Psychological Association.
Kim, K H. (2006). Is Creativity Unidimensional or Multidimensional? Analyses of the Torrance Test of Creative Thinking. Creativity Research Journal, 18, 251-259. http://dx.doi.org/10.1207/s15326934crj1803_2
R E S E A R C H
INTERNATIONAL JOURNAL OF PSYCHOLOGICAL RESEARCH Test de pensamiento creativo Torrance
Aranguren (2015) Int.j.psychol.res. 8 (2) PP. 75 - 89
89
Kim, K. H. (2011a). Proven reliability and validity of the Torrance Tests of Creative Thinking (TTCT), Psychology of Aesthetics, Creativity and the Arts, 5, 314-315. http://dx.doi.org/10.1037/a0021916
Kim, K. H. (2011b). The APA 2009 division 10 debate: Are the Torrance Tests of Creative Thinking still relevant in the 21st century? Psychology of Aesthetics, Creativity and the Arts, 5, 302-308. http://dx.doi.org/10.1037/a0021917
Kirton, M. J. (1976). Adaptors and Innovators: A Description and Measure. Journal of Applied Psychology, 61, 622-629. http://dx.doi.org/10.1037/0021-9010.61.5.622
Krumm, G., Aranguren, M., Arán Filippetti, V., & Lemos, V. (en prensa). Factor structure of the Torrance Tests of Creative Thinking Verbal Form B in spanish-speaking population. Journal of Creative Behavior.
Krumm, G., Lemos, V., & Arán Filippetti, V. (2014). Factor structure of the Torrance Tests of Creative Thinking Figural Form B in spanish-speaking children: Measuring invariance across gender. Creativity Research Journal, 26, 72-81. http://dx.doi.org/10.1080/10400419.2013.843908
Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11, 179-182. http://dx.doi.org/10.1207/s15326934crj1102_8
Reiter-Palmon, R., Illies Young, M., Kobe, L., Buboltz, C., & Nimps, T. (2009). Creativity and domain specificity: The effect of task type on multiple indexes of creative problem-solving. Psychology of Aesthetics, Creativity and Arts, 3, 73-80. http://dx.doi.org/10.1037/a0013410
Root-Bernstein, R., & Root-Bernstein, M. (1999). Sparks of genius: The thirteen thinking tools of the world’s most creative people. New York, NY: Houghton Mifflin.
Runco, M. A., Dow, G., Smith, W. (2006). Information, experience, and divergent thinking: An empirical test. Creativity Research Journal, 18 (3), 296-277.
Torrance, E. P. (1966). The Torrance Tests of Creative Thinking-Norms-Technical Manual Research Edition-Verbal Tests, Forms A and B –Figural Tests, Forms A and B. Princeton, NJ: Personnel Press.
Torrance, E. P. (1974). Torrance Test of Creative Thinking: Norms-technical manual. Bensenville: Scholastic Testing Service.
Torrance, E. P. (1990a). Torrance Test of Creative Thinking. Manual for Scoring and Interpreting Results. Bensenville: Scholastic Testing Service.
Torrance, E. P. (1990b). Torrance Tests of Creative Thinking Norms-Technical Manual Figural (streamlined) forms A and B. Bensenville: Scholastic Testing Service.
Torrance E. P. (1990c). Torrance Tests of Creative Thinking. Directions Manual. Verbal Forms A and B. Bensenville: Scholastic Testing Service.
Torrance, E. P., & Ball, O. (1984). Streamlined scoring and norms for figural form A and B. Bensenville, IL: Scholastic Testing Service.
Zeng, L., Proctor, R. W., & Salvendy, G. (2011). Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal, 23, 24-37. http://dx.doi.org/10.1080/10400419.2011.545713
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