Many want to know how creative them and are developed intellectually towards the surrounding people. You can do this by different tests, one of which is the Torrens test for creative thinking.
This test is very simple. It consists of three stages adapted to people of any age, starting from 5 years. Naturally, if you want to know your relative result, then you need to test a few people of your age. Earlier we told you about other tests that can also tell you the level of your creativity.
Test Torrensa
Stage first: Draw a picture. In this case, you will need an oval, similar in size with a chicken egg. Its color to determine only to you yourself, but it is better that he was the same for all subjects. In this regard, the easiest way will take a white color, making an oval from ordinary paper.
The subject must draw something in oval to turn into something concrete thanks to your Dorivovka. Be sure to give this figure the name. You can draw everything that will come to your mind. Test time - 1 minute.
Stage Two: Associative thinking. According to the table below, you need to do the following. Draw each picture as you see it and give it a name. Test time - 3 minutes.
Stage Three: Regular thinking. Print the picture again, which is shown below. To each identical element (in this case, this is a pair of horizontal circles) it is necessary to draw something unique to get something original, meaningful and understandable. Roughly speaking, drawings and interpretations should not be repeated. There may be 30 drawings. Test time - 5 minutes.
Counting points
Creativity is estimated at 5 stages: productivity, originality, thoughtfulness, openness, logic.
Productivity.It is estimated at 2 and 3 stages. Calculate the total number of responses of the subject - how much he drawn pictures, so much will receive points. The score is not counted if:
- the initial part of the figure was not used;
- if there is no point in the picture or its name;
- repeat.
Originality. Estimated for all three tasks of the test. The most important thing is that any of your drawings do not repeat. If statistical data, but a lot of test species, so suggesting it to many people, so that it was with what to compare. That is why first try to give this test to pass at least 40-50 people to then see their results. Based on all tests, the same drawings are selected. It is not difficult to do this if you spend a test in an audience where all subjects are sitting together and are in equal terms.
Each original answer is one point. The originality is defined as follows: if the drawing from any task is at least 50% of the subjects, then it is no longer original. All other options are considered original and give you 1 point. If the drawing and the names do not have anyone, it gives you 5 points at once. If the subjects are more than 100, then 10 points you will receive for the original answer.
Threat.For each thoughtful drawing in any of the last two tests, 1 point is given. The thoughtfulness lies in the presence of not only contour drawing, but also small parts inside each pattern. In the first drawing, each additional score is charged for a detail of a pattern that does not change meaning, but complements it and makes the drawing more understandable, accurate and legible. I would like to note that in the case of tested children, drawings from the first task can also tell a lot about their inner world - another will help you.
Openness. The assessment is carried out only on the second test. If the figure does not turn into a closed drawing, then you get 0 points. If, for example, the nose turned into a part of the head, then you will receive 2 points for each such drawing. If you drew a mustache without a face - this is 0, but if these mustache are part of a complete face, then it is 2 points.
Logics.Calculates in tests No. 1 and No. 2. It is important to catch the essence of the name - how much it corresponds to the drawing.
- If the name is illogical or consists of one word, which clearly describes the picture, then you get 0 points.
- Title with properties, for example: hot bun or beautiful mustache, bring 1 point.
- Any abstract names reflecting some meaning bring 3 points. Examples: the futility of being, sad merry and so on.
Outcome
Calculate the number of points. If you believe the statistics and take the average indicators on similar tests, then you should get 40-50 points. This is the norm. All that is more so good, because talks about your non-standard thinking.
Any such tests are relative. They are not fully objective, so require a huge number of tests and analysis. To learn more accurate result, spend a test over 100 people, and only then analyze, because in the opposite case you will have to check the results on the originality and recalculate the scores after each new subject.
We wish you good luck in testing. The essence is the rapid decision-making - to do everything as quickly and thoughtfully. To improve your skills in effectively making important and proper decisions, seek help to another article. Be happy, successful and do not forget to press buttons and
(X.ziver)
Resourcefulness (scale N)
You will be offered some tasks, solving which you can check if you can "stand up". If you intend to fulfill some tasks collectively, then you need to appoint a "secretary". Other members of the group will only act as "Idea suppliers". You can also work yourself. Assible and acceptable any idea. Try to perform tasks as quickly as possible. Use the stopwatch to control.
The task. In the left column of the table (on the next page), the set of lines (empty lines). In each of these lines, you must write down one word. All words must coincide the two initial letters. For example, as it takes place for words beginning with "C": Fresh, free, saint, pork, etc.
The spelling and the length of words do not play a big role. You just need to write picking up. Now check out the time. At your disposal one minute to fill each column.
Score N (resourcefulness)
Consider the lines in which the specified words are recorded. Fold the results of three tasks. Divide the result by 1.5. Maximum you can get 60 points.
0-20 points. This task was given to you with great difficulty. Test results are significantly lower than the average level and when evaluating the "real" test, which determines your suitability to work, you would be given to the category of very weak. You need to regularly exercise with other initial letters. 21-40 points. You have average results. Assessment of the results of the "present" testing will be average. The more you got points, the better your result. Disadvantaged, you will undoubtedly achieve better results. You should be trained with this test using other initial letters.
41-60 points. Undoubtedly, you realized that in solving this task, except for resourcefulness, the speed of the letter is important. After all, on one word you can spend no more than two seconds. It is extremely difficult. In addition, making a record, you must think about other words, that is, practically, thinking and writing in parallel (and not consistently as it happens).
|
How much do you find words starting with "But ..? You have one minute. "NOTARY" |
Do the same with a combination of "Bo .." you have one minute. "WINEGLASS" |
Do the same with a combination of "not ..". You have one minute. "TENDERNESS" |
Test "Determination of the level of creative potential"
The test allows you to assess the level of creative potential, the ability to accept non-standard solutions.
Instructions: Select one of the proposed behavior options in these situations.
1. Do you think that the world around can be improved:
b) no, he is so good enough;
c) Yes, but only in anything.
2. Do you think that you yourself can participate in the changes in the world:
a) yes, in most cases;
c) Yes, in some cases.
3. Do you think that your ideas would bring significant benefits in the sphere of activity in which you plan to work:
b) yes, under favorable circumstances;
c) only to some extent.
4. Do you think that in the future you will be useful to society:
a) yes, for sure;
b) it is unlikely;
b) maybe.
5. When you decide to do anything, you constitute any plan of your actions:
b) you often think that you do not understand;
c) yes, often.
6. Do you experience a desire to do business, which absolutely do not know:
a) Yes, the unknown attracts you;
b) the unknown does not interest you;
c) depending on what business.
7. You have to do unfamiliar business. Do you feel the desire to achieve perfection in it:
b) I satisfy what managed to achieve;
c) Yes, but only if you like it.
8. If the case you do not know, do you like, do you want to know everything about him:
b) no, you want to learn only the most basic;
c) No, you want only to satisfy your curiosity.
9. When you fail, then:
a) some time persist, contrary to common sense;
b) make a hand on this idea, as you understand that, it is unreal;
c) continue to do their job, even when it becomes obvious that obstacles are insurmountable.
10. Do you think the profession should be chosen based on:
a) their capabilities, further prospects for themselves;
b) stability, significance, profession, needs in it;
c) the advantages that it will provide.
11. Traveling, could you easily navigate the route for which already passed?
b) no, I'm afraid to get off the way;
c) Yes, but only where the locality I liked and remembered.
12. Immediately after some conversation, you can remember everything that said:
a) yes, without difficulty;
b) I can't remember everything;
c) I remember only what interests me.
13. When you hear the word on a strange language, you can repeat it in the syllables, without an error, not even knowing it:
a) yes, without difficulty;
b) yes, if this word is easy to remember;
c) I repeat, but not quite right.
14. In your free time you prefer:
a) stay alone, reflecting;
b) be in the company;
c) you are indifferent, will you be alone or in the company.
15. You are engaged in some kind of business. Decide to stop this occupation only when:
a) the case is completed and it seems to you perfectly performed;
b) you are more or less satisfied;
c) you still have not done everything.
16. When you are alone:
a) you love to dream of some, even maybe abstract things;
b) at any cost trying to find a specific lesson;
c) Sometimes you like to dream, but about things that are related to your affairs.
17. When some idea captures you, then you will think about it:
a) no matter where and with whom you are;
b) you can do it only alone;
c) only where it will not be too noisy.
18. When you defend some idea:
a) you can refuse her if you listen to convincing arguments of opponents;
b) you will stay with my opinion;
c) Change your opinion if the resistance is too strong.
Key to test task
Count the glasses that you scored, so:
for the answer "A" - 3 points;
for the answer "B" - 1;
for the answer "B" - 2.
RESULT
Questions 1, 6, 7, 8th - determine the boundaries of your curiosity;
questions 2, 3, 4, 5th - faith in yourself;
questions 9 and 15th - constancy;
When it comes to creativity tests, first of all mean tests of creative thinking. The first such tests appeared at the beginning of the XX century. So, for the study of creative personalities until 1915, the open tasks of the test of A. Bina with a multiple form of responses were used. After the First World War, many tests "for imagination" appeared, "on a combination of ideas" and others. In the 1950s. Creativity tests were created by J. Gilford. and his staff at the University of California.
These techniques, known as South Californian tests, measured the features of one of the types of thinking called Gilford divergent. 14 tests were developed. In the first 10, the subject was required to give a verbal answer, and in the last four - to make an answer on the basis of the visual content.
Examples of verbal tasks
- 1. Easy toolpitation. Write the words containing the specified letter (letter "O": Nosa, Pot, Again ...).
- 2. Easy to use associations. Write words similar to value with this word (heavy: hard, weighty, stern ...).
Example of a fine task
Registration. The contours of well-known objects must be filled out as much as possible details of these objects.
The most famous in 1950-1960s. There were "Alternative Use" tests, "Improvement of the product" and "consequences". Gilford tests are focused on adult and high school students. Their standardization was carried out in small samples, and the data on reliability and validity markedly fluctuate from the test to the test and are not satisfactory. According to psychologists, the reasons for the small efficiency of Gilford tests in the assessment of creative abilities are to install on the speed of execution of tasks and unaccepting personal characteristics.
In addition, the tasks in them do not imply a certain number of answers, which prevents the objective calculation of their indicators. For this reason, as some psychodiagnosts consider, for creativity tests, it is necessary to establish the reliability of specialists that assess their implementation.
Currently, creative thinking tests are currently the most famous. E. P. Trenza (Torrance Tests of Creative Thinking - TTCT). Despite the task declared to construct test tasks as a model of the creative process and reflect in them not the result, and the process of creativity, in reality the tests of Torrens (especially verbal), in fact, are similar to South Californian tests of Gilford, and sometimes they are adaptation. In addition, test indicators are borrowed by Trenz with Gilford. However, Torrens did not try to create factorically clean (i.e. reflecting one factor) tests, but sought to reflect the complexity of creative processes in them. Their formal characteristics (reliability, validity) are a bit better than Gilford, but still insufficient.
Trenz has developed 12 tests grouped into a verbal, visual and sound battery. He preferred not to use the term "creativity" in the names of his techniques, denoting them as a battery to verbal, visual and verbal and sound creative thinking. To remove anxiety and creating a favorable creative atmosphere, Torrens called his techniques not with tests, but classes.
The verbal test, developed in 1966, is intended for children, starting from five years, and adults. It consists of seven subtests. The first three are questions related to one picture: the subject is asked to ask as many questions as possible to the picture, guess as many reasons as possible and the consequences of what is depicted on it. In subtest 4, you should come up with as many interesting and unusual ways to change the toys depicted in the picture. In subtestis 5, you need to come up with as many interesting and unusual applications known to the house (for example, an empty box). In the task 6, it follows the same item to come up with as many unusual questions as possible. In subtestision 7, it is required to present an unusual situation and express as many guesses as possible about its possible consequences. The execution time of each subtest is limited. The test is a group and has two parallel forms: A and B. The main indicators of the test are fluency, flexibility, originality and care of development. This test is translated into the Russian language, but there is no data on its verification of reliability and validity, as well as on standardization on the domestic sample. Therefore, the verbal test of Torrens in our country can only be used with research objectives.
Figured test Torrensa also appeared in 1966. His translation, adaptation and residandarting on domestic subjects were performed by E. I. Schöbelanova, N. P. Shcherbo and N. B. Shumakova. It is intended for tests from 5 to 18 years. This test consists of three subtests. Answers to all tasks are given in the form of drawings and signatures to them. Substist 1 "Draw a picture" requires the subject to stick on a sheet of paper a figure of an incorrect shape cut out of colored paper on a sheet, and on the basis to draw any original picture. in substrast 2 "Finish drawing" should be based on unfinished figures depicted in the test notebook, draw unusual plot pictures or items. In subtest 3 you need to draw as many items based on parallel lines or circles. The execution time of each subtest is limited to 10 minutes (the response analysis is carried out According to the criteria for fluency, flexibility, originality and care of development).
The battery for verbal-sound creative thinking consists of two tests carried out using a tape recorder. The first test "Sounds and Images" uses as an object to recognize sounds, the second test "Opportion and images" uses sound spells, i.e. Words imitating natural sounds (for example, resembling creak or cracks). The first test consists of four sound sequences that are presented three times, the second - from nine words presented four times. In both tests, after listening to sound record, the subject must write to what he thinks looks like each sound. Answers are evaluated only in terms of originality. In our country, this battery was not used.
Another, the most late in time to create a test of creativity (for preschoolers), manifested in action and move a torrent was designed in 1980. The tasks of this test were compiled in such a way as to give the child the opportunity to show their creative abilities in the process of free movement in any room. The same four indicators of creativity are recorded as in other Trenz tests.
Despite the desire of psychologists to oppose creative thinking reproductive, in practice, creativity tests were built according to the same principles as the tests of intelligence, i.e. were high-speed techniques with a rigidly defined content. Researchers believe that their main disadvantage - will irreplace the motivation and other personal characteristics of individuals, which are significant aspects of creative abilities.
The literature emphasizes the influence of testing conditions for tests of creativity tests. So, M. Vollah and N. Kogan (1965) indicated the need for individual testing, a gaming atmosphere, the lack of time limits. It is shown that time limits are irrevocated to different children: some of them give original answers very quickly, others - only after some pause. The latter receive low assessments of creativity in time limitations and high - in the absence of such restrictions.
The reliability of creativity tests is usually lower than the psychodiagnosis requires, but quite high in order not to assume that random fluctuations of the qualities are measured. Thus, in a ten-year Longitudinal study, the reliability of tests of creative thinking of Torrens varied from 0.15 to 0.37, depending on the floor of the subjects and the evaluation method. Data on the communication of Torrens tests with criteria of creative achievements is not enough. Some indicate their short prognosticity. So, the study of N. Kogan and E. Pankov (1974), which compared the measurements of students' creativity in the 5th and 10th grades with creative achievements at the end of the school (respectively, after seven years and two years), showed that correlation coefficients For fifth graders are equal to 0, and for the 10th grade are very small and not significant.
Low correlations were also observed between the indicators of creativity tests and the teacher rating of creativity (0.10).
At the same time, the analysis of 70 studies of the prognostic validity of creativity tests showed that correlations with creative achievements in real life are often statistically significant. For example, schoolchildren who had higher scores on creativity tests have significantly more often had higher out-of-school activities (painting, music) than their peers who received low test points. The test indicators significantly predicted creative achievements in 10 years in boys, but not girls2. Thus, although data on the validity of creativity tests are not constant, they give reason to believe that these tests measure such aspects of human mental activity that are not assessed by other diagnostic procedures. Torrens spent several longite studies of the duration of B, 7 years and 22 years and came to the conclusion that his tests measure something different from the fact that the intellect tests are measured. This means that the discriminant validity of creativity tests is confirmed. The data on their prognostic validity is still contradictory, which can be explained by the fact that creative processes are complex, and to obtain high valid tests requires the development of more complex procedures. Related tests were created in Europe. So, in Germany, tests of divergent thinking of U. Mainberger (1977), verbal creativity tests K. Shoppe (1975), G. Campen with co-authors (1988). Original creativity tests are developed in Italy by J. Kalvi (1966), in Spain by E. Auzmendi with co-authors (1996).
- Kropley A. J.Decree. op. P. 74-93.
- Howieson N.A Longitudinal Study of Creativity 1965-1975 // Journal of Creative Behavior. 1981. No. 15. P. 117-134.
- Barron F. X., Harrington D. M.Creativity, Intelligence and Personality // Annual Review Of Psychology. 1981. No. 32. P. 439-476.
Diagnosis of the level of creative personality potential
Using the E.Turns test
"Creativity is to dig deeper, look better, to correct mistakes, talk with a cat, dive into depth, pass through the walls, light the sun, build a castle on the sand, welcome the future."
P. Torrens
Introduction: Creativity as an indicator of giftedness
The determination of the child's tightness is a difficult task, when solving which it is necessary to use both the results of the psychological survey, and the information about the school and out-of-school activities of the child obtained by surveying parents, teachers and peers. Only such an integrated approach to the diagnosis is recognized by all scientific concepts under the continuing discussion of the issue of the structure and factors of the development of giftedness.
Numerous psychological research has changed the initial ideas about the high IQ (intellectual ratio) as the only criterion of outstanding achievements, demonstrated the most important role of the creative potential and personal sphere, interests and special abilities, as well as environmental and training as conditions for the development of giftedness.
In most scientific concepts, gifts and prerequisites for its development are associated with the creative possibilities and abilities of the child, defined as creativity. Creativity can manifest itself in thinking, communication, individual activities. It can characterize the person in general and (or) its individual abilities.
The creative possibilities of a person are directly and directly related to his learning ability, they are far from always reflected in the tests of intelligence. On the contrary, creativity can be stimulated not so much by the variety of knowledge available, as susceptibility to new ideas breaking well-established stereotypes. Creative solutions often come at the time of relaxation, scattered, not intense attention, although prepared by the previous persistent search. An example of such "insight" is the discovery of D. I. Mendeleev periodic system of elements in a dream after 15 years of persistent and hard work.
An important stage in the psychodiagnostics of the creative possibilities of a person was the work of the American psychologist J. Gilford, who highlighted two types of thinking: convergent (sequential, logical, unidirectional) and divergent (alternative, retreating from logic). Most psychodiagnostic creativity tests are focused on identifying abilities to divergent thinking. These tests do not suggest a certain number of answers. They do not have the right and incorrect solutions, the degree of their compliance with the idea is estimated, the search for nontrivial, unusual and unexpected solutions is encouraged and stimulated.
Among the creators of theories and tests of creativity for children, another American psychologist, who devoted this problem to all his life, is the most famous. This is Paranz Pauls. Creativity studies were launched in 1958, but long before it was prepared by his practical work as a teacher and a psychologist with gifted children and adults.
Creativity was determined by P. Trenz as the process of appearing sensitivity to problems, a shortage of knowledge, their disharmony, inconsistencies, etc.: fixation of these problems; search for their solutions, hypotheses hypotheses; checks, changes and rechecking hypotheses; and. Finally, the formulation and reporting of the decision (1974). In order to more accurately determine what creativity is, Torrens considered at least about fifty wording.
As a result, he stopped on the definition of creativity as a natural process, which is generated by the strong need of a person in removing the voltage arising in a situation of uncertainty or incompleteness. Consideration of creativity as a process makes it possible to identify both the abilities for creativity and the conditions that clothe and stimulating this process, as well as to evaluate its products (results).
Creating creativity tests
P. Tornz tests were developed in connection with the objectives of education as part of a long research program aimed at creating such work techniques with students who would stimulate their creativity. When creating tests, the author sought to obtain models of creative processes, reflecting their natural complexity. But the main goal of research by P. Torrens and his staff was the proof of reliability and predictive validity (validity) of tests of creative thinking.
These studies, duration of 7, 12 and 22, led to the improvement of the initial versions of the 1958-1966 IT tests. In the direction of increasing their reliability and validity, diversity of indicators (versions 1974, 1979, 1984).
In addition, the following characteristics were allocated to assess the creative achievements of those who demonstrated high test indicators:
1) the number of achievements in the natural and humanitarian sciences, art, organizational activities (leadership) during school learning, determined by the subjects themselves on the list of 25 species;
2) a similar achievement rate after graduation;
3) the indicator of the creative style of life (determined by the subjects themselves on the list of 22 types of creative behavior);
4) assessment of creative achievements by independent experts;
5) expert assessment of professional plans.
In the most long-term Longitude P. Torrens, the relationship of the test indicators of creativity in younger students and each of the above indicators of their creative achievements was studied 22 years later. All correlations (connections) were highly reliable. The multiple correlation coefficient of the day of all five criteria reached 0.63, which indicates a significant relationship of the studied indicators, even at such a long period of time between surveys.
However, the high tests of creativity tests in children did not guarantee their creative achievements, but only evidenced by the high probability of their manifestation.
In order to explain the role of creative abilities in understanding, predicting and developing Creativity P. Torrens proposed a model of three partially intersecting circles corresponding to creative abilities, creative skills and creative motivation. A high level of creative achievements can be expected only with the coincidence of all these three factors.
In other words, in the absence of creative motivation (aspirations for the new, commitment of the problem, etc.), a high level of creative abilities cannot guarantee creative achievements in either art or in science, nor in other activities even with full technologies. Conversely, the presence of appropriate motivation and mastering the necessary knowledge and skills in the absence of creative possibilities cannot lead to a creative result, providing only performing skills.
The important conditions for creative realization of gifted children are also, firstly, supporting their entities from adults, secondly, the level of their intellectual abilities, and thirdly, the experience of residence and training in other countries (early internification by foreign languages).
The first position was confirmed in studies conducted by scientists from different countries. For example, even teenagers who consider independence with a prerequisite for the stability of their hobbies, emphasize the importance of supporting their interests ("but no pressure") from parents. At the same time, the stability of interests and extracurricular hobbies of children is an important, but often ignored, characteristic of their creative productivity.
Like P. Torrens, the majority of psychologists include in the number of mandatory signs of gifting the intellectual development of the child above the average age level, since only such a level provides the basis for creative productivity. At the same time, a combination of the level of development of intelligence above averages with a high level of creative thinking is recognized more favorable to predict the development of the development of intelligence, than even a very high level of development of only one of these aspects.
Finally, observations of gifted children demonstrated a beneficial effect on their development of early acquaintance with various types of behavior, speech, learning, which contributes to the formation of a more versatile view of the world, a more flexible approach to problems, the actualization of various forms of self-expression.
Brief description of tests P. Torrensa
Trense tests are intended for use for the following purposes:
study of the development of students' gifting;
individualization of training in accordance with the needs of gifted children and its organization in special forms: experimentation, independent studies, discussions;
development of correctional and psychotherapeutic programs for gifted children who have learning problems;
evaluation of the effectiveness of programs and methods of training, educational materials and benefits: tests allow you to monitor changes in the abilities themselves, and not only for the final learning outcomes;
search and identify children with hidden creative potential not detected by other methods.
Tests are grouped into verbal (verbal), visual (figured, pattern), sound and motor battery, reflecting various manifestations of creativity in fluency indicators (speed), flexibility, originality and developing ideas and involve the use of surveys in such batteries as a whole. Selective use of only one or more tests from these batteries significantly reduces the efficiency and value of diagnosis. Each form has developed detailed testing and data processing guides.
All tasks are designed for children aged from kindergarten until graduation.
Special attention when creating tests was given to make them interesting and attractive for children of all ages. Therefore, to ensure reliable results, the situation is very important during testing, which in no case should be stressful and nervous. It is necessary to ensure complete contact of the experimenter with children, climate of confidence and security, promoting imagination and creative freedom. At the same time, direct instructions cannot be given: which is correct and what is wrong, but it is very important to achieve a complete understanding of the instructions.
Verbal and curly tests received the most widespread.
Verbal tests include seven tasks for 5 - 10 min. Each and occupy overall 45 minutes.
The task "Ask and guess" - This is one of the most clear models of creative thinking aimed at identifying curiosity, sensitivity to a new and unknown, ability to probabilistic forecasting. When it is fulfilled, you need to ask questions to the picture depicting some kind of situation, try to guess what preceded this situation (its causes) and what will happen in the future (consequences). Curiousness is expressed in the amount and quality of questions reflecting the ability of the subject to go beyond the situation shown in the picture, and the hypotheses of the causes and consequences of events simulates scientific creativity.
The task "Improvement toys" - One of the most complex and indicative observations. It causes great interest in children and has a high degree of validity.
The task "Unusual use" - Modification of the well-known Guilford test. In this task, the subjects are difficult to overcome the rigidity - to get away from the trivial responses. Rigidity manifests itself in the fact that the test is fixed only in one way of action, for example, proposes to use boxes only in a conventional function: as a container in which it is possible to add objects.
The task "Unusual questions" - represents the option of the first task, but with a stronger emphasis on the unusual issues.
The task "Incredible situations" Requires imagination and fantasy. The subject faces an incredible situation and must imagine possible outputs from it. Although this task is one of the most spectacular, many children find it impracticable.
Figured tests consist of three tasks, to perform each of which are taken for 10 minutes, i.e. 30 min. total.
Task "Draw a picture" ~ Original test to use a specific item as a starting point for creating a picture. This element is a color spot, the form of which resembles quite ordinary items. The artistic level of drawings in tests is not estimated, the most important is the idea.
The task "unfinished figures," the author of several other tests is designed. From Gestalt Psychology, it is known that unfinished figures cause desire to complete them in the simplest way. Therefore, to create an original answer to counteract this desire. All ten figures differ in each other, but impose certain sustainable images.
The task "repetitive figures" is similar to the previous one, but the stimulus material is the same figures, so the subject constantly must overcome the rigidity of thinking and put forward a variety of ideas.
For most cases, the diagnosis of creative thinking is recommended to base its judgment on the analysis of individual indicators of verbal and curly test batteries in their ratio with each other. At the same time, a sufficiently versatile characteristic of individuality can be obtained. But the total score for each scale or on both scales together gives a fairly stable index of general creative potential, which may be useful. The reliability of such a total indicator is higher, since the same person can show its potential and in the total number of answers without their detail, and in a thorough development of a small number of ideas, and in fogging a few, but highly original solutions.
Creativity indicators
An indicator of fluency (speed, productivity) reflects the ability to generate a large number of ideas expressed in verbal wording or in the form of drawings, and is measured by the number of results corresponding to the requirements of the task. Productivity may differ in different batteries and in different tasks of one battery.
This indicator is useful primarily by the fact that it allows you to understand other indicators. Impulsive, banal and even stupid responses allow you to get a high score on this scale. However, such answers lead to low flexibility, originality and development. Low fluency values \u200b\u200bcan be associated with the detailed description of the responses in the picturesque tasks, but may also be observed in the inverted, inert or not enough motivated subjects.
The flexibility rate estimates the ability to put forward a variety of ideas, proceed from one aspect of the problem to another, use a variety of problem solving strategies. Sometimes it is useful to appreciate this figure in relation to fluency, since the same indicator of diversity can be observed with the unequal general number of extended ideas.
Low flexibility indicators may indicate the rigidity (viscosity) of thinking, low awareness, limited intellectual development or low motivation. High values \u200b\u200bsuggest opposite characteristics, but extremely high flexibility can reflect the throwing of the subject from one aspect to another and the inability to adhere to the single line in thinking.
The interpretation of this indicator is the same in verbal and non-verbal tests, but its values \u200b\u200bmay not coincide. Flexibility in views and acts with images is not related to the ease of changing aspects in the verbal sphere.
The originality characterizes the ability to nominate ideas different from obvious, banal or firmly established. Those who receive high scores in originality are usually characterized by high intellectual activity and non-conformity. They are able to make large mental "jumps" or "cutting angles" when searching for solutions, but this does not mean impulsiveness, the originality of solutions involves the ability to avoid obvious and trivial responses.
When analyzing it is interesting to relate the indicator of originality with the indicators of fluency and descriptiveness. At the same time, a wide variety of combinations options can be detected.
It should be borne in mind that the extremely high originality of the answers may be observed in some mental or neurotic disorders. Therefore, once again emphasize the need for a versatile survey.
The descriptive indicator, the details of ideas is used only to evaluate figure tests, but many researchers consider it quite useful. The high values \u200b\u200bof this indicator are characteristic of students with high academic performance, for those who are able to inventive and constructive activities.
Since the task is limited in time, it is useful to relate this indicator with an indicator of fluency. A person who develops in detail every idea is obviously sacrificed by their number. The development of answers reflects, apparently, another type of productivity of creative thinking and can be both an advantage and restriction, depending on how it manifests itself.
The difference between the two aspects of creativity can be submitted, on the one hand, as creativity in the field of creating new ideas and, on the other hand. - As creativity in their development - the creation of new industries and activities. So the inventor (Thomas Edison, Nikola Tesla) offers an original way to solve a technical or other problem, and the entrepreneur (Henry Ford, Lee Yakokk) really embodies it and finds him market application. The crew members of the racing car also distribute problems among themselves: the navigator outlines the way of passing the track, i.e., solves the problem of theoretically, and the pilot overcomes obstacles in practice.
Individual features of students can be assessed when comparing verbal and curly tests. Children with low scores on a verbal scale and high - figure often experience difficulties in performing tests for intelligence and in school learning, although some teachers intuitively refer them to gifted. Among the more educated and successful children often meet opposite cases: high performance of creativity in the verbal sphere and low - in visual-figurative.
In addition to tests, special questionnaires and questionnaires with lists of situations, feelings, forms of behavior characteristic of creative people can be used to determine creativity. These questionnaires can be addressed to both the subject and others around him. Expert estimates are commonly used for analyzing creative achievements: scientists - for scientific works, artists - for paintings and drawings, engineers - for technical inventions. Standards for such estimates are always based on public judgment.
Brief test. Figured form
The task "finish drawing" is a second subtest figured battery of tests of creative thinking P. Tornza.
The test can be used to study the creative gifting of children, starting with preschool age (5-6 years) and to graduation classes of school (17 - 18 years). Answers to the tasks of these tests tests should give in the form of drawings and signatures to them. If children do not know how to write or write very slowly, the experimenter or its assistants should help them sign the drawings. At the same time, it is necessary to follow the intention of the child.
Preparation for testing
Before presenting the test, the experimenter must fully read the instructions and thoroughly consider all aspects of the work. Tests do not allow any changes and additions, as it changes the reliability and validity of test indicators.
It is necessary to avoid using the word "test", "Exam", "Check" in all explanations and instructions. If there is a need, it is recommended to use words: exercises, drawings, pictures, etc. During testing, it is unacceptable to create an alarm and intense examination of the exam, check, rivalry. On the contrary, it should be striving for creating a friendly and relaxed atmosphere of warmth, comfort, trust, encouraging imagination and curiosity of children, stimulating the search for alternative answers. Testing should pass in the form of a fascinating game. This is very important for the reliability of the results.
It is necessary to provide all students with test tasks, pencils or handles. All unnecessary should be removed. The experimenter must have an instruction, a test sample, as well as a clock or stopwatch.
It should not be carried out simultaneous testing in high-group students. The optimal size of the group is 15-35 people, i.e. not more than one class.
For younger children, groups size should be reduced to 5 - 10 people, and for preschoolers, it is preferable to carry out individual testing. When testing, the child should sit at the table one or with an experimenter assistant.
Test time 10 minutes. Together with the preparation, reading instructions, distribution of sheets, etc. For testing, it is necessary to take 15 to 20 minutes.
When testing preschoolers and younger students, experimenters must have a sufficient number of assistants to help design signatures for drawings.
Before handing out sheets with tasks, the experimenter must explain to children that they will do, cause them interest in tasks and create motivation to their implementation. To do this, you can use the following text that allows various modifications depending on the specific conditions:
"Guys! It seems to me that you will get great pleasure from the upcoming jobs to you. This work will help us learn how well you know how to invent a new and solve different problems. You will need all your imagination and the ability to think. I hope you give the scope of your own imagination and you like it. "
If a curly test is required to be re-explained, it is possible to explain it as follows:
"We want to know how you have changed your ability to invent a new one, your imagination and the ability to solve problems. You know that we measure our height and weight after certain intervals to find out how much we grew up and recovered. We do the same to learn how your abilities have changed. We are going to spend their measurement today and after a while. It is very important that it was an accurate measurement, so try to show everything that you are capable. "
Instructions for test tasks
After the preliminary instructions, it is necessary to distribute sheets with tasks and ensure that each subject indicates the surname, name and date in the corresponding graph. (We should not forget about the date specifying, this is important when conducting repeated tests.) Preschoolers and younger schoolchildren need to be helped in specifying these information. In this case, it will be better if you make data in advance and divide the children with already filled in graphs.
After these preparations, you can proceed to read the following instructions:
"You have to do exciting tasks. All stumps will require imagination from you to come up with new ideas and combine them in a different way. When you fulfill each task, try to come up with something new and unusual, which no one of your group (class) can come up with. Try to supplement and complete our idea so that it turned out the most interesting story-picture.
Task execution time is limited, so try to use it well. Work quickly, but do not rush. If you have any questions, silently raise your hand and I will come to you and give you the necessary clarifications. "
The task of the test is formulated as follows:
"An unfinished figures are drawn on these two pages.
If you add additional lines to them, you will have interesting items or scene pictures. 14 minutes is given to the execution of this task.
Try to come up with such a picture or history that no one else can come up with. Make it full and interesting, add new ideas to it. Come up with an interesting name for each picture and write it down below the picture. "
If students are worried that they do not have time to finish the task on time, calm them, saying to them:
"I noticed (a)" that you all work in different ways. Some have time to draw all drawings very quickly, and they add to them and add some details. Others have time to draw only a few, but from each drawing creates very complex stories. "Continue to work as you like more, as you are more convenient."
If children are not defined after the instructions questions, you can start performing the task. If the instruction causes questions, try to respond to them by repetition of the instructions more understandable for them. Avoid giving examples or illustrations of possible sample responses! This leads to a decrease in originality and, in some cases, the total number of answers. Strive to support benevolent, warm and relaxed relationships with children.
Although the instructions state that the tasks include two pages, some children misses this fact out of sight and do not detect the second page. Therefore, it is necessary to specialonpace children about the second page with tasks. It is necessary to monitor the time very closely using the stopwatch.
After 10 minutes, the tasks stop and the sheets are quickly collected. If the fly could not write names to their drawings, find out these names immediately after testing. Otherwise, you will not be able to reliably evaluate them.
To do this, it is convenient to have several assistants, which is especially important when testing younger children.
* This instruction must be presented strictly by text, not allowing any changes. Even small modifications of the instructions require re-standardization and validation of the text.
Measurements and processing results
An important condition for the high reliability of the test is the attentive study of the test indicators assessment pointer and the use of the above standards as a basis for judgments.
Measurement procedures
1. Read the manual. You must clearly realize the concept of creative thinking P. Torrensa: the content of the indicators of the fluency, flexibility, originality and the care of the development of ideas as the characteristics of this process.
2. First, it should be determined whether the answer is worth counting, i.e. whether it relevant is the task. Those answers that do not correspond to tasks are not taken into account. The answers in which the main condition of the task is not fulfilled - to use the source element. These are the answers in which the drawing of the subject is not associated with incomplete figures.
3. Processing of answers. Each relevant idea (i.e., a picture, which includes the original element) should be attributed to one of the categories of answers. Category lists are shown on with. 30 - 37 of this manual. Using these lists, determine the numbers of the categories of responses and points for their originality. Write them down in the respective graphs.
If the originality of the answers is estimated 0 or 1 point, the answer category can be determined by the list number 1 shown on C. 30 - 34. This list includes the least original answers for each of the dough figures. For more original responses (with the originality of 2 points), a list number 2 (p. 35 - 37). This list contains categories common for all dough figures.
Then the scores are determined for the development of each response, which are recorded in the graph, allocated for these indicators of the task execution (see Table. On p. 43). Indicators of the categories of originality and the development of answers are recorded in the form, on the line corresponding to the drawing number. There are also records (no) answers.
4. An indicator of fluency for a test can be obtained directly from the number of the last answer, if there were no pass or irrelevant responses (see Table. On p. 43). Otherwise, you should count the total number of accounts taken and write this number in the appropriate graph. To determine the flexibility indicator, cross the respondents of response categories and count the remaining. The total score for originality is determined by the addition of all points without exception in this column. Similarly, the total response declaration rate is determined. Check the reliability of measurements.
From time to time it is recommended to compare the data of testing tests with data processing the same tests by a more experienced experimentator. All inconsistencies must be identified and discussed. It is recommended to calculate the correlation coefficients between the indicators obtained by two researchers during processing 20 to 40 protocols. Another way to verify reliability can be re-processing experimental materials by the same researcher through one or a few weeks. When using forms for processing, these types of control will take a long time. Test estimation pointer.
In the pointer (see Table. PA p. 39) includes data obtained on 500 students of Moscow schools in 1994. Age of tested from 6 to 17 years.
Fluency. This indicator is determined by the calculation of the number of completed figures. The maximum score is 10.
FLEXIBILITY. This indicator is determined by the number of different categories of responses. To determine the category, both the figures themselves and their names can be used (which sometimes does not coincide). Below is a list No. 2, which includes 99% of responses. For those replies that cannot be included in any of the categories of this list, new categories with the designation of their "XI" should be applied. "X2", etc. However, it will be required very rarely.
ORIGINALITY. The maximum assessment is 2 points for non-obvious responses with a frequency of less than 2%, the minimum - 0 points for answers with a frequency of 5% or more, and 1 point is counted for the answers encountered in 2-4.9% of cases. The data on the category and originality of the response is shown in the list number 1 for each figure separately. Therefore, the interpretation of the results is advisable to start using this list.
Premium points for ornginous response. The question of the opens of the originality of the answers, in which the subject unites several source figures into a single figure. P. Torrens considers this manifestation of a high level of creative abilities, since such answers are quite rare. They indicate the nonstandarity of thinking and deviation from the generally accepted. The instruction for the test and the separateness of the initial figures in no way indicate the possibility of such a decision, but at the same time do not prohibit it. P. Torrens considers it necessary to award additional points on the originality of the union in the blocks of the original figures:
for the combination of two drawings ........................................... 2 points,
for the combination of three-five drawings .................................. 5 points,
for the combination of six-ten drawings .......................... 10 points.
These premium scores are added to the total amount of the scores for originality.
Development. When assessing the care of the development of responses, points are given for every significant detail (idea), complementing the initial stimulus figure, as in the boundaries of its contour. And beyond. Wherein. However, the main, simplest answer should be significant, otherwise its development is not evaluated.
One score is given for:
Every significant detail of the overall response. In this case, each class of parts is estimated once and is not taken into account when repetition. Each extra item is marked with a dot or cross once.
Color. If it complements the basic idea of \u200b\u200bthe answer.
Special hatching (but not for each line, and for a common idea) - shadows, volume, color.
Decoration, if it makes sense in itself.
Each variation of the design (except for purely quantitative repetitions), meaningful but attitude to the main answer. For example, the same items of different sizes can transmit the idea of \u200b\u200bspace.
Rotate the drawing on 90 "and more, the unusualness of the angle (view from the inside. For example), going beyond the task of most of the drawing.
Each detail in the title over the desired minimum.
If the line shares the drawing into two significant parts, scores are counted in both parts of the pattern and summarize them. If the line indicates a specific item, the belt, the scarf, etc., then it is estimated to 1 point.
Below are three examples of calculating points for the development of answers. It is necessary to carefully examine them.
List # 1. Answers to a task indicating categories and opens numbers by originality *
(24) Abstract Pattern (37) Face, Head of Human (1) Points (8) Bird (Flying), Seagull
1 point (from 2% to 4.99%)(10) Eyebrows, Human Eyes (33) Wave, Sea (4) Animal (Morda) (4) Cat, Cat (21) Obcraco, Cloud (58) Supernatural Beings (10) Heart ("Love") (4) Dog (8) Owl (28) Flower (37) Man, man (31) Apple
About points (5% in more answers)(24) Abstract pattern (64) Tree and its part (67) Slingshot (28) Flower
1 point (from 2% to 4.99%)(41) Letter: Well, y, etc. (13) House, structure (60) Sign, symbol, pointer (8) Bird: Footprints, legs (45) Figure (37) Man
0 points (5% or more answers)(24) Abstract pattern (53) Sound and radio waves (37) Person of man (9) Sailing ship, boat (31) Fruits, berries
1 points (from 2% to 4.99%)(21) Wind, clouds, rain (7) Balloons (64) Tree and its parts (49) Road, bridge (4) Animal or its muzzle (48) Carousel, swing (68) wheels (67) Onions and arrows ( 35) Moon (27) Fish, Fish (48) Sledge (28) Flowers
About points (5% or more answers)(24) Abstract Pattern (33) Wave, Sea (41) Question Sign (4) Snake (37) Human Face (4) Tail of Animal, Elephant Trunk
1 point (from 2% to 4.99%)(4) Cat, Cat (32) Chair, Chair (36) Spoon, Half
(4) Mouse (38) Insect, Caterpillar, Worm (1) Glasses (8) Bird: Goose, Swan (27) Shell (58) Supernatural beings (1) Smoker tube (28) Flower
(24) Abstract pattern (36) dish, vase. Bowl (9) Ship, Boat (37) Human face (65) Umbrella
1 point (from 2% to 4.99%)(33) Pond, Lake (47) Mushroom (10) Lips, Chin (22) Basket, Taz (31) Lemon, Apple (67) Onions (and arrows) (33) Orag, pit (27) Fish (25) Egg
About points (5% or more answers)(24) Abstract Pattern (15) Staircase, Steps (37) Human Face
1 point (from 2% to 4.99%)(33) Mountain, Rock (36) Vase (64) Wood, Spruce (19) Bluff, jacket, dress (66) Lightning, thunderstorm (37) Man: man, woman (28) flower
(24) Abstract Pattern (18) Automashin (36) Key (62) Sickle
1 point (from 2% to 4.99%)(47) Mushroom (36) bucket, scoop (43) lens, magnifier (37) person person (36) spoon, halter (62) hammer (1) glasses (18) scooter (60) symbol: Sickle and hammer (48) Tennis racquet
About points (5% or more answers)(24) Abstract Pattern (37) Girl, Woman (37) Man: Head or Body
1 point (from 2% to 4.99%) (41) Letter: y, etc. (36) Vase (64) Tree (11) Book (19) T-shirt, fall (2) Rocket (58) Supernatural creatures (28) Flower (67) Shield
About points (5% I am more than answers)(24) Abstract pattern (33) Mountains, hills (4) Animal, its ears (41) Letter M
1 point (from 2% to 4.99%)(4) Camel (4) Wolf (4) Cat, Cat (4) Lisa (37) Person man
(4) Dog (37) Man: Figure
About points (5% or more answers) (24) Abstract Pattern (8) Goose, Duck (64) Tree, Spruce, Sucia (37) Person of man (4) Fox
1 point (from 2% to 4.99%)(63) Pinocchio (37) Girl (8) Bird (58) Supernatural Beings (45) Figures (37) Man, figure
(18) Car: Machine Agricultural, racing, cargo, wagon, cart, tractor.
(3) Angels and other divine creatures, their details, including wings.
(1) Accessories: Bracelet, Crown, Wallet, Monocle, Necklace, Glasses, Hat.
(20) Lower rope, cord.
(41) Letters: single or blocks, punctuation marks.
(7) Balloons: Single or in Garlands.
(39) Air snakes.
(33) Geographical objects: shore, waves, volcano, mountain, lake, ocean, beach, river, cliff.
(34) Geometric shapes: square, cone, circle, cube, rectangle, rhombus, triangle.
(64) Tree: All kinds of trees, D Regams, palm tree.
(49) Road and Road Systems: Road, Road Signs and Pointers, Bridge, Crossroad, Overap.
(4) Animal, his head or muzzle: bull, camel, snake, cat, goat, lion, horse, frog, bear, mouse, monkey, deer, pig, elephant, dog.
(5) Animal: Traces.
(53) Sound waves: tape recorder, radio waves, radio, radio, chalkton, TV.
(65) umbrella.
(63) Toy: Kind-Rocking, doll, cube, puppet.
(62) Tools: Wipes, rakes, clams, hammer, ax.
(46) Stationery and School Supplies: Paper, Cover, Folder, Notebook.
(11) Book: one or a stack, newspaper, magazine.
(68) Wheels: Wheel, Rim, Bearing, Tire, steering wheel.
(50) Room or Parts: Paul, Wall, Corner.
(22) Container: Tank, Bidon, Barrel, Bucket, Canning Bank, Jug, Hat Box, Box.
(9) Ship, Boat: Canoeing, motorboat, boat, steamer, sailboat.
(12) Box: boxes, package, gift, bundle.
(54) Space: Cosmonaut.
(16) Bonfire, fire.
(23) Cross: Red Cross, Christian Cross, grave.
(40) Staircase: Power, stepladder, ladder.
(2) Aircraft: bomber, glider, rocket, airplane, satellite.
(32) Furniture: Buffet, Wardrobe, Bed, Chair, Part, Table, Chair, ottoman.
(43) Mechanisms and appliances: computer, lens, microscope, press, robot, mining hammer.
(44) Music: harmony, drum, harmony, bell, sheet music, piano, piano, whistle, cymbals. (6) Balls: basketball, tennis, baseball, volleyball, mud lumps, snowballs. (59) Ground transport - see the car, not to introduce a new category.
(38) Insect: butterfly, flea, mantis, caterpillar, beetle, bug, ant, fly, spider, bee, firefly, worm.
(35) Heavenly Bodies: Big Major, Venus, Eclipse of the Moon, Star, Moon, Meteorite, Comet, Sun.
(21) Cloud, cloud: different types and forms.
(39) Shoes: shoes, boots, boots, sneakers, shoes.
(19) Clothes: pants, pants, jacket, men's shirt, coat, jacket, dress, bathrobe, shorts, skirt.
(67) Weapons: rifle, onions and arrows, machine gun, gun, slingshot, sewage.
(48) Recreation: bike, rink, icy hill, parachute, swimming board, roller skates, sledge, tennis.
(29) Food: Bulk, Cupcake, Candy, Lollipop, Pellet, Ice Cream, Nuts, Cake, Sugar, Toasts, Bread.
(66) Weather: Rain, raindrops, blizzard, rainbow, sunlight, hurricane.
(36) Household items: Vase. hanger, toothbrush, pan, bucket, coffee maker, broom, cup, brush.
(8) Bird: Stork, Crane, Turkey, Chicken, Swan, Peacock, Penguin, Parrot, Duck, Flamingo, Chicken.
(26) Entertainment: singer, dancer, circus.
(47) Plants: Thickets, shrub, grass.
(27) Fish and marine animals: Guppie, gold fish, whale, octopus.
(58) Supernatural (fabulous) creatures: Alladin, Baba Yaga, Bes, Vampire, Witch. Hercules, Devil, Monster, Ghost, Fairy, Damn.
(42) Lamp: Magic Lamp, Lamp, Candle, Street Lamp, Lantern, Electric Lamp.
(60) Symbol: icon, coat of arms, banner, flag, price tag, check, emblem.
(52) Snowman.
(57) Sun and other planets: see heavenly bodies.
(55) Sport: Running track, baseball court, jumps, playground, football gate.
(13) Building: House, Palace, Building, Izba, Kura, Skyscraper, Hotel, Pagoda, Hut, Temple, Church.
(15) Building, its parts: Door, Roof, Window, Paul, Wall, Pipe.
(14) Construction Material: Board, Stone, Brick, Stovetop, Pipe.
(17) Reed and products from it.
(51) Asylum, shelter (not a house): canopy, trench, tent, awning, salas.
(31) Fruits: pineapple, orange, banana, vase with fruit, cherry, grapefruit, pear, lemon, apple.
(28) Flower: daisy, cactus, sunflower, rose, tulip.
(45) Figures: One or in block, mathematical signs.
(61) Watches: alarm clock, hourglass, stopwatch, sundial, timer.
(37) Man, his head, face or figure: girl, woman, boy, nun, man, identified personality, old man.
(56) A man of sticks: see a person.
(8) Man, parts of his body: eyebrows, hair, eyes, lips, bone, legs, nose, mouth, hands, heart, ear, tongue.
(25) Egg: All types, including Easter, fried eggs.
Interpretation of test results
1. Flexibility or productivity. This indicator is not being special for creative thinking and is useful primarily by the fact that it makes it possible to understand other indicators of KTTM. The data is shown (see Table I) that most children 1-8 classes are performed from seven to ten tasks, and high school students - from eight to ten tasks. The minimum number of tasks performed (less than 5) occurs the cup of all in adolescents (5-8 classes).
2. Flexibility. This indicator evaluates a variety of ideas and strategies, the ability to move from one aspect to another. Sometimes this indicator is useful to relate with an indicator of fluency or even calculate the index by dividing the flexibility indicator to the indicator of fluency and multiplication by 100%. Recall that if the subject has a low flexibility indicator, this indicates the rigidity of its thinking, a low level of awareness, limited intellectual potential and (or) low motivation.
3. Originality. This figure characterizes the ability to put forward ideas that differ from obvious, well-known, generally accepted, banal or firmly established.
Those who get high values \u200b\u200bof this indicator are usually characterized by high intellectual activity and non-conformity. Originality of solutions Supplementality to avoid lungs, obvious and uninteresting answers.
Like flexibility, originality can be analyzed in a ratio with fluency using an index calculated by the method described above.
4. Development. The high values \u200b\u200bof this indicator are characteristic of student with high performance capable of inventive and constructive activities. Low - for lagging, undisciplined and negligent students. An indicator of the response is reflected as if another type of thinking fluency and in certain situations can be both an advantage and restriction, depending on how this quality is manifested.
Table 1
Average values \u200b\u200bof the indicators of the CTTM students of different classes *
|
Fluency |
Flexibility |
Originality |
Development |
|
To compare the indicators of creative thinking (originality and descriptive), it is necessary to transform them into a standard T-scale. This will compare the results obtained by K1TM and the figure test of creative thinking of P. Torrens (see Table 2).
Table 2.
Transformation of "raw" indicators in T-scale.
|
Points of originality |
Scores by development |
|||||
|
1 - 3 class |
9-11 class |
1 - 2 class |
9-11 class |
|||
The values \u200b\u200bon T-scale 50 ± 10 correspond to the age norm.
Empirical studies were conducted with a group of high school teachers, listeners of advanced training courses.
The number of tested 20 people. Age from 23 to 48 years. Different specialty.
To determine the level of creativity, the graphic and verbal subtests of the test of the Creativity of P. Tornza were used.
After the diagnosis, the following results were obtained using a graphical subtest
|
Original scale |
Scale Description |
||
Adult rate is: on the originality scale: 10.5; On the scale of the descriptive: 40.5 (see: Shpalinsky V.V. Psychology of management: Tutorial. 2nd ed. - M., 2003. - 184 p. - p.68.
Verbal subtest data. The subjects are proposed to execute 7 tasks. When summing up the result of all seven tasks is divided into 7. The resulting number and is an indicator of creativity.
|
Number of points |
Level of creativity |
|
|
Above average |
||
|
very tall |
||
|
Above average |
||
|
Above average |
||
|
Very tall |
||
|
Above average |
||
|
Above average |
||
|
Below the average |
||
|
Below the average |
Criteria: 1-2 points - Low result; 3-4 points - the result is below average; 5 points - the average; 6 points - above average; 7 points - high indicator; 8-9 points - very high indicator.
