There are a huge number of different methods of psychodiagnostics creativity person. The most popular of these is the Torrens test.
Creativity according to Torrens (from Latin creatio - creation) is a sensitivity to tasks, deficits and gaps in knowledge, the desire to combine diverse information; creativity identifies problems associated with disharmony of elements, looks for their solutions, puts forward assumptions and hypotheses about the possibility of solutions; checks and refutes these hypotheses, modifies them, rechecks them, and finally substantiates the result.
E. Torrens developed 12 tests grouped into a verbal, visual and sound battery. The non-verbal part of this test, known as the Torrens Figural Forms, was adapted by the Institute of General and educational psychology APN in 1990. Another part of the test - "Completion of pictures" (Complete Figures) was adapted in 1993-1994 in the laboratory for the diagnosis of abilities and PHC of the Institute of Psychology Russian Academy Sciences.
The figured test by E. Torrens brought to your attention is intended for adults, schoolchildren and children from 5 years old. This test consists of three tasks. Answers to all tasks are given in the form of drawings and captions to them.
The time for completing the task is not limited, since the creative process involves the free organization of the time component creative activity. The artistic level of performance in the drawings is not taken into account.
Torrens creativity test, diagnostics of creative thinking:
Instruction - description for the Torrens test, stimulus material:
Subtest 1. "Draw a picture."
Draw a picture, while taking a colored oval spot cut out of colored paper as the basis for the drawing. The color of the oval is up to you. The stimulus figure has the shape and size of an ordinary chicken egg. You also need to give a name to your drawing.
Subtest 2. "Completion of the figure."
Draw ten unfinished stimulus figures. And also come up with a title for each picture.
Subtest 3. "Duplicate lines."
The stimulus material is 30 pairs of parallel vertical lines. Based on each pair of lines, you need to create some kind of (non-repeating) pattern.
Processing of results.
Processing the results of the entire test involves the evaluation of five indicators: "fluency", "originality", "elaboration", "resistance to closure" and "abstractness of names".
Key to the Torrens test.
"Fluency"- characterizes the creative productivity of a person. Scored only in subtests 2 and 3 according to the following rules:
1. For evaluation, it is necessary to count the total number of answers (drawings) given by the tested.
2. When calculating the indicator, only adequate responses are taken into account.
If a drawing, due to its inadequacy, does not receive a score for "fluency", then it is excluded from all further calculations.
The following drawings are considered invalid:
· drawings in which the proposed stimulus (an unfinished drawing or a pair of lines) was not used as component Images.
· drawings that are meaningless abstractions with a meaningless name.
· meaningful, but repeated several times, drawings are considered as one answer.
3. If two (or more) incomplete figures in subtest 2 are used to create one picture, then the number of points corresponding to the number of figures used is awarded, as this is an unusual answer.
4. If two (or more) pairs of parallel lines in subtest 3 are used to create one picture, then only one point is awarded, since one idea is expressed.
"Originality"- the most important measure of creativity. The degree of originality testifies to the originality, uniqueness, and specificity of the creative thinking of the person being tested. The indicator of "originality" is calculated for all three subtests in accordance with the rules:
1. The score for "originality" is based on the statistical rarity of the answer. Ordinary, frequently occurring answers are rated at 0 points, all others at 1 point.
2. The picture is judged, not the title!
3. Overall score for originality is obtained by adding the marks for all the drawings.
List of answers for 0 points for "originality":
Note: If the list of non-original answers answers “human face” and the corresponding figure is turned into a face, then this drawing receives 0 points, but if the same unfinished figure is turned into a mustache or lips, which then become part of the face, then the answer is rated 1 score.
· Subtest 1 - only the subject that was drawn on the basis of a colored glued figure is evaluated, and not the plot as a whole - a fish, a cloud, a cloud, a flower, an egg, animals (entirely, a torso, a muzzle), a lake, a person's face or figure.
· Subtest 2. - note that all unfinished figures have their own numbering, from left to right and top to bottom: 1, 2, 3, ..10.
1. - number (numbers), letter (letters), glasses, human face, bird (any), apple.
2. - a letter (letters), a tree or its parts, a person's face or figure, a panicle, a slingshot, a flower, a number (numbers).
3. - number (numbers), letter (letters), sound waves (radio waves), wheel (wheels), month (moon), human face, sailing ship, boat, fruit, berries.
4. - a letter (letters), waves, a snake, a question mark, a person's face or figure, a bird, a snail (a worm, a caterpillar), an animal's tail, an elephant's trunk, a number (numbers).
5. - number (numbers), letter (letters), lips, umbrella, ship, boat, person's face, ball (ball), dishes.
6. - vase, lightning, thunderstorm, step, ladder, letter(s), number(s).
7. - number (numbers), letter (letters), car, key, hammer, glasses, sickle, scoop (ladle).
8. - number (numbers), letter (letters), girl, woman, face or figure of a person, dress, rocket, flower.
9. - number (numbers), letter (letters), waves, mountains, hills, lips, animal ears.
10. - number (numbers), letter (letters), Christmas tree, tree, branches, bird's beak, fox, human face, animal muzzle.
· Subtest 3: a book, a notebook, household appliances, a mushroom, a tree, a door, a house, a fence, a pencil, a box, a person's face or figure, a window, furniture, dishes, a rocket, numbers.
"abstract name"- expresses the ability to highlight the main thing, the ability to understand the essence of the problem, which is associated with the thought processes of synthesis and generalization. This indicator is calculated in subtests 1 and 2. The assessment takes place on a scale from 0 to 3.
· 0 points: Obvious titles, simple titles (names) stating the class to which the drawn object belongs. These names consist of one word, for example: "Garden", "Mountains", "Bun", etc.
· 1 point: Simple descriptive names that describe specific properties of the drawn objects, which express only what we see in the drawing, or describe what a person, animal or object is doing in the drawing, or from which the names of the class to which the object belongs are easily deduced. - “Murka” (cat), “Flying Seagull”, “ Christmas tree”, “Sayans” (mountains), “The boy is sick”, etc.
· 2 points: Imaginative descriptive titles "Mysterious Mermaid", "SOS", titles describing feelings, thoughts "Let's play"...
· 3 points: abstract, philosophical names. These names express the essence of the drawing, its deep meaning "My echo", "Why leave from where you will return in the evening."
"Short circuit resistance"- displays "the ability to remain open to novelty and variety of ideas for a long time, to postpone the final decision long enough in order to make a mental leap and create an original idea." Only counted in subtest 2. Score from 0 to 2 points.
· 0 points: the piece closes the fastest and in a simple way: using a straight or curved line, solid hatching or shading, letters and numbers is also equal to 0 points.
· 1 point: The solution is superior to a simple closing of the figure. The test subject quickly and simply closes the figure, but then complements it with details from the outside. If details are added only inside a closed figure, then the answer is 0 points.
· 2 points: the stimulus figure does not close at all, remaining an open part of the drawing, or the figure closes with a complex configuration. Two points are also awarded if the stimulus pattern remains an open part of a closed pattern. Letters and numbers - respectively 0 points.
"Development» - reflects the ability to develop thoughtful ideas in detail. Scored in all three subtests. Evaluation principles:
· 1. One point is awarded for each significant detail of the picture that complements the original stimulus figure, while details belonging to the same class are evaluated only once, for example, a flower has many petals - all petals are considered as one detail. For example: a flower has a core (1 point), 5 petals (+1 point), a stem (+1), two leaves (+1), petals, core and leaves are shaded (+1 point) total: 5 points for the drawing.
· 2. If the drawing contains several identical objects, then the elaboration of one of them is evaluated + one more point for the idea to draw other similar objects. For example: there may be several identical trees in the garden, identical clouds in the sky, etc. One additional point is given for each significant detail of flowers, trees, birds and one point for the idea to draw the same birds, clouds, etc.
· 3. If the items are repeated, but each of them has a distinctive detail, then one point must be given for each distinctive detail. For example: there are many flowers, but each has its own color - one new point for each color.
· 4. Very primitive images with minimal "development" are evaluated at 0 points.
Interpretation of test results Torrensa .
Sum the scores for all five factors (fluency, originality, abstract title, resistance to closure, and sophistication) and divide by five.
The result obtained means the next level of creativity according to Torrens.
_________________________Diagnostic materials __________________________
| Determining the type of temperament. Eysenck questionnaire | |
| Measurement of self-esteem according to the "Ladder" method (V. G. Shchur) | |
| The study of self-esteem Methodology "Three lines" | |
| Torrance Creativity Test | |
| Questionnaire for determining the school motivation of students primary school | |
| Methodology "General orientation in the surrounding world and the stock of everyday knowledge" | |
| Assessment of communicative and organizational inclinations | |
| Technique "Verbal fantasy" (speech imagination) | |
| Method "Drawing" (non-verbal imagination) |
Temperament type definitions
QUESTIONNAIREEISENCK (teenager)
Target: Identify the characteristics of the child's temperament.
Instruction: “You are offered a number of questions about the peculiarities of your behavior, if you answer the question in the affirmative (“agree”), then put a “+” sign, if negatively (“disagree”), then the “-” sign. Answer questions quickly, without hesitation, as the first reaction is important.
Questionnaire text
Do you like noise and fuss around you?
Do you often need friends to support or comfort you?
Do you always find a quick answer when someone asks you about something, if it's not in class?
Are you sometimes angry, irritable, angry?
Do you often change your mood?
Do you like being alone more than going out with other guys?
Does it sometimes happen that different thoughts prevent you from falling asleep?
Do you always do as you are told?
Do you like to play a joke on someone?
Have you ever felt miserable when there was no real reason for it?
You are jolly person?
Have you ever violated the rules of conduct at school?
Are there many things that annoy you?
Do you like this kind of work, where you have to do everything quickly?
Do you worry about all sorts of terrible events that almost happened, although everything ended well?
Can you be trusted with any secret?
Can you cheer up bored guys?
Does it sometimes happen that your heart beats strongly for no reason?
Are you taking the first step towards becoming friends with someone?
Have you ever told a lie?
Do you get very upset if people find flaws in the work you have done?
Do you like to tell funny stories, joke with your friends?
Do you often feel tired for no reason?
Do you always do your homework first and play later?
Are you usually cheerful and happy with everything?
Are you touchy?
Do you like talking and playing with other guys?
Do you always fulfill the requests of relatives for help with the housework?
Do you sometimes feel very dizzy?
Do you like to put someone in an awkward position, to laugh at someone?
Do you often feel that you are very tired of something?
Do you like to brag sometimes?
Are you most often silent in the company of other people?
Do you sometimes worry so much that it's hard for you to sit still?
Are you quick to decide on something?
Do you sometimes make noise in the classroom when there is no teacher?
Do you often have scary dreams?
Can you forget about everything and have fun from the heart among your friends, buddies, girlfriends?
Are you easily offended by something?
Have you ever said bad things about someone?
Would you call yourself a carefree, carefree person?
If you happen to get into an awkward position, do you worry for a long time?
Do you like noisy and funny games?
Do you always eat everything that is offered to you?
Do you find it hard to say no when asked for something?
Do you like to visit often?
Are there times when you don't want to live?
Have you ever been rude to your parents?
Are you considered a fun person?
Do you often get distracted while doing your homework?
Do you like to sit aside and watch more than to take part in the general fun yourself?
Do you usually find it difficult to sleep because of different thoughts?
Are you usually confident that you can handle the work that you are assigned?
Do you often feel lonely?
Are you embarrassed to be the first to talk to strangers?
How often do you decide on something when it's too late?
When one of the guys yells at you, do you yell back too?
Do you sometimes feel especially happy or sad for no reason?
Do you think it is difficult to get real pleasure at a party, at a matinee, at a Christmas tree?
Do you often have to worry because you did something without thinking ?
Key:
1. Extraversion - introversion:
"yes" ("+") 1, 3, 9, 11, 14, 17, 19, 22, 25, 27, 30, 35,
38,41,43,46,49,53,57.
"No" ("-") 6, 33, 51, 55, 59
2. Neuroticism:
"yes" ("+") 2, 5, 7, 10, 13, 15, 17, 18, 21, 23, 26,
29, 31, 34, 37, 39, 42, 45, 50, 51, 52 56, 58, 60.
3. Lie indicator:
"yes" ("+") 8, 16, 24, 28, 44.
"No" ("-") 4, 12, 20, 32, 36, 40, 48.
EVALUATION OF RESULTS:
EVALUATION CHART FOR THE EXTRA-INTROVERSION SCALE
| introversion | extraversion |
||
| significant | moderate | moderate | significant |
EVALUATION CHART FOR THE SCALE OF NEUROTISM
| Emotional Instability |
|||
| very high |
|||
On a lie scale, a score of 4-5 is considered critical.
See interpretation above (EPQ variant).
« LESENKA"
Measurement of self-esteem by the method of "Ladder" V. G. Shchur
A test aimed at examining a child's self-esteem.
stimulus material.
Drawing of a staircase with seven steps. In the middle you need to place the figure of the child. For convenience, a figure of a boy or a girl can be cut out of paper, which can be placed on a ladder, depending on the gender of the child being tested.
Instruction.
Look at this ladder. You see, there is a boy (or a girl) standing here. They put good children on the step above (they show), the higher - the better the children, and on the very top step - the best guys. Not very good children are put on the step below (they show), even lower - even worse, and on the lowest step - the worst guys.
1 . What step would you put yourself on?
2. And on what step will the teacher put you?
3. What step will the teacher put you on?
Conducting a test.
The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to see if the child understood your explanation correctly. If necessary, repeat it. Then questions are asked and answers are recorded.
Analysis of results.
First of all, they pay attention to which step the child has put himself on. It is considered normal if children of this age put themselves on the “very good” and even “best” children. The lowest steps do not speak of an adequate assessment, of a negative attitude towards oneself, self-doubt. This is a very serious violation of the personality structure, which can lead to depression, neurosis, asocial ™ in children. As a rule, this is associated with a cold attitude towards children, rejection or a harsh, authoritarian upbringing, in which the child himself is devalued, who comes to the conclusion that he is only loved when he behaves well.
A sign of trouble, both in the structure of the child's personality and in his relations with close adults, are the answers in which all relatives put him on the lower steps.
However, when answering the question “Where will the teacher put you?” placement on one of the lower steps is normal and can serve as evidence of adequate, correct self-esteem, especially if the child is really misbehaving and often receives comments from the teacher.
Methodology for the study of self-esteem "Ladder»
Method "Three lines"
/Studying Self-Esteem/
To study the level of self-esteem, the child is given a form on which there are 3 vertical lines 100 mm long indicating the upper, lower points and the middle of the scale. In this case, the upper and lower points are marked with noticeable dashes, and the middle - with a barely noticeable dot.
Instruction."Any person evaluates his abilities and capabilities. Each quality can be conventionally depicted by a vertical line. Its lower point will indicate the lowest development, and the upper one - the highest development.
Now you will be offered 3 lines: the first is the mind, the second is self-confidence, the third is authority among peers. You will put a line on each line as you consider this quality formed in yourself.
Processing of results. The length of each line drawn by the child is calculated in millimeters, which are then converted into points (for example, 60 mm equals 60 points). Then the average value of all three lines is calculated (average self-esteem). Based on this, the level of self-esteem is determined:
high level - 74-60 points;
average level- 59-45 points;
low level - less than 45 points.
The number of points from 45 to 74 (average and high self-esteem) certifies a realistic (adequate) self-esteem;
from 75 to 100 - indicate an overestimated self-esteem and indicate certain deviations in the formation of personality.
A score below 45 indicates low self-esteem (underestimation of oneself) and indicates extreme trouble in personality development.
Torrance Creativity Test Note: the technique can only be carried out by a teacher-psychologist or a teacher with a psychological education. Holding
An abbreviated version of P. Torrance's creativity test is the "Finish the drawing" task.
The test can be used to study the creative giftedness of children, starting from preschool age(5 - 6 years old and up to the final grades of the school (17 - 18 years old). The subjects should give answers to the tasks of these tests in the form of drawings and captions to them. Preparation for testing. Before presenting the test, the experimenter must read the instructions completely and carefully consider all aspects Tests do not allow any changes and additions, as this changes the reliability and validity of test indicators.
During testing, it is unacceptable to create an anxious and tense environment for an exam, test, or rivalry. On the contrary, one should strive to create a friendly and calm atmosphere warmth, comfort, encouragement of the imagination. Testing should be in the form exciting game. This is very important to achieve reliable and objective results.
It is necessary to provide all students with test items, pencils or pens. Everything superfluous must be removed. The experimenter needs to have instructions, a test sample, as well as a clock or stopwatch.
Simultaneous testing should not be carried out in large groups of students. The optimal group size is 15 - 35 people, i.e. no more than one class.
The test run time is 10 minutes. Together with preparation, reading instructions, handing out sheets, etc. Testing takes 15-20 minutes.
Instructions for test tasks. After preliminary instructions, worksheets with tasks should be distributed and each subject should indicate the last name, first name and date in the appropriate column.
After these preparations, you can start reading the following instructions:
Instructions: “You have to complete exciting tasks. All of them will require your imagination to come up with new ideas and combine them in various ways. When completing each task, try to come up with something new and unusual that no one else in your group (class) can come up with. Then try to supplement and complete your idea so that you get an interesting story-picture. The time to complete the task is limited, so try to make good use of it. Work quickly, but take your time. If you have any questions, silently raise your hand - and I will come to you and give you the necessary explanations.
The test task is formulated as follows:
“Unfinished figures are drawn on these two pages (Figure B.1). If you add additional lines to them, you will get interesting objects or plot pictures. You have 10 minutes to complete this task. Try to come up with a picture or story that no one else can come up with. Make it complete and interesting, add new ideas to it. come up with interesting name for each picture and write it down below the picture. This instruction must be presented strictly according to the text, without allowing any changes. Even small modifications to the instructions require re-standardization and validation of the text.
If students do not ask questions after the instructions, you can proceed to the task. If the instruction raises questions, try to answer them by repeating the instruction in words that are more understandable to them. Avoid giving examples or illustrations of possible sample answers! This results in a decrease in originality and, in some cases, in the total number of responses. Strive to maintain friendly, warm, and relaxed relationships with students.
Picture 1.
Fig.1. Figures participating in the E.P. Torrens test
Although the instructions state that the assignments include two pages, some students overlook this fact and do not find the second page. Therefore, students should be specifically reminded of the second page of assignments. It is necessary to carefully monitor the time using a stopwatch.
After 10 minutes, the tasks stop running and the sheets are quickly collected. If students were unable to write names for their drawings, ask them for the names immediately after testing. Otherwise, you will not be able to estimate them reliably. For this it is convenient to have several assistants.
Measurements and processing of results. An important condition The high reliability of the test is a careful study of the index of evaluation of test indicators and the use of the above standards as the basis for judgments.
Measurement procedures
Read the manual. You must clearly understand the concept of creative thinking by E.P. Torrens: the content of indicators of fluency, flexibility, originality and thoroughness in the development of ideas as characteristics of this process.
First you need to determine whether the answer is worth counting, that is, whether it is relevant to the task. Those answers that do not correspond to the tasks are not taken into account. Answers are considered irrelevant if the main condition of the task is not met - to use the original element. These are the responses in which the subject's drawing has nothing to do with the unfinished figures.
Response processing. Each relevant idea (i.e., a drawing that includes the original element) should be assigned to one of the 83 response categories. Using these lists, determine the response category numbers and scores for their originality. Write them down in the appropriate boxes.
If the originality of the answers is rated 0 or 1, the category of answers can be determined from list 1. This list includes the least original answers for each of the test figures. For more original answers (with originality of 2 points), list No. 2 has been compiled. This list contains categories that are common to all test figures.
Then scores are determined for the elaboration of each answer, which are entered in the column reserved for these performance indicators. The indicators of the categories of originality and elaboration of answers are recorded on the form, in the line corresponding to the figure number. Omissions (absence) of answers are also recorded there.
The fluency score for a test can be derived directly from the last answer number, as long as there were no gaps or irrelevant answers. Otherwise, you should count the total number of responses taken into account and write this number in the appropriate column. To determine the flexibility score, cross out the duplicate response category numbers and count the remaining numbers. The total score for originality is determined by adding all the scores in this column without exception. Similarly, the total indicator of the elaboration of answers is determined.
Checking the reliability of measurements. From time to time it is recommended to compare the data of one's own processing of tests with the data of processing of the same tests by a more experienced experimenter. All discrepancies should be identified and discussed. It is recommended to calculate the correlation coefficients between the indicators obtained by two researchers when processing 20-40 protocols. Another way to check the reliability is to re-process the experimental materials by the same researcher after one or more weeks. When using forms for processing, these types of controls will take a little time.
Test score index
Fluency. This indicator is determined by counting the number of completed figures. Maximum score equals 10.
Flexibility. This indicator is determined by the number of different response categories. To determine the category, both the pictures themselves and their names (which sometimes do not match) can be used. The following is list #2, which includes 99% of the responses. For those answers that cannot be included in any of the categories of this list, new categories should be used with their designation "XI", "X2", etc. However, this is very rarely required.
Originality. The maximum score is 2 points for non-obvious answers with a frequency of less than 2%, the minimum score is 0 points for answers with a frequency of 5% or more, and 1 point is counted for answers that occur in 2-4.9% of cases. Data on the assessment of the category and the originality of the answer are given in the list No. 1 for each figure separately. Therefore, it is advisable to start interpreting the results using this list.
Bonus points for originality of responses in which the subject combines several original figures into a single drawing. Torrance considers this to be a high level of creativity, as such responses are quite rare. Torrens considers it necessary to award additional points for originality when combining the original figures into blocks: combining two drawings - 2 points; combining 3-5 drawings - 5 points; combining 6-10 drawings - 10 points. These bonus points are added to the originality score for the entire assignment.
Development. When evaluating the thoroughness of developing responses, points are given for each significant detail (idea) that complements the original stimulus figure, both within its contour and beyond it. At the same time, however, the basic, simplest answer must be significant, otherwise its elaboration is not assessed.
One point is given for:
every essential detail of the overall answer. In this case, each class of parts is evaluated once and is not taken into account when iterating. Each additional detail is marked with a dot or a cross once;
color, if it complements the main idea of the answer; special hatching (but not for each line, but for the general idea); shadows, volume, color;
decoration, if it makes sense in itself; each design variation (except for purely quantitative repetitions) that is significant in relation to the main answer. For example, identical objects of different sizes can convey the idea of space; rotation of the picture by 90 ° or more, unusual angle (view from the inside, for example), going beyond the task of most of the picture;
every detail in the title beyond the required minimum. If the line divides the drawing into two significant parts, the scores in both parts of the drawing are calculated and summed up. If the line represents a certain item - a seam, a belt, a scarf, etc., then it is worth 1 point.
Answers to the task with category numbers and marks for originality
Figure 1
0 points (5% or more answers)
(24) Abstract pattern. (37) Face, head of a person. (1) Points. (38) Bird (flying), seagull.
1 point (from 2 to 4.99%)
(10) Eyebrows, human eyes. (33) Wave, sea. (4) Animal (snout). (4) Cat, cat. (21) Cloud, cloud; (58) Supernatural beings. (10) Heart ("love"). (4) Dog. (8) Owl. (28) Flower. (37) Man, man. (31) Apple.
figure 2
0 points (5% or more answers)
(24) Abstract pattern. (64) Wood and its details. (67) Slingshot. (28) Flower.
1 point (from 2% to 4.99%)
(41) Letter: Zh, U, etc. (13) House, building. (42) Sign, symbol, pointer. (8) Bird, footprints, legs. (45) Number. (37) Man.
Figure 3
0 points (5% or more answers)
(24) Abstract pattern. (53) Sound and radio waves. (37) The face of a man. (9) Sailing ship, boat. (31) Fruits, berries.
1 point (from 2 to 4.99%)
(21) Wind, clouds, rain. (7) Air balloons. (64) Wood and its details. (49) Road, bridge. (4) An animal or its muzzle. (48) Carousels, swings. (68) Wheels. (67) Bow and arrows. (35) Moon. (27) Fish, fish. (48) Sledge. (28) Flowers.
Figure 4
0 points (5% or more answers)
(24) Abstract pattern. (33) Wave, sea. (41) Question mark. (4) Snake. (37) The face of a man. (4) The tail of an animal, the trunk of an elephant.
1 point (from 2 to 4.99%)
(4) Cat, cat. (32) Armchair, chair. (36) Spoon, ladle. (4) Mouse. (38) Insect, caterpillar, worm. (1) Points. (8) Bird: goose, swan. (27) Shell. (58) Supernatural beings. (1) Smoking pipe. (28) Flower.
Figure 5
0 points (5% or more answers)
(24) Abstract pattern. (36) Dish, vase, bowl. (9) Ship, boat. (37) The face of a man. (65) Umbrella.
1 point (from 2 to 4.99%)
(33) Pond, lake. (47) Mushroom; (10) Lips, chin. (22) Basket, basin. (31) Lemon, apple. (67) Bow (and arrows). (33) Ravine, pit. (27) Fish. (25) Egg.
Figure 6
0 points (5% or more answers)
(24) Abstract pattern. (15) Staircase, steps. (37) The face of a man.
1 point (from 2 to 4.99%)
(33) Mountain, rock. (36) Vase. (64) Tree, spruce. (19) Jacket, jacket, dress. (66) Lightning, thunderstorm. (37) Person: man, woman. (28) Flower.
Figure 7
0 points (5% or more answers)
(24) Abstract pattern. (18) Car. (36) Key; (62) Sickle.
1 point (from 2 to 4.99%)
(47) Mushroom. (36) Bucket, ladle. (43) Lens, magnifier. (37) The face of a man. (36) Spoon, ladle. (62) Hammer. (1) Points. (18) Scooter. (60) Symbol: hammer and sickle. (48) Tennis racket.
Figure 8
0 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: U and others. (36) Vase. (64) Tree. (11) Book. (19) T-shirt, dress. (2) Rocket. (58) Supernatural beings. (28) Flower. (67) Shield.
Figure 9
0 points (5% or more answers)
(24) Abstract pattern. (33) Mountains, hills. (4) The animal, its ears. (41) Letter M.
1 point (from 2 to 4.99%)
(4) Camel. (4) Wolf. (4) Cat, cat. (37) The face of a man. (4) Dog. (10) Man: figure.
Figure 10
0 points (5% or more answers)
(24) Abstract pattern. (8) Goose, duck. (64) Tree, spruce, branches. (37) The face of a man. (4) Fox.
1 point (from 2% to 4.99%)
(63) Pinocchio. (37) Girl. (8) Bird. (58) Supernatural beings. (45) Numbers. (37) Man, figure.
(18) Car: passenger car, racing car, truck, wagon, trolley, tractor. (3) Angels and other divine beings, their details, including wings. (1) Accessories: bracelet, crown, wallet, monocle, necklace, glasses, hat. (20) Clothesline, cord. (41) Letters: single or blocks, punctuation marks. (7) Balloons: single or in a garland (39) Kite. (33) Geographic features: coast, waves, volcano, mountain, lake, ocean, beach, river, cliff. (34) Geometric figures: square, cone, circle, cube, rectangle, rhombus, triangle. (24) Decorative composition: all kinds of abstract images, ornaments, patterns. (64) Tree: all kinds of trees, including Christmas tree, palm tree. (49) Road and road systems: road, road signs and indicators, bridge, intersection, overpass. (4) Animal, its head or muzzle: bull, camel, snake, cat, goat, lion, horse, frog, bear, mouse, monkey, deer, pig, elephant, dog. (5) Animal: footprints. (53) Sound waves: tape recorder, radio waves, radio receiver, walkie-talkie, tuning fork, television. (65) Umbrella; (63) Toy: rocking horse, doll, cube, puppet. (62) Tools: pitchfork, rake, tongs, hammer, axe. (46) Stationery and school supplies: paper, cover, folder, notebook. (11) Book: one or stack, newspaper, magazine. (68) Wheels: wheel, rim, bearing, tire, wheel. (50) Room or parts of a room: floor, wall, corner. (22) Container: tank, can, barrel, bucket, tin can, jug, hatbox, box. (9) Ship, boat: canoe, motorboat, speedboat, steamer, sailboat. (12) Box: box, package, gift, package. (54) Space: astronaut. (16) Bonfire, fire. (23) Cross: Red cross, Christian cross, grave. (40) Ladder: side, ladder, gangway. (2) Aircraft: bomber, glider, rocket, aircraft, satellite. (32) Furniture: sideboard, wardrobe, bed, armchair, school desk, table, chair, ottoman. (43) Mechanisms and devices: computer, lens, microscope, press, robot, miner's hammer. (44) Music: harp, drum, accordion, bell, sheet music, piano, grand piano, whistle, cymbals. (6) Balls: basketball, tennis, baseball, volleyball, mud balls, snowballs. (59) Land transport - see Automobile, do not enter new category. (38) Insect: butterfly, flea, praying mantis, caterpillar, beetle, bug, ant, fly, spider, bee, firefly, worm. (35) Celestial bodies: Ursa Major, Venus, lunar eclipse, star, Moon, meteorite, comet, Sun. (21) Cloud, cloud: different types and forms. (30) Footwear: boots, felt boots, boots, slippers, shoes. (19) Clothes: trousers, underpants, jacket, men's shirt, coat, jacket, dress, robe, shorts, skirt. (67) Weapons: rifle, bow and arrow, machine gun, cannon, slingshot, shield. (48) Recreation: bicycle, skating rink, ice slide, parachute tower, swim board, roller skates, sled, tennis. (29) Food: bun, cake, candy, lollipop, tortilla, ice cream, nuts, cake, sugar, toast, bread. (66) Weather: rain, raindrops, blizzard, rainbow, sunshine, hurricane. (36) Household items: vase, hanger, toothbrush, saucepan, ladle, coffee maker, broom, cup, brush. (8) Bird: stork, crane, turkey, chicken, swan, peacock, penguin, parrot, duck, flamingo, chicken. (26) Entertainment: singer, dancer, circus performer. (47) Plants: thickets, shrubs, grass. (27) Fish and marine animals: guppy, goldfish, whale, octopus. (58) Supernatural (fantastic) creatures: Aladdin, Baba Yaga, demon, vampire, witch, Hercules, devil, monster, ghost, fairy, devil. (42) Light fixture: magic lantern, lamp, candle, street lamp, lantern, electric lamp. (60) Symbol: badge, coat of arms, banner, flag, price tag, check, emblem. (52) Snowman. (57) Sun and other planets: see Celestial Bodies. (55) Sports: running track, baseball field, horse racing, sports field, football goal. (13) Structure: house, palace, building, hut, kennel, skyscraper, hotel, pagoda, hut, temple, church. (15) Building, its parts: door, roof, window, floor, wall, chimney. (14) Construction material: board, stone, brick, plate, pipe. (17) Cane and products from it. (51) Shelter, shelter (not a house): shed, trench, tent, awning, hut. (31) Fruits: pineapple, orange, banana, fruit bowl, cherry, grapefruit, pear, lemon, apple. (28) Flower: daisy, cactus, sunflower, rose, tulip. (45) Numbers: one or in a block, mathematical signs. (61) Clock: alarm clock, hourglass, stopwatch, sundial, timer. (37) A person, his head, face or figure: girl, woman, boy, nun, man, certain person, old man. (56) Man of sticks: see Man. (10) Man, parts of his body: eyebrows, hair, eye, lips, bone, legs, nose, mouth, hands, heart, ear, tongue. (25) Egg: all types, including Easter, scrambled eggs.
Interpretation of test results
Fluency, or productivity. This indicator is not specific to creative thinking and is useful, first of all, because it allows you to understand other indicators of CTTM. The data shows that most children in grades 1-8 complete 7 to 10 tasks, and high school students complete eight to ten tasks. Minimal amount completed tasks (less than five) occurs most often in adolescents (grades 5-8).
high level - 8-10 points;
average level - 5 - 7 points;
low level - 3 - 5 points.
Flexibility. This indicator evaluates the diversity of ideas and strategies, the ability to move from one aspect to another. Sometimes it is useful to correlate this score with the fluency score, or even calculate an index by dividing the flexibility score by the fluency score and multiplying by 100%. Recall that if the subject has a low indicator of flexibility, then this indicates the rigidity of his thinking, low level of awareness, limited intellectual potential and (or) low motivation.
Originality. This indicator characterizes the ability to put forward ideas that differ from the obvious, well-known, generally accepted, banal or firmly established. Those who receive high values of this indicator are usually characterized by high intellectual activity and non-conformity. Originality of solutions implies the ability to avoid easy, obvious and uninteresting answers. Like flexibility, originality can be analyzed in relation to fluency using an index calculated in the manner described above.
high level - 20-15 points;
average level - 14 - 10 points;
low level - 9 - 5 points.
Development. High values of this indicator are typical for students with high academic performance, who are capable of inventive and constructive activity. Low - for lagging behind, undisciplined and negligent students. The indicator of elaboration of answers reflects, as it were, a different type of fluency of thinking and in certain situations can be both an advantage and a limitation, depending on how this quality is manifested.
high level - more than 40 points;
average level - 30 - 20 points;
low level – 20 points or less.
Questionnaire for determining school motivation
primary school students
Istratova O.N., Exakusto T.V. Psychologist's Handbook elementary school/Series "Reference books". - Rostov n\D: "Phoenix", 2003.- p. 116
1. Do you like school or not?
Like (3)
Not very (2)
Dislike (1)
2. When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?
I go with joy (3)
It happens in different ways (2)
More like to stay at home (1)
3. If the teacher said that tomorrow it is not necessary for all students to come to school, if they wish, they can stay at home, would you go to school or stay at home?
Would go to school (3)
Don't know (2)
Would stay at home (1)
4. Do you like it when you cancel some classes?
Dislike (3)
It happens in different ways (2)
Like (1)
5. Would you like to not be assigned homework?
Wouldn't like (3)
I would like (2)
Don't know (1)
6. Would you like the school to have only changes?
Wouldn't like (3)
Don't know (2)
I would like (1)
7. Do you often talk about school to teachers?
Often (3)
Rare (2)
Don't tell (1)
8. Would you like to have a less strict teacher?
Wouldn't like (3)
I don't know exactly (2)
I would like (1)
9. Do you have many friends in your class?
Many (3)
No friends (1)
10. Do you like your classmates?
Like (3)
Not very (2)
Dislike (1)
Evaluated on a 30 point scale
High school motivation - 25-30 points;
Normal school motivation - 17 -24 points;
Low school motivation - 10-16 points;
Negative attitude towards school – 10 points.
Methodology "General orientation in the surrounding world
and stock of household knowledge"
Istratova O.N., Exakusto T.V. Reference book of elementary school psychologist / Series "Reference books". - Rostov n\D: "Phoenix", 2003.- p. 122
Questions for 1st grade students
What is your full name
How old are you, brother (sister), educator?
What is the name of the speech therapist, teacher, educators?
What is the name of the capital of the state in which you live?
What is the name of the city where you live?
What is the name of the street where the orphanage is located?
What are the names of the birds that can be found in the area orphanage?
In what month does snow usually appear and when does it start to melt?
What time do you have breakfast and go to school?
What tools do you know?
Questions for Grade 2 Students
Name your full name educators.
How old is your brother or sister?
Name your full name director of the orphanage, teacher of another class (2a, 2b).
What is the name of main city in the area where you live?
What is the name of the capital of our state?
Give me the address of the orphanage.
What are the names of the animals that live in the forest?
In what month do the buds appear on the trees, and in what month do the leaves begin to turn yellow?
At what time does school end?
Name all the appliances that you have on the floor?
1 point - independent correct answer
0.5 points - the correct answer after asking leading questions
0 points - wrong answer or no answer
Questions for Grade 3 Students
How old are your teachers? teacher?
Name your full name educators.
What is the name of the city in which we live, the district of the city?
What is the name of the area in which we live? What cities of our region do you know?
What are the names of the fish that live in the river?
What is the name of the country we live in? What other countries do you know?
What time do you have dinner?
What types of transport do you know?
What is the name of the river that flows through our city? What rivers do you know?
Name your full name director of the orphanage, speech therapist, teachers of other classes.
1 point - independent correct answer
0.5 points - the correct answer after asking leading questions
0 points - wrong answer or no answer
Assessment of communicative and organizational inclinations(KOS method by V. V. Sinyavsky and B. A. Fedorishin)
To carry out the survey, it is necessary to prepare a CRP questionnaire and an answer sheet. The experiment can be carried out both individually and in a group. The test subjects are given answer sheets and read the instructions: “You need to answer all the proposed questions. Express your opinion freely on each question and answer as follows: if your answer to the question is positive (you agree), then put a plus sign in the corresponding box of the answer sheet, if your answer is negative (you disagree), put a minus sign. Make sure that the number of the question and the number of the cell where you write down your answer match. Please note that the questions are general in nature and may not contain all the necessary details. So imagine typical situations And don't overthink the details. Don't spend a lot of time thinking, answer quickly. Some questions may be difficult for you to answer. Then try to give the answer that you think is preferable. When answering any of these questions, pay attention to his first words. Your answer must match exactly with them. When answering questions, do not try to make a deliberately pleasant impression. What matters to us is not a specific answer, but the total score for a series of questions.”
CBS Questionnaire
1. Do you have many friends with whom you constantly communicate?
2. Do you often manage to persuade the majority of your comrades to accept your opinion?
3. How long have you been worried about the feeling of resentment caused to you by one of your comrades?
4. Do you always find it difficult to navigate in a critical situation?
5. Do you have a desire to establish new acquaintances different people?
6. Do you enjoy social work?
7. Is it true that you find it more pleasant and easier to spend time with books or with any other activities than with people?
8. If there are any obstacles in the implementation of your intentions, do you easily retreat from them?
9. Do you easily establish contacts with people who are much older than you?
10. Do you like to invent and organize various games and entertainments with your friends?
11. Is it difficult for you to join a new company for you?
12. Do you often put off to other days those things that should be done today?
13. Do you find it easy to connect with strangers?
14. Do you strive to get your comrades to act in accordance with your opinion?
15. Is it difficult for you to get used to a new team?
16. Is it true that you do not have conflicts with your comrades because of their failure to fulfill their duties and obligations?
17. Do you seek to get to know and talk with a new person at an opportunity?
18. How often do you take the initiative in dealing with important matters?
19. Do people around you annoy you and do you want to be alone?
20. Is it true that you are usually bad at navigating in unfamiliar surroundings?
21. Do you enjoy being around people all the time?
22. Do you get irritated if you can't finish what you started?
23. Do you feel embarrassed, uncomfortable or embarrassed if you have to take the initiative to get to know a new person?
24. Is it true that you get tired from frequent communication with your comrades?
25. Do you like to participate in collective games?
26. Do you often show initiative in resolving issues that affect the interests of your comrades?
27. Is it true that you feel insecure around strangers?
28. Is it true that you rarely seek proof that you are right?
29. Do you think that it is not difficult for you to bring revitalization to a company unfamiliar to you?
30. Do you take part in community work at school?
31. Do you tend to limit the circle of your acquaintances to a small number of people?
32. Is it true that you do not seek to defend your opinion or decision if it was not immediately accepted by your comrades?
33. Do you feel at ease when you are in an unfamiliar company?
34. Are you willing to start organizing various events for your comrades?
35. Is it true that you do not feel confident and calm enough when you have to say something to a large group of people?
36. Are you often late for business meetings, dates?
37. Is it true that you have many friends?
38. Do you often find yourself in the center of attention of your comrades?
39. Do you often feel embarrassed and awkward when communicating with strangers?
40. Is it true that you do not feel very confident surrounded by a large group of your comrades?
PROCESSING THE RESULTS
1. Compare the answers of the subject with the decoder and count the number of matches separately for communicative and organizational inclinations.
Decoder
Communicative inclinations: positive answers - questions of the 1st column; negative answers - questions of the 3rd column.
Organizational inclinations: positive - questions of the 2nd column; negative - questions of the 4th column.
2. Calculate the estimated coefficients of communicative (Kk) and organizational (Ko) inclinations as the ratio of the number of matching answers for communicative inclinations (Kx) and organizational inclinations (Ox) to the maximum possible number of matches (20), according to the formulas and ( Co)
For a qualitative assessment of the results, it is necessary to compare the obtained coefficients with scale estimates (Table 18).
Table 18 Assessment scale of communicative and organizational inclinations
| Scale score |
||||
AtANALYSIS of received, results, the following parameters must be taken into account:
1. Subjects who received a score of 1 are characterized by a low level of manifestation of communicative and organizational inclinations.
2. For the subjects who received a score of 2, the communicative and organizational inclinations are at a level below the average. They do not seek to communicate, feel constrained in a new company, team, prefer to spend time alone, limit their acquaintances, experience difficulties in establishing contacts with people and, speaking to an audience, are poorly oriented in an unfamiliar situation, do not defend their opinion, grievances are hard to bear, the manifestation of initiative in social activities is extremely underestimated, in many cases they prefer to avoid making independent decisions.
3. The subjects who received a score of 3 are characterized by an average level of manifestation of communicative and organizational inclinations. They strive for contacts with people, do not limit the circle of their acquaintances, defend their opinion, plan their work, but the potential of their inclinations is not very stable. This group of subjects needs further serious and systematic educational work on the formation and development of communicative and organizational inclinations.
4. Subjects who received a score of 4 belong to the group with high level manifestations of communicative and organizational inclinations. They do not get lost in a new environment, quickly find friends, constantly strive to expand their circle of acquaintances, engage in social activities, help relatives, friends, show initiative in communication, take part in organizing social events with pleasure, are able to make an independent decision in a difficult situation. They do all this not under compulsion, but according to their inner aspirations.
5. The subjects who received the highest score - 5, have a very high level of communication and organizational inclinations. They feel the need for communicative and organizational activities and actively strive for it, quickly navigate in difficult situations, behave at ease in a new team, take initiative, prefer to make independent decisions in an important matter or in a difficult situation that has arisen, defend their opinion and achieve that it was accepted by comrades, they can bring animation to an unfamiliar company, they like to organize all kinds of games, events, they are persistent in activities that attract them. They themselves are looking for such cases that would satisfy their need for communication and organizational activities.
Technique "Verbal fantasy"
(verbal imagination)
The child's imagination is assessed by the degree of development of his fantasy, which in turn can manifest itself in stories, drawings, crafts and other products of creative activity. In this regard, the child is asked to complete three tasks:
1. Come up with a story (story, fairy tale) about some living creature (person, animal) or about something else of the child’s choice and present it orally within 5 minutes. Up to one minute is allotted for inventing a theme or plot of a story (story, fairy tale), and after that the child starts the story.
In the course of the story, the child's fantasy is evaluated on the following grounds:
The speed of the processes of imagination.
Unusualness, originality of images.
A wealth of fantasy.
Depth and elaboration (detailing) of images.
Impressionability, emotionality of images.
For each of these features, the story gets from 0 to 2 points.
0 points is put when this feature is practically absent in the story. 1 score the story receives in the event that this feature is present, but is relatively weakly expressed. 2 points the story earns when the corresponding feature is not only present, but also expressed quite strongly.
If within 1 min. the child has not come up with the plot of the story, then the experimenter himself prompts him to some plot and for the speed of imagination puts 0 points. If the child himself came up with the plot of the story by the end of the allotted minute, then by the speed of imagination he gets a score of 1 score. Finally, if the child managed to come up with the plot of the story very quickly, within the first 30 seconds. of the allotted time, or if within one minute he came up with not one, but at least two different plots, then on the basis of "speed of imagination processes" the child is given 2 points.
Unusualness, originality of images is regarded in the following way.
If the child simply retold what he once heard from someone or saw somewhere, then on this basis he receives 0 points.
If the child retells the well-known, but at the same time introduced something new from himself, then the originality of his imagination is assessed as 1 point.
Finally, in the event that the child came up with something that he could not see or hear anywhere before, then the originality of his imagination receives an assessment of 2 points.
The richness of the child's fantasy is also manifested in the variety of images he uses. When evaluating this quality of imagination processes, the total number of different living beings, objects, situations and actions, various characteristics and signs attributed to all this in the child's story is recorded. If the total number of the named exceeds 10, then the child receives 2 for the wealth of fantasy. points.
If the total number of parts of the specified type is between 6 and 9, then the child receives 1 point.
If there are few signs in the story, but in general at least 5, then the richness of the child's fantasy is estimated at 0 points.
The depth and elaboration of images are determined by how varied the details and characteristics are presented in the story related to the image (person, animal, fantastic creature, object, object, etc.) that plays a key role or occupies a central place in the story. It also gives marks in a three-point system.
0 points the child receives when the central object of his story is depicted very schematically, without a detailed study of its aspects. 1 point is set if, when describing the central object of the story, its detailing is moderate. 2 points in terms of depth and elaboration of images, the child receives if main image his story is described in it in sufficient detail, with many different details characterizing him.
The impressionability or emotionality of images is assessed by whether they arouse interest and emotions in the listener. If the images used by the child in his story are of little interest, banal, and do not impress the listener, then according to the criterion under discussion, the child's fantasy is assessed as 0 points. If the images of the story arouse interest on the part of the listener and some emotional response, but this interest, together with the corresponding reaction, soon fades away, then the impressionability of the child’s imagination receives an estimate equal to 1 point. And, finally, if the child used bright, very interesting images, the listener's attention to which, once having arisen, then did not fade away and even intensified towards the end, accompanied by emotional reactions such as surprise, admiration, fear, etc., then the impressionability of the story child is assessed top score- 2.
Thus, the maximum number of points that a child in this technique can receive for his imagination is 10, and the minimum is 0.
In order to make it easier for the experimenter to record and further analyze the products of his imagination in terms of all the above parameters while listening to the child’s story, it is recommended to use the scheme presented in Table 1. It must be prepared in advance, before the start of the examination.
Table 1.
Scheme of the protocol for the technique "Verbal fantasy"
| Estimated parameters of the child's imagination | Evaluation of these parameters in points |
||
| 1. The speed of the processes of imagination | |||
In the course of the child's story, in the necessary column of this table, the marks of the child's fantasy in points are marked with a cross.
Conclusions about the level of development
10 points- very tall;
8-9 points- high;
4-7 points- average;
2-3 points- short;
0-1 score- very low.
Method "Drawing"
In this technique, the child is offered a standard sheet of paper and felt-tip pens (at least six different colors). The child is given the task to come up with and draw a picture. This takes 5 minutes.
The analysis of the picture and the assessment of the child's fantasy in points are carried out in the same way as the analysis of oral creativity in the previous method, according to the same parameters and using the same protocol.
How creative are you? No, not what the people around you or you yourself think about you, but what you really are. Although I don’t doubt for a second that only the best, talented and creative people, but still I suggest everyone check themselves or someone from their environment.
Currently, there are a huge number of different methods of psychodiagnostics of human creative abilities. But for me personally, after all the classes in the psychology of creativity, the Torrens test most of all "sunk into my soul" is a big test, or rather, it has a large decoding, but it's worth it.
E. Torrens developed 12 tests grouped into a verbal, visual and sound battery. He preferred not to use the term "creativity" in the names of his methods, designating them as batteries for verbal, pictorial and verbal-sound creative thinking. To relieve anxiety and create a favorable creative atmosphere, E. Torrens called his methods not tests, but classes.
Personally, I like the most - Figured test by E. Torrens. The test is intended for subjects 5 years of age and older. This test consists of three subtests. Answers to all tasks are given in the form of drawings and captions to them.
Note: A general instruction for children might look like this: “Now you will draw a little. Drawing is a pleasant activity and try to do it in such a way that your drawing is interesting, unusual, special. When explaining how to complete tasks, one cannot give examples of possible answers, show drawings made by someone else. Before performing each subtest, the psychologist or teacher should pronounce the content of the task, clarify what exactly should be done.
Each subtest is given 10 minutes, but according to many psychologists, the time for completing the task can be unlimited, since the creative process involves the free organization of the temporary component of creative activity. The artistic level of performance in the drawings is not taken into account.
Subtest 1."Draw a picture." The subject is asked to draw a picture, while a colored oval spot cut out of colored paper is used as the basis for the picture. The color of the oval of the subjects chooses independently from the proposed options. The stimulus figure has the shape and size of an ordinary chicken egg. You also need to give a name to your drawing.
Subtest 2."The completion of the figure." The subject is asked to complete ten unfinished stimulus figures - see the picture below. And also come up with a title for each picture.
Subtest 3."Duplicate Lines" The stimulus material is 30 pairs of parallel vertical lines - I don’t give a picture, since everyone can draw it. Based on each pair of lines, you need to create some kind of (non-repeating) pattern.
After completing all the classes, the results are processed. The processing of the test in total involves the assessment of five indicators: "fluency", "originality", "elaboration", "resistance to closure" and "abstractness of names".
"Fluency"- characterizes the creative productivity of a person. Scored only in the 2 x 3 subtest according to the following rules:
2. When calculating the indicator, only adequate responses are taken into account.
If a drawing, due to its inadequacy, does not receive a score for "fluency", then it is excluded from all further calculations.
The following drawings are considered invalid:
- drawings in which the proposed stimulus (an unfinished drawing or a pair of lines) was not used as an integral part of the image.
- drawings that are meaningless abstractions with a meaningless name.
- meaningful, but repeated several times, drawings are considered as one answer.
3. If two (or more) incomplete figures in subtest 2 are used to create one picture, then the number of points corresponding to the number of figures used is awarded, as this is an unusual answer.
4. If two (or more) pairs of parallel lines in subtest 3 are used to create one picture, then only one point is awarded, since one idea is expressed.
"Originality"- the most significant indicator of creativity. The degree of originality testifies to the originality, unconventionality, features of the creative thinking of the subject and his pronounced dissimilarity. The indicator of "originality" is calculated for all three subtests in accordance with the rules:
1. The score for "originality" is based on the statistical rarity of the answer. Ordinary, frequently occurring answers are rated at 0 points, all others at 1 point.
2. The picture is judged, not the title!
3. The overall score for originality is obtained by adding the scores for all the drawings.
List of answers for 0 points for "originality":
Note: If the list of non-original answers answers “human face” and the corresponding figure is turned into a face, then this drawing receives 0 points, but if the same unfinished figure is turned into a mustache or lips, which then become part of the face, then the answer is rated 1 score.
Subtest 1 - only the subject that was drawn on the basis of a colored glued figure is evaluated, and not the plot as a whole - a fish, a cloud, a cloud, a flower, an egg, animals (entirely, a torso, a muzzle), a lake, a person's face or figure.
Subtest 2. - note that all unfinished figures have their own numbering, from left to right and top to bottom:
and so on.
1. - number(s), letter(s), glasses, human face, bird (any), apple
2. - a letter (letters), a tree or its parts, a person's face or figure, a panicle, a slingshot, a flower, a number (numbers)
3. - number (numbers), letter (letters), sound waves (radio waves), wheel (wheels), month (moon), human face, sailing ship, boat, fruit, berries
4. - letter (letters), waves, snake, question mark, face or figure of a person, bird, snail (worm, caterpillar), animal tail, elephant trunk, number (numbers)
5. - number (numbers), letter (letters), lips, umbrella, ship, boat, person's face, ball (ball), dishes
6. - vase, lightning, thunderstorm, step, ladder, letter(s), number(s).
7. - number (numbers), letter (letters), car, key, hammer, glasses, sickle, scoop (bucket)
8. - number (numbers), letter (letters), girl, woman, face or figure of a person, dress, rocket, flower.
9. - number (numbers), letter (letters), waves, mountains, hills, lips, animal ears.
10. - number (numbers), letter (letters), Christmas tree, tree, branches, bird's beak, fox, human face, animal muzzle
Subtest 3: a book, a notebook, household appliances, a mushroom, a tree, a door, a house, a fence, a pencil, a box, a person's face or figure, a window, furniture, dishes, a rocket, numbers.
"abstract name"- expresses the ability to highlight the main thing, the ability to understand the essence of the problem, which is associated with the thought processes of synthesis and generalization. This indicator is calculated in 1 x 2 subtests. The assessment takes place on a scale from 0 to 3.
0 points: Obvious titles, simple titles (names) stating the class to which the drawn object belongs. These names consist of one word, for example: "Garden", "Mountains", "Bun", etc.
1 point: Simple descriptive names that describe specific properties of the drawn objects, which express only what we see in the drawing, or describe what a person, animal or object is doing in the drawing, or from which the names of the class to which the object belongs are easily deduced. - “Murka” (cat), “Flying seagull”, “Christmas tree”, “Sayans” (mountains), “The boy is sick”, etc.
2 points: Imaginative descriptive titles "Mysterious Mermaid", "SOS", titles describing feelings, thoughts "Let's play"...
3 points: abstract, philosophical names. These names express the essence of the drawing, its deep meaning "My echo", "Why leave from where you will return in the evening."
"Short circuit resistance" - reflects "the ability to remain open to novelty and variety of ideas for a long time, to delay the final decision long enough in order to make a mental leap and create an original idea." Only counted in subtest 2. Score from 0 to 2 points.
0 points: the figure is closed in the fastest and easiest way: using a straight or curved line, solid hatching or shading, letters and numbers as well = 0 points
1 point: The solution is superior to a simple closing of the figure. The test subject quickly and simply closes the figure, but then complements it with details from the outside. If details are added only inside a closed figure, then the answer = 0 points.
2 points: the stimulus figure does not close at all, remaining an open part of the drawing, or the figure closes with a complex configuration. Two points are also awarded if the stimulus pattern remains an open part of a closed pattern. Letters and numbers = 0 points.
"Development"- reflects the ability to develop thoughtful ideas in detail. Scored in all three subtests. Evaluation rules:
1. One point is awarded for each significant detail of the picture that complements the original stimulus figure, while details belonging to the same class are evaluated only once, for example, a flower has many petals - all petals are considered as one detail. For example: a flower has a core (1 point), 5 petals (+1 point), a stem (+1), two leaves (+1), petals, core and leaves are shaded (+1 point) total: 5 points for the drawing.
2. If the drawing contains several identical objects, then the elaboration of one of them is evaluated + one more point for the idea to draw other similar objects. For example: there may be several identical trees in the garden, identical clouds in the sky, etc. One additional point is given for each significant detail of flowers, trees, birds and one point for the idea to draw the same birds, clouds, etc.
3. If the items are repeated, but each of them has a distinctive detail, then one point must be given for each distinctive detail. For example: there are many flowers, but each has its own color - one new point for each color.
4. very primitive images with minimal "development" are evaluated at 0 points.
So, now we have analyzed everything, everything has been calculated, do you think this is it? No, it's time for math. Recall the meaning of the concept "arithmetic mean"
To get the final result, you need to: sum up all the points obtained when evaluating all five factors (“fluency”, “originality”, “abstract name”, “elaboration” and “closure”) and divide this sum by five. But the result is really important:
<30 - очень плохо
30-34 - below normal
35-39 - slightly below normal
40-60 is the norm
61-65 - slightly above the norm
66-70 - above the norm
>70 - excellent!!!
Annex No. 7.
Torrens technique
F. AND. ABOUT. ___________________ _ date .___________________
AgeClassFloor __________
expresstheirideas
Withhelpdrawings!
Youto beexecutethreeexcitingtasks. YouBy- requiredimaginationAndcreativecapabilitiesForTogo, tocome up withnewideasAndexpresstheirWithhelpdrawings, image- zheny. Atimplementationeveryonetaskstrycome up withWhat- ThatinterestingAndunusual, whatwouldNotsmogcome up withnobodyanother, exceptyou. trysupplementAnddeveloptheirideasSo, toatyouturned outinterestingstories- Pictures. Youyou canwell- shocope withWiththeseassignments. ButThe main thing, WhatYougetatthisthe presentpleasure.
Timefulfillmentassignmentswilllimited, That's whytry hardworkfast, Butwithoutsuperfluoushaste. Ifatyouwill appearquestion- syintimefulfillmentassignments, NotasktheirWithplaces. Pick uphand, AndleadingToyoufit.
CREATION DRAWING
Takecoloredfigure. come up withanyimage, partwhomcouldwouldbecomethisfigure. Youcandrawanyitemorwholestory.
GluethisfigureonsheetVanyplace- there, Whereyoumorelike. Athenfinish drawingherpencilsorfelt-tip pensSo, toturned outconceivedyoupicture. PaintCanAndinside, Andbehindoutsidestickernoahfigures.
trycome up withsuchpicture, whichnobodyanothercome up withNotwill be able. ComplementherdifferentdetailsSo, toturned outHowCanmoreinterestingAndfascinatingstory.
WhenYoufinishminedrawing, come up withTohimNameAndwrite downhisat the bottompages. try, toNamewasinteresting, unusualand helpedunderstandThat, WhatYoupainted.
Onperformancetasksassigned 10 minutes. try hardworkfast, Butwithoutsuperfluoushaste. Ifatyouarosequestions, asktheirNow.
startwork above drawing. Do It his Not similar on other, let Hewill tell fascinating And unusual history.
3
UNFINISHED FIGURES
On these two pages drawn unfinished figures. If You dobavish To him additional lines, at you may turn out interesting beforemeta or stories.
try hard draw such Pictures, which would Not smog come up with nobody, except you. Do every picture detailed And interesting, adding To herdifferent details.
come up with interesting Name For everyone drawing And write his from below.
On performance tasks assigned 10 minutes. try hard work fast, but without superfluous haste. If at you arose questions, ask their Now.
start work above drawings.
4
5
REPEATING LINES
On these three pages depicted couples direct lines. draw How Canmore items or stories, using these lines.
Direct lines must be basic part Togo, What You Want draw. TO each couple lines With help pencils or felt-tip pens add others lines So, to turned out completed Images. Can ricevat between lines, above lines - everywhere, Where You you want.
try hard come up with such drawings, which would Not smog come up with nobody, except you. draw How Can more various pictures, express All ideas, which at you will appear.
come up with interesting Name For everyone drawing And write his from below.
On performance tasks assigned 10 minutes. try hard work fast, Butwithout superfluous haste. If at you arose questions, ask their Now.
start work above drawings.
6
7
TORRENCE TEST
figurative battery
B LANK FIXATIONS RESULTS
F. AND. ABOUT._____________________ _ date____________________
Age Class_______________ Floor__________
Table 1. Summation primary results . Standard points
subtest
Fluency
Originality
Elaboration
Name
closure
imaginative creativity
Sum of points
Calculation standard points :
Table 2. Table translation raw points V generalized raw scores for factor "Development" .
1.
0-5
6-12
13-19
20-26
27-33
> 34
2.
0-8
9-17
18-28
29-39
40-50
> 51
3.
0-7
8-16
17-27
28-37
38-47
> 48
Graphical presentation of results
Conclusion
__________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PSYCHOLOGIST___________________
T EST TORRENSA
Verbal battery
B LANK FIXATIONS RESULTS
F. AND. ABOUT._____________________ _ date____________________
Age Class_______________ Floor__________
Table 1.
№ response
Subtest number
1
2
3
4
5
6
7
Questions
Causes
Consequences
Item Upgrade
Unusual questions
unusual situations
0
Cat
0
Cat
0
Cat
0
Cat
0
Cat
0
0
Shift
Calculation of standard scores:
Table 2. Primary processing results
Fluency
Flexibility
Originality
VC
1
Verbal creativity
2
3
4
5
6
7
Sum of points
T-scores
Conclusion
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PSYCHOLOGIST ________________________
TORRENCE TEST
Verbal Part
B LANK ANSWERS
F. AND. ABOUT._____________________ _ date___________________
Age Class_______________ Floor__________
There are several exciting tasks ahead of you. You need imagination and creativity. With their help, you can come up with new ideas and express them.words.
There are no "right" or "wrong" answers for these questions. It's important that you comesmall as many ideas as possible and got real pleasure from it. Try toyour ideas turned out to be interesting and unusual - such that no one would have come up withwho but you!
The time to complete each task will be limited. Try to work fast, butwithout too much haste.
If you write down all your ideas, and the time for the task is not over yet, wait for the nextblowing instructions. Sometimes during such a calm waiting, butnew ideas that you can add to the ones you already have.
If you have questions during the assignment, do not ask them from the spot. Underhand with them, and the leader will come to you.
Tasks №№ 1-3: Questions, Causes, Consequences.
In the first three tasks, you need to show how well you can askquestions when you want to find out something, how well can you guess aboutcauses and consequences of various events.
Look at the picture on the next page. What is happening on it? What can you aboutsay with certainty? What information do you lack to understand what is going on?What could be the reason for the hero's behavior? What could come of this next?
Now turn the page and complete the tasks. Each task is given 5 minutes. The start of work on each task will be announced by the moderator.
Task #1: Questions
On the Answer Sheet, write down as many questions as you can that would help you accurately.understand what is happening in the picture.
Do not ask questions that are easily answered in the drawing itself.
Exercise №2: Causes
Why do you think what is shown in the picture happened? Think how you canbut more reasons for what is happening.
These may be recent events. And also the events that happened veryfor a long time. The main thing is that they caused what is shown in the figure.
List it all possible reasons on the Answer Sheet. Be bold in your guesses andassumptions.
Task number 3: Consequences
What might happen next? Think of as many consequences as you can.on the image.
These may be events that will occur immediately after the situation depicted, or events of the distant future. The main thing is that they will be the result of what is drawn.
List all possible consequences on the Answer Sheet. Be bold in your guessesand assumptions.
Task number 4: Improving the subject
How can you change this toy elephant so that children (for example, youryounger sister or brother) became more interesting to play with him?
Come up with the most successful, original and unusual ways to change the elephant. Not a demonworry about how difficult it will be to implement your changes. Think only abouthow can i improve this toy.
List all possible modifications of the elephant on the Answer Sheet.
Exercise №5: Unusual use
Why do people throw away empty cardboard boxes? After all, you can think of thousandsinteresting and unusual ways to use them!
Try it! Think of interesting and unusual ways to use emptycardboard boxes - any size and in any quantity. Don't limit your fantaby what you once heard or saw.
Think of as many uses for the boxes as you can and write them down on your Answer Sheet.
Task number 6: Unusual questions
Now try to come up with as many questions as you can about these cardboard boxes. Think of a variety of questions that would arouse interest in cardboard boxes.shy of those around you. Try to keep the questions related to such properties of cardboard boxes.timid, which no one has ever thought about.
Write down all the questions you come up with on the Answer Sheet.
Task number 7: An unusual situation
This situation will most likely never happen. However, you have to imagineit happened anyway. Dream up. What amazing things would happen then? What consequences could this situation have?
Look at the picture below. It depicts this incredible situation: to the cloudsropes are attached that hang down to the very surface of the earth. What can happen in this case?
Suggest as many options as you can and write them down on the Answer Sheet.
Creativity can be defined as the ability of a person to create something non-standard, new, her ability to generate ideas. This is the ability to think outside the box and apply it in life.
Creative tests are related to the diagnosis of abilities, because creativity is precisely the ability to generate something new. The most important role in this process is played by individual features of perception and inductive thinking.
Guildford Creativity Test
In the 1950s, Guilford identified 16 common cognitive creative characteristics. He paid special attention to those qualities of an individual that cannot be assessed. intelligence tests. This is fluency and flexibility of thought, originality, originality.
The scientist developed a dozen and a half tests. In them, the researcher had to find a verbal answer, as well as compose it on the basis of the picture. These tests are intended for adults and high school students.
Psychologists believe that the low effectiveness of these tests for determining creative abilities is due to the neglect of personal characteristics and setting on the speed of solving problems. Williams became the creator of children's tasks for testing creativity.
Torrance Creativity Test
Torrens tests are widely demanded and actively used today. They are quite similar to the brainchild of J. Guildford, and in some cases are an adaptation. Test scores were also borrowed from him. But Torrens tried to reflect in his tasks the totality and complexity of various creative processes. Their reliability and reliability are an order of magnitude higher, but they are also insufficient.
This topical test allows anyone to determine their creativity. For someone who has already taken place in creativity, for example, a musician or an artist, this should be clear even without going through it. For the rest, the task is very important. The sum of the points scored for the answers will show the level creativity subject.
For diagnosis, the Bruner method is used. The questionnaire allows you to determine your own type of thinking. Answer to question asked serves yes (+) or no (-). A special key has been developed to interpret the results.
The Creativity Test will help you evaluate your ability to quickly and professionally solve any problem in unconventional ways. It turns out that your ability to abandon stereotypes and introduce your knowledge in a new way is the way to a new life, interesting work and successful career.
