Children's original thinking: An empirical examination of alternative measures derived from divergent thinking tasks
Children's original thinking: An empirical examination of alternative measures derived from divergent thinking tasks
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DOI：
10.1080/00221320109597491
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发表时间：
2001-12-01
影响因子：
1.6
通讯作者：
Lubart, T
中科院分区：
文献类型：
--
作者：
Mouchiroud, C;Lubart, T
儿童的创造潜力通常是通过需要发散思维的认知测试来评估的，例如托伦斯创造性思维测试（TTCT; e.p.托伦斯，1974年，1976年，1990年）。在本研究中，作者调查了不同评分系统对独创性指数的影响，评估了TTCT评分系统中流利性和独创性指标的高度相关性，以及TTCT评分标准在不同时间和年龄组中的适用性。在3项研究中，使用TTCT规范和各种样本特定评分方法，使用TTCT异常使用盒子测试以及社会问题解决任务来测量小学生的独创性。结果揭示了评分方法对创造力指标的影响，以及对独创性得分的信度和独创性与其他能力指标的关系的影响。讨论了了解儿童原始思维的各种措施的有用性。
Children's creative potential is often assessed using cognitive tests that require divergent thinking, such as the Torrance Tests of Creative Thinking (TTCT; E. P. Torrance, 1974, 1976, 1990). In this study the authors investigated the effect of various scoring systems on the originality index, evaluating the high intercorrelation of fluency and originality measures found in the TTCT scoring system and the applicability of TTCT scoring norms over time and across age groups. In 3 studies, the originality of elementary school children was measured using TTCT norms and various sample-specific scoring methods with the TTCT Unusual Uses of a Box test as well as social-problem-solving tasks. Results revealed an effect of scoring technique on creativity indices as well as on the reliability of originality scores and the relationship between originality and other ability measures. The usefulness of the various measures for understanding children's original thinking are discussed.