Sentence examples for creativity measures from inspiring English sources
A structural equation model was established in order to analyse the latent relationships between real-life creativity measures (creative activities and creative achievements), creative potential (ideational fluency and originality), openness to experiences, and intelligence.
Most creativity measures, such as divergent thinking tasks, the Torrance Tests of Creative Thinking, story writing, and collage-making tasks, involve paper and pencil or other materials for their completion, thus making them difficult to implement in neuroimaging paradigms (Abraham & Windmann, 2007; Fink et al., 2007).
Below, we consider the advantages and limitations of our novel verb generation task with respect to other creativity measures, including the contribution of intrinsic and extrinsic factors in impacting creative performance.
Previous studies that demonstrated the well-known "fourth-grade slump" phenomenon mostly adopted the divergent thinking type of creativity measures.
Creativity measures were compared with the mood board themes to further investigate any relationships between mood board types and the consensual assessment.
Overall, expert and non-expert raters reported significant reliability, which further supports prior research using consensual assessment for creativity measures across domains.
In the second study, QMT-induced effects on creativity (measured by the Torrance Test of Creative Thinking (TTCT) task) and additional metacognitive functions were examined in children, using a nonintervention group as control.
We hypothesized that observation has a positive effect on creativity measured in the designing process and the final products.
FSIQ and CCI were significantly correlated (r(IQ,CCI) = .34, p = .004), as were Openness and CCI (r CCI,Open) = .39, p = .001), consistent with previous research [29], and reflecting good psychometric qualities of our "creativity" measure.
To assess the factor structure, we used principal-axis factoring, with direct oblimin rotation (Δ = 0) to allow for correlated factors, on total scores for the following creativity task measures: divergent thinking, story writing, Torrance figural tests, and the CAQ.
Students' creative thinking and product creativity were measured using established creativity instruments namely the Torrance Tests of Creative Thinking (TTCT) and Creative Product Semantic Scale (CPSS).
