Creativity Effects of Idea-Marathon System (IMS): Torrance Tests of Creative Thinking (TTCT) Figural Tests for College Students

2016 ◽  
pp. 185-200 ◽  
Author(s):  
Takeo Higuchi ◽  
Takaya Yuizono ◽  
Kazunori Miyata ◽  
Keizo Sakurai ◽  
Takahiro Kawaji
Keyword(s):  
College Students ◽  
Creative Thinking

College Students' Scores on Torrance's Tests of Creative Thinking

1974 ◽  
Vol 35 (1) ◽  
pp. 65-66 ◽  
Author(s):  
David L. Johnson
Keyword(s):  
College Students ◽  
Social Work ◽  
Birth Order ◽  
Test Scores ◽  
Creative Thinking ◽  
Social Work Students ◽  
College Majors ◽  
Class Standing ◽  
Home Community ◽  
Mean Differences

54 social work students were given a questionnaire and the Torrance Tests of Creative Thinking. Ss' mean fluency, flexibility, and originality scores were analyzed by t tests against own sex, age, birth order, father's occupation, size of home community, class standing, and Torrance test scores from 10 college samples. Significant mean differences were only between (a) sophomores' and seniors' fluency and flexibility, (b) sophomores' and juniors' flexibility, (c) Ss' fluency and that of five other samples of fluency scores, (d) Ss' flexibility and that of five other samples, (e) Ss' originality and that of six other samples, (f) seniors' scores and six other sets of seniors' scores, (g) sophomores' scores and four other sets of sophomores' scores. Generally, the higher Ss' class, the lower the creativity scores. Social work Ss tended to score lower than other college majors on the Torrance tests.

Instructions for Three Levels of Reward and Creativity Test Scores of College Students

1976 ◽  
Vol 38 (2) ◽  
pp. 411-414 ◽  
Author(s):  
Randy S. Cox ◽  
William R. Nash ◽  
Michael J. Ash
Keyword(s):  
College Students ◽  
Test Scores ◽  
Creative Thinking ◽  
Junior College ◽  
Not Given ◽  
Final Grade ◽  
School Settings ◽  
Psychology Course ◽  
Junior College Students ◽  
Credit Points

118 junior college students were administered the Unusual Uses sub-test of the Torrance Tests of Creative Thinking. Students from three intact classes received instructions indicating three levels of reward while a fourth group served as a control and was not given such instructions. The instructions included the offer of extra credit points toward their final grade in an introductory psychology course. The Unusual Uses test yielded scores of Fluency, Flexibility, and Originality for each subject. No significant differences were found between groups on any of the three creativity scores. An additional analysis yielded no significant sex or sex by treatment interactions. Conclusions concerning the possibility of these instructions eliciting stress or anxiety in the subjects were discussed along with supporting literature, due to an apparent trend toward depression of scores by the experimental groups. Implications of using reward instructions in school settings were also examined.

Creative thinking abilities and hemispheric asymmetry in schizotypal college students

1993 ◽  
Vol 12 (4) ◽  
pp. 344-352 ◽  
Author(s):  
Amir M. Poreh ◽  
Douglas Whitman ◽  
Thomas P. Ross
Keyword(s):  
College Students ◽  
Creative Thinking ◽  
Hemispheric Asymmetry

Assessing the Universality of the Zero Originality Lists of the Torrance Tests of Creative Thinking (TTCT)-Figural: An Examination With African American College Students

2021 ◽  
pp. 001698622110129
Author(s):  
Selcuk Acar ◽  
Marcus J. Branch ◽  
Cyndi Burnett ◽  
John F. Cabra
Keyword(s):  
College Students ◽  
African American ◽  
Cultural Differences ◽  
Creative Thinking ◽  
African American College Students ◽  
Gifted Identification ◽  
Diverse Groups

Originality is scored based on standard zero-originality lists (ZOLs) in the Torrance Tests of Creative Thinking (TTCT). The applicability of those ZOLs to diverse groups has not been examined. We examined the consistency of TTCT-Figural’s sample-based (SB) ZOLs and the published ZOLs based on a sample of predominantly African American college students ( n = 464 and n = 493 for Forms A and B, respectively). Then, we scored 193 forms using SB-ZOLs and published ZOLs. Compared with the old ZOLs, the updated ZOLs yielded more consistent results with the SB-ZOLs when a 3% cutoff is used for Activity 3. However, the new ZOLs made more improvement in Form A than Form B and in Activity 2 than Activities 1 and 3. Further studies are needed to determine if the inconsistencies stem from cultural differences or the method of updating the ZOLs. The results are discussed in terms of the implications for gifted identification.

scholarly journals Improvisational Dance-Based Psychological Training of College Students’ Dance Improvement

2021 ◽  
Vol 12 ◽  
Author(s):  
Xinyu Dou ◽  
Lin Jia ◽  
Jinchuan Ge
Keyword(s):  
College Students ◽  
Mental Illness ◽  
Human Body ◽  
Creative Thinking ◽  
Dance Movement ◽  
Creative Ability ◽  
Psychological Training ◽  
Mental Problems ◽  
Psychological Barrier ◽  
Psychological Experiments

Dance creation involves complex psychological activities. Although previous studies have conducted extensive investigations on the psychological aspects of choreographers’ creations, little is known regarding the psychological barrier of choreographers in terms of creativity. The study aims to explore the psychological barrier of innovation in dance choreography, which is a kind of situation between mental illness and mental problems. The research shows that improvisational dance is a free dance with the human body as a material carrier, and it is a dance form that the dancer’s thinking is transformed into dance action to express their inner thoughts. The improvement of the potential creative thinking of dance creators through the improvisational dance movement and structure are explored. Meanwhile, the theoretical ideas of psychologists have been applied to the cultivation and improvement of improvisational dance creativity, which has made full certification and supplement. Moreover, through psychological experiments, it is proved that improvisational dance is an important way to release and develop creativity. Based on the theory of psychology, feasible suggestions are given to improve students’ creative ability in the process of improvisational dance teaching.

A theory of creative expressiveness: empirical studies in Chinese universities

2016 ◽  
Vol 10 (2) ◽  
pp. 387-404 ◽  
Author(s):  
Jin Hong ◽  
Yang Yang ◽  
Ge Song
Keyword(s):  
College Students ◽  
Emotional Expression ◽  
Creative Thinking ◽  
Empirical Studies ◽  
Ordinary Least Squares ◽  
Limited Attention ◽  
Emotional Expressions ◽  
Content Type ◽  
Work Related ◽  
Creative Abilities

Purpose The purpose of this paper is to explore the role that the emotional expressions (i.e. emotional masking and emotional sharing) of students play in fostering positive implicit abilities, as indicated by learning, interpersonal skills and the ability to acquire a supervisor’s support. By introducing a new theory of creative expressiveness, the authors have further examined whether college students’ creative thinking is significantly associated with their emotional expression. Design/methodology/approach This paper establishes a conceptual framework to map the relationships between students’ emotional expressions, their implicit abilities and their creative abilities. Scale measures of these constructs were built, and a total of 400 questionnaires were distributed at universities in Hefei and Nanjing. Finally, ordinary least squares estimations were conducted to provide quantitative estimations. Findings The empirical results show that emotional sharing is significantly positive for college students’ implicit and creative abilities, while emotional masking is negatively related to students’ implicit abilities and creativity. Moreover, the effects of emotional sharing by college students on their creative abilities are partially mediated by students’ implicit abilities. Practical implications It is necessary to emphasize emotional sharing in education and to create a friendly atmosphere for students, in which they can feel comfortable expressing themselves in class. Likewise, students should learn to improve their expressive abilities, particularly how to express and share their inner feelings and emotions, since this will contribute to their creative thinking. Originality/value It is increasingly being recognized in organizational science that emotions and the way they are experienced and expressed by employees in work environments have fundamental impacts on work-related outcomes. However, limited attention has been given to the impacts of emotional expression on students’ learning performances and creativity abilities, especially in the Chinese context where students are more reluctant to express their emotions and ideas. Thus, by introducing a new theory of creative expressiveness to examine the benefits of emotional expression for students’ implicit abilities and creative thinking, the authors have sought to extend prior research on the cultivation of college students’ creative abilities.

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