Psychology of creativity, creativity, talent Ilyin Evgeniy Pavlovich
Diagnostics of verbal and non-verbal creativity (J. Guilford and P. Torrance, modified by E. Tunick)
Purpose and a brief description of. Most texts are modifications of the Guilford or Torrance tests. The test battery duration is 40 minutes. The tests are intended for the age group from 5 to 15 years. For children aged 5 to 8 years, tests are carried out in individual form. With the age group from 9 to 15 years, tests are carried out in group form (can be carried out in individual form). It should be noted that subtest 3 (“Words or Expressions”) has two modifications, one modification – “Words” – is intended for children from 5 to 8 years old, the second modification – “Expressions” – is intended for 9-15 years old.
Tests can be carried out both individually and in group form. In order to avoid anxiety among subjects and create a favorable psychological atmosphere, tests are called classes, and, as is always emphasized, fun classes.
Often classes are conducted in a playful manner, as fun activities, but can be used by teachers not only as diagnostic, but also for the development of creative thinking in children. I would like to warn teachers against making negative assessments based on test results. In the process of conducting similar classes, it is only permissible to encourage children, and when discussing the results of classes, giving only the best answers with encouragement. Poor test performance should not be discussed, and children should simply be told: “Well, that’s okay.” When discussing the best answers, the teacher tries to expand the children’s mental horizons, the ability to look at things and phenomena with different sides, the ability to see the unusual in the ordinary, independent thinking, the ability to offer something new, to fantasize, to connect seemingly unconnected things, i.e. to cultivate a creative approach to life.
IN preliminary instructions which is given in free form, subjects are asked to give as many different answers to tasks as possible, show their humor and imagination, and try to come up with answers that no one else can come up with.
Subtest 1. Use of objects (use options)
Task. List as many as possible more ways uses of an item that differ from normal use.
Instructions to the subject. Newspaper is used for reading, you can think of other ways to use newspaper. What can be made from it? How can it be used?
The instructions are read out orally.
The subtest takes 1–3 minutes to complete. All answers are recorded verbatim by a psychologist in an individual form. In the group form, the answers are written down by the subjects themselves. The time is recorded after reading the instructions. The results of the test are assessed in points.
1. Fluency(fluency of idea reproduction) – total number of answers. For each answer 1 point is given, all points are summed up.
B = 1 n,
Where n– number of classes (categories of answers).
2. Flexibility– number of classes (categories) of answers.
All answers can be attributed to various classes. For example, answers like: make a hat, a ship, a toy, etc. from a newspaper, can be classified in one class - creating crafts and toys.
1. Use for notes (write down phone number, solve examples, draw...).
2. Use for repair and construction work (glue up windows, glue under wallpaper...).
3. Use as a bedding (lay it on a dirty bench and sit down, put it under your shoes, lay it on the floor when painting the ceiling...).
4. Use as a wrapper (wrap a purchase, wrap books, wrap flowers...).
5. Use for animals (bedding for a cat, a hamster, tie a bow from a newspaper on a thread and play with the cat...).
6. Use as a means for wiping (wipe the floor, wipe windows, wash dishes, toilet paper...).
7. A weapon of aggression (beating flies, punishing a dog, spitting newspaper balls...).
8. Recycling (recycle paper...).
10. Cover (from above) (to cover from the rain, to cover something from dust, to hide from the sun...).
11. Burning (for kindling, for making a fire, making a torch...).
12. Creating crafts and toys (make a ship, a hat, papier-mâché).
Each answer should be assigned a category number from the above list; if several answers belong to the same category, then the first answer from this category should be taken into account, i.e., each category should be taken into account only once. Then you should count the number of categories the child used. In principle, the number of categories can vary from 0 to 12. Someone can give many answers, i.e. have a high score on the “fluency” factor, but all answers can belong to one category, for example, category 13 - “Creating crafts” , toys." We give 3 points for one category.
G = 3m,
where G is an indicator of flexibility; m– number of categories used.
Answers that do not fit into any category are assigned a new category and, accordingly, 3 points are added for each new category. There may be several such answers. But before assigning a new category, you should very carefully correlate the answer with the given list of categories.
3. Originality– number of answers with unusual use of the concept. IN in this case An answer given once in a sample of 30–40 people is considered original. One original answer – 5 points.
All points for originality are summed up.
Or = 5k,
Or – an indicator of originality; k– number of original answers.
A strict calculation of the total indicator for each subtest should be carried out after the standardization procedure, i.e., converting raw scores into standard ones. In this case, we propose summing up the points according to various factors, realizing that such a procedure is not sufficiently correct, and therefore, the total points can only be used as approximate and estimated.
T1 = B1 + P + Or1 = n+ 3m + 5k,
where T1 is the total score for 1 subtest; G1 – flexibility for 1 subtest; B1 – fluency in 1 subtest; Or1 – originality for 1 subtest; n– total number of relevant answers; m– number of categories; k– number of original answers.
Particular attention should be paid to the term “appropriate, adequate responses.” First, you should exclude from those taken into account those answers that were mentioned in the instructions - obvious ways of using newspapers: reading a newspaper, finding out the news, etc., in addition to those specifically mentioned in category 1. But in this case, you should exclude only the most obvious ways of using newspapers, in fact, are only the above. Secondly, repeating (completely) and duplicating answers should be excluded.
Subtest 2. Conclusions
Task. List the various consequences of the hypothetical situation.
Instructions to the subject. Imagine what would happen if animals and birds could speak human language.
Assessment. The results of the subtest are assessed in points:
1. Fluency(fluency in recalling ideas), n– total number of consequences given, 1 answer (1 consequence) – 1 point. B = n.
2. Originality– number of original answers, number of long-term consequences. Here, an answer given only once (in a sample of 3040 people) is considered original.
One original answer – 5 points.
Or = 5k,
k– number of original answers.
T2 = n+ 5k,
where T2 is the total indicator of subtest 2.
As in the first subtest, attention should be paid to eliminating “inappropriate” (inadequate) answers, namely: repeated answers, I-answers that are not related to the task.
Subtest 3. Words
Modification for children 5–8 years old
The subtest is administered individually.
Task. Come up with words that begin or end with a certain syllable.
Instructions. First part: come up with words that start with the letters “po”, for example “shelf”.
3 minutes are given.
Second part: come up with words that end with the letters “ka”. For example, "bag". 2 minutes are given.
The entire subtest takes 4 minutes to complete.
Assessment. The results of the subtest are assessed in points. Two indicators are taken into account:
1. Fluency– the total number of words given. One word – 1 point.
2. Originality– the number of original words given once per sample of 3040 people. One original definition – 5 points.
Op = 5 k,
Where k– number of original words; Or is an indicator of originality.
T3 = n+ 5 k,
where T3 is the total indicator of the third subtest.
Modification for 9-15 years
Task. Come up with sentences consisting of four words, in which each word begins with the indicated letter.
Instructions. Come up with as many sentences as possible consisting of four words, with each word in the sentence beginning with the indicated letter. These are the letters (the subjects are presented with printed letters): B M S K.
Use the letters only in this order, do not swap letters. Example sentence: “A cheerful boy is watching a movie.”
Now come up with as many of your own sentences as possible using these letters.
The subtest takes 5 minutes to complete.
Evaluation of results. Completion of the subtest is assessed according to three indicators:
1. Fluency– number of invented proposals – n, one proposal – 1 point.
2. Flexibility. We count the number of words used by the subject, and each word is counted only once. That is, in each subsequent sentence, only those words are taken into account that have not been used by the subject before or do not repeat the words in our example. Words with the same root that refer to different parts are considered the same, for example: cheerful, cheerful.
Number of words used once – t. One word – 0.1 point.
where G is an indicator of flexibility.
3. Originality. We count the number of sentences that are original in semantic content, that is, sentences for which the main idea expressed in them is original. A sentence that appears once in a sample of 30–40 people will be considered original. One original proposal – 5 points.
Op = 5 k,
where Or is an indicator of originality; k– number of original proposals.
T3 = n+ 0.1m + 5k, where T3 is the total indicator of the third subtest (for 9-15 years).
Subtest 4. Word associationTask. Bring as much as possible more definitions for common words.
Instructions. Give as many definitions for the word “book” as possible. For example: “beautiful book” - what other book is there?
The subtest takes 3 minutes.
Assessment. The results of the subtest are assessed in points according to three indicators:
1. Fluency– the total number of definitions given is n. One definition – 1 point.
2. Flexibility– the number of given classes – categories of answers. One category – 3 points.
where G is an indicator of flexibility; T– number of response categories. List of categories:
1. Time of publication (old, new, modern, ancient...).
2. Actions with a book of any type (abandoned, forgotten, stolen, transferred...).
3. Material and method of production (cardboard, parchment, papyrus, handwritten, printed...).
4. Purpose, genre (medical, military, reference, fiction, fantasy...).
5. Belonging (mine, yours, Petina, library, general, own...).
6. Sizes, shape (large, heavy, long, thin, round, square...).
7. Prevalence, fame (known, popular, famous, rare...).
8. Degree of preservation and cleanliness (torn, whole, dirty, wet, shabby, dusty...).
9. Value (expensive, cheap, valuable...).
10. Color (red, blue, purple...).
11. Emotional-evaluative perception (good, cheerful, sad, scary, sad, interesting, smart, useful...).
12. Language, place of publication (English, foreign, German, Indian, domestic...).
All answers belonging to the same category are counted once and receive 3 points. In principle, the maximum possible score is 12 x 3 = 36 points (this is the case when all twelve categories are present in the answers, which is extremely rare in practice). As in the case of subtest 1, answers that do not fit into any category are assigned a new category and accordingly 3 points are added for each new category. In this case, the maximum number of points obtained may increase.
3. Originality– the number of original definitions – in our case – k. The original definition is given only once on a sample of 30–40 people.
One original definition – 5 points.
Op = 5 k(indicator of originality).
T4 = n+ 3 m+ 5 k,
where T4 is the total indicator of subtest 4.
Subtest 5. Composing imagesTask. Draw specified objects using a specific set of shapes.
Instructions. Draw certain objects using the following set of shapes: circle, rectangle, triangle, semicircle. Each shape can be used several times, their sizes can be changed, but other shapes or lines cannot be added.
In the first square draw a face, in the second - a house, in the third - a clown, and in the fourth - what you want. Label the fourth drawing.
The subject is presented with a set of figures shown in Fig. 1, and a sample task - lamp - fig. 2. A sample of a blank test form is shown in Fig. 3.
The execution time for all drawings is 1–8 minutes. The length of the side of the square is 8 cm (for the test form).
Assessment is carried out according to two indicators:
1. Fluency is flexibility. This indicator takes into account:
M – number of depicted elements (details), 1 detail – 0.1 points;
N2– number of shape classes used (out of four given, a, b, c, d), one class of figures – 1 point;
V 2 – varies from 0 to 4;
V 3 – number of errors, an error is the use of an unspecified figure or line in a drawing, one error – 0.1 points;
B =?(n1 + n2 – n3) (fluency).
The B (fluency) scores are then summed across the four pictures.
2. Originality.
k 1 – number of original elements of the picture. An original element means an element of an unusual shape or an unusual arrangement of an element, an unusual use of an element, an original arrangement of elements relative to each other.
One original item– 3 points.
One drawing may contain several original elements (see Fig. 4). k 2 – originality of the drawing (by topic, by content). May occur once per sample of 30–40 people. k 2 can take the values 0 or 1. For an original plot - 5 points.
Op = 5k +? 3k,
T5 = B + Or,
B – fluency, Or – originality.
T5 – total indicator of subtest 5.
Rice. 1. Stimulus material
Rice. 2. An example of a completed image. Preview images
Rice. 3. Sample test form
Rice. 4. Examples of drawings made by subjects Subtest 6. Sketches
Task. The test squares contain many identical figures (circles), each of them must be turned into different images.
Instructions. Add any details or lines to the main image to create a variety of interesting designs. Complete these pictures. You can draw inside the circle and outside the circle. Label the title of each drawing.
The execution time for twenty pictures is 10 minutes.
In Fig. Figure 5 shows part of an unused test form for this subtest. Square size 5 x 5 cm.
The subject is presented with a drawn face as an example (Fig. 6).
The test form consists of two sheets of standard paper, each sheet shows 10 squares with a circle in the middle (see Fig. 5).
Assessment according to three indicators:1. Fluency– the number of depicted drawings adequate to the task; n– number of pictures (varies from 0 to 20). For one drawing - 1 point.
Drawings that exactly repeat each other (duplicates), as well as drawings that do not use stimulus material - circles, are excluded.
2. Flexibility– the number of depicted classes (categories) of drawings. Pictures of different faces belong to one category, pictures of different animals also belong to one category; m– number of categories, for one category – 3 points.
G = 3m (flexibility).
1. War (military equipment, soldiers, explosions...).
2. Animals. Birds. Fish. Insects.
Rice. 5. Sample test form
Rice. 6. Sample drawing for preview
3. Signs (letters, numbers, musical notes, symbols...).
4. Toys, games (any).
5. Space (rocket, satellite, astronaut...).
6. Face (any human face).
7. People (person).
8. Machines, mechanisms.
9. Dishes.
10. Household items.
11 Natural phenomena(rain, snow, hail, rainbow, northern lights.).
12. Plants (any - trees, herbs, flowers...).
13. Sports equipment.
14. Products (food).
15. Patterns, ornaments.
16. Jewelry (beads, earrings, bracelet...).
If a drawing does not fit into any category, it is assigned a new category.
3. Originality.
k– number of original drawings; A drawing is considered original if its plot is used once (in a sample of 30–40 people). One original drawing- 5 points.
Op = 5 k,
Or is an indicator of originality.
T6 = n+ 3 m+ 5 k, where T6 is the total indicator of subtest 6.
When calculating scores for subtest 6, all drawings should be taken into account, regardless of the quality of the image. The plot and theme must be judged not only by the drawing, but also the signature must be taken into account (Fig. 7).
After finishing work, small children who cannot write should be asked what is shown in the pictures and sign the names. This mainly applies to the age group of 5–7 years.
Rice. 7. Examples of drawings Subtest 7. Hidden form
Task. Find various shapes hidden in a complex, low-structured image.
Instructions. Find as many familiar objects in this picture as possible. What is shown here?
The subtest takes 3 minutes. The test stimulus material is shown in Fig. 8.
Assessment. The results of the subtest are assessed in points according to two indicators.
1. Fluency– total number of answers – n; one answer – 1 point.
2. Originality– number of original, rare answers – k. In this case, an answer given once in a sample of 30–40 people will be considered original; one original answer is worth 5 points.
Op = 5 k.
T7 = n+ 5k.
T7 – total indicator of the seventh subtest.
Rice. 8. Stimulus material
Qualitative analysis of the data obtainedSubtest 1. Using a newspaper
For this test, subjects gave an average of 6 answers per person (in 3 minutes), the spread in the number of answers is large - from 1 to 14 answers.
The most common answers: “Make an airplane, a hat, a ship out of a newspaper. Recycle. Lay down newspaper. Learn new things from it. Find out the TV program."
Rare, original answers: “Soak the newspaper and translate the words. Fan yourself when it's hot. Punish a dog with a newspaper (slap the dog). Use it as a calendar. Find out the lottery ticket number. Let the cat play. Create anonymous letters."
Subtest 2. ConclusionsSome children had difficulty with this test. On average, 4 responses were given in 3 minutes. The range is from 0 to 11 responses. 80 types of answers were given.
Frequently repeated answers: “People and animals will help each other. It will be fun. There will be confusion." Rare, original answers: “The animals will teach foreign languages, will learn to sing songs; will appear on television; the dove will fly and convey the letter in words; animals will go to the country; The animals’ hair and tail will fall off.”
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1.1. Studying creative thinking using the method of Tunik E.E.
Most tests Tunik E.E. is a modification of the Guilford and Torrance tests.
Tests allow you to assess various parameters of creative thinking: verbal creative thinking, figurative creative thinking; provide an opportunity to study intercorrelations between indicators of individual factors - fluency, flexibility and originality of thinking.
The following indicators were used to assess creative thinking:
· Fluency (ease, productivity) – this factor characterizes the fluency of creative thinking and is determined by the total number of answers.
· Flexibility – the factor characterizes the flexibility of thinking, the ability to quickly switch and is determined by the number of classes of these answers.
· Originality – the factor characterizes the originality of thinking, the unusual approach to the problem and is determined by the number of rarely given answers, the unusual use of elements, the original structure of the answer.
· Accuracy is a factor that characterizes harmony, consistency of creative thinking, and the choice of an adequate solution that corresponds to the goal.
The data obtained were subjected to qualitative and quantitative analysis, mathematical and statistical processing [Appendix 1].
1.2. Research results.
The research was conducted in a relaxed atmosphere. Most children answered with eagerly and with the desire to continue studying further. 23 people took part in the diagnosis.
Subtest 1. Using a newspaper (verbal area).
On this test, the subjects gave an average of 4.5 answers per person (in 3 minutes), the spread in the number of answers was large from 0 to 8. This test caused difficulties for some children. The most common answers: “Make a hat, an airplane, wrap something in newspaper, cover yourself, spread it out.”
Rare, original answers: “Build a tent, use it in a game, for gluing bags, as bookmarks, collecting newspapers.”
The highest number of points was scored by Reva N. (35), Mikhailov S. (33).
Subtest 2. Conclusions (verbal area).
Some children had difficulty with this test. On average, 3 responses were given in 3 minutes. The range is from 0 to 5 answers. There were 75 responses.
Frequently repeated answers: “People and animals will talk and understand each other. They will visit each other and help each other.” Original answers: “Animals will participate in the Olympiads, move science forward, they will be able to sue people, they will create television, they will study together with people.”
Dorofeeva E. and Mikhailov S. have high rates (20 each).
Subtest 3. Expressions (verbal area).
The subtest has great discriminating power. The average number of proposals invented was 4.3. The range in the number of sentences is from 1 to 8. Examples of frequently cited sentences: “Vova made a blue ship.” Examples of original, grammatically correct sentences:
Here is my savings book.
There is a severe crisis in Moscow.
In March, a cow galloped.
The doctor was washing his cat.
A wolf can eat a goat.
The most original answers came from Petrov S., Dorofeeva E., Kostyreva N. They also scored the highest number of points (50.8; 44; 44.4, respectively).
Subtest 4. Word association (verbal area)
The average number of definitions given for the word “book” was 12, the range in the number of answers was from 6 to 24. 263 answers were given.
Answers with the highest frequency: interesting, funny, thick, educational. Rare answers: lively, defective, stylish, exciting, prehistoric.
The most original answers are from Trakhman O. (99 points), Nikoghosyan D. (80 points).
Subtest 5. Images (shaped area).
A rather complex scoring system has been proposed for this subtest. When calculating, the total number of depicted elements, the number of figure classes used, the originality of the drawing and its elements are taken into account; the use of figures and lines other than those specified was also taken into account as an error. Using example drawings, we will explain the rules described above. Nikoghosyan D. (45.8), Kostyreva N. (43.3) had the highest number of points. They used greatest number elements when constructing drawings of a person’s face, a house, a clown, and also did not make a single mistake.
The most original drawings on a free theme: the night sea, a beaten alien, a boat in a pool, a plate of fruit. The most typical: car, house, cat, mushroom. Salasyuk A. This task caused difficulties (the last cell is empty).
Subtest 6. Sketches (figurative area).
The proposed scoring system for this test is also quite labor-intensive. When calculating the indicators of this subtest, the total number of classes of drawings and the number of depicted objects are taken into account. The originality of the image, the rarity of its appearance are taken into account, and the originality of the approach is also taken into account: an unusual execution of the drawing, the successful use of a circle, an unusual composition of the drawing, etc.
The highest scores on the subtest were obtained by O. Trakhman (56), N. Kostyreva (116). The most original sketches: switch, bear's paw, cabbage, Christmas ball, bomb, demon. Often found: target, apple, human face, planet, flower.
Subtest 7. Hidden form (shaped area).
This test is preferred by children; all subjects work with this task with great interest. The average number of answers for this test is 15, the range is from 7 to 25 answers.
Answers with the highest frequency: fish, bucket, man, umbrella, sun, bat. Rare original answers: coin, dress, fly in a glass, snail, molecule, fork, seal, mermaid.
When analyzing indicators of fluency and originality of thinking, the following results were obtained:
In general, the indicators of creative thinking in this group of teenagers turned out to be quite high: 6 children scored more than 280 points on tests, 2 people scored more than 250, 6 teenagers scored more than 200. [Annex 1]
The highest number of test points was scored by Kostyreva N. (298.7), Mikhailov S. (289.1).
The subjects give the largest number of answers and the largest number of original answers in subtests 4 (definitions) and 7 (hidden form).
Subtests 2 (conclusions), 3 (expressions), 4 (definitions), 7 (hidden form) have the greatest discriminative ability, in the best possible way differentiates subjects.
In general, verbal tests have greater discriminative power than figurative tests; and the originality index is greater than the fluency index.
The data obtained can be used by psychologists and teachers when studying the nature of creative thinking, as well as in diagnostics when studying the creative abilities of individuals, when selecting gifted and talented people.
2. The relationship between verbal and nonverbal components in the structure of a teenager’s thinking
To study the structure of intelligence of two especially gifted children, the R. Amthauer test was used.
Information about the work “Features of the work of a practical psychologist with gifted children in an innovative educational institution”
And so that the employees of the institution are interested in the objectivity of control. The purpose of this work: to create a system of intra-school control as one of the directions for increasing the efficiency of education quality management in an educational institution. In accordance with the purpose of the work, a hypothesis was formulated: quality management educational process in an educational institution will be effective...
To the preschool educational institution; Crises of 3 years and 6-7 years; The most typical mistakes of family education; Sex education and development; Psychological readiness to learning. Literature 1. Children's practical psychology/ Ed. T.D. Martsinkovskaya, - M., 2004. 2. Chuprov L.F. Psychological education in the system of psychoprophylactic work of a practical psychologist: fundamentals of theory and methodology, - M., 2003. ...
Their social guarantees and benefits 1. Employees of educational institutions have the right to participate in the management of an educational institution and to protect their professional honor and dignity. 2. A disciplinary investigation into violations by a teaching employee of an educational institution of the norms of professional conduct and (or) the charter of this educational institution may be carried out...
And "contribution". Each participant in the labor process must be able to link their participation in the common cause with the contribution of other team members. Management based on results can also be a direction for improving the management of the activities of a preschool institution. Strategic thinking at a higher level assumes that the leader and subordinate determine the result, and then the performer himself...
Psychology of creativity, creativity, talent Ilyin Evgeniy Pavlovich
Self-assessment of creative abilities (E. Tunik)
Instructions. This task will help you find out how creative you consider yourself to be. Among the following short suggestions, find some that definitely suit you better than others. They should be marked with an “X” in the “Mostly True” column. Some sentences are only partially true for you and should be marked with an “X” in the “Partly True” column. Other statements will not apply to you at all and should be marked with an “X” in the “Mostly False” column. Those statements about which you cannot come to a decision should be marked with an “X” in the “Don’t know” column.
Make notes on each sentence and don’t overthink it. There are no right or wrong answers here. Mark the first thing that comes to your mind when reading the sentence. This task has no time limit, but work as quickly as possible. Remember that as you answer each sentence, you must note how you truly feel about yourself. Place an "X" in the column that best suits you. Choose only one answer for each question.
You will be given a test book that contains all the statements and an answer sheet. Please mark your answers only on the answer sheet, do not write anything in your test book. The test book assignment numbers correspond to the numbers on the answer sheet.
This stage of testing is recommended for children starting from the 5th grade of school. In addition, this method is possible. The child is given a test book containing instructions and questionnaire questions. An answer sheet is also provided on which the child marks his answers. It is optimal when the psychologist reads the statements of the questionnaire out loud, and the child reads them to himself and independently notes his answer. The form of testing is group. There is no time limit for filling out the questionnaire. It takes about 20–30 minutes depending on the age of the children.
Questionnaire
1. If I don’t know the correct answer, then I try to guess it.
2. I like to look at an object carefully and in detail to discover details that I have not seen before.
3. I usually ask questions if I don’t know something.
4. I don't like planning things in advance.
5. Before I play a new game, I need to make sure I can win.
6. I like to imagine what I will need to learn or do.
7. If I don’t succeed in something the first time, I will work until I do it.
8. I will never choose a game that others are not familiar with.
9. I would rather do everything as usual than look for new ways.
10. I like to find out if everything is really so.
11. I like to do something new.
12. I love making new friends.
13. I like to think about things that have never happened to me.
14. I usually don’t waste time dreaming that someday I will become a famous artist, musician, or poet.
15. Some of my ideas captivate me so much that I forget about everything in the world.
16. I would rather live and work on a space station than here on Earth.
17. I get nervous if I don't know what will happen next.
18. I love what is unusual.
19. I often try to imagine what other people are thinking.
20. I like stories or television programs about events that happened in the past.
21. I like to discuss my ideas with friends.
22. I usually remain calm when I do something wrong or make a mistake.
23. When I grow up, I would like to do or accomplish something that no one has managed before me.
24. I choose friends who always do things the usual way.
25. Many existing rules usually do not suit me.
26. I like to solve even a problem that does not have a correct answer.
27. There are many things that I would like to experiment with.
28. If I once found the answer to a question, I will stick to it rather than look for other answers.
29. I don't like speaking in front of the class.
30. When I read or watch TV, I imagine myself as one of the characters.
31. I like to imagine how people lived 200 years ago.
32. I don't like it when my friends are indecisive.
33. I love exploring old suitcases and boxes just to see what they might contain.
34. I would like my parents and teachers to do everything as usual and not change.
35. I trust my feelings and premonitions.
36. It’s interesting to guess something and check if I’m right.
37. It is interesting to take on puzzles and games in which you need to calculate your next moves.
38. I am interested in mechanisms, I am curious to see what is inside them and how they work.
39. Mine best friends I don't like stupid ideas.
40. I like to invent something new, even if it is impossible to put into practice.
41. I like it when everything is in its place.
42. I would be interested in looking for answers to questions that will arise in the future.
43. I like to try new things to see what happens.
44. I find it more interesting to play my favorite games just for fun, rather than to win.
45. I like to think about something interesting, something that has never occurred to anyone.
46. When I see a picture of someone unfamiliar to me, I am interested in finding out who it is.
47. I love leafing through books and magazines just to see what’s in them.
48. I think that there is one correct answer to most questions.
49. I like to ask questions about things that other people don't think about.
50. I have a lot of interesting things to do at school and at home.
Key to the questionnaire
Data processingWhen assessing the questionnaire data, four factors are used that are closely correlated with creative manifestations of personality. They include: Curiosity (L), Imagination (V), Complexity (C) and Risk-Taking (R). This produces four raw scores for each factor, as well as an overall summary score.
When processing data, a template is used that can be superimposed on the test answer sheet. The holes in the template show answers corresponding to a score of 2 points, and the codes for the four factors assessed in the test are also marked on the template. All answers that are in the cells and fall into the holes receive 1 point, except for the last column “I don’t know.” Answers in this column receive minus 1 point in raw scores and are deducted from the overall score. The use of this column gives the right to “punish” an insufficiently creative, indecisive person.
The factor code in the fourth column on the template is used to indicate which of the four factors applies to each individual question. This questionnaire is designed to assess the extent to which risk takers (labeled R), inquisitive (L), imaginative (I) and prefer complex ideas(C) the subjects consider themselves. Of the 50 items, 12 statements relate to curiosity, 12 to imagination, 13 to risk-taking, and 13 to complexity.
If all answers match the holes of the template key, then the total raw score can be equal to 100 points if the “Don’t know” items are not checked. If a student gives all the answers that are not visible in the holes of the template, then his raw score can be 50 points, if not a single item is marked “Don’t know”, then the higher the raw score of the person experiencing positive feelings in relation to himself, the more he is a creative person, inquisitive, imaginative, capable of taking risks and understanding complex problems. All of the above personality factors are closely related to creative abilities.
Scores can be obtained for each test factor (risk taking, imagination, etc.) individually, as well as a total score. Factor scores and the total raw score better demonstrate the strengths (high raw score) and weaknesses (low raw score) of the child. The individual factor score and total raw score can then be converted into standard scores and noted on the student's individual profile.
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Elena TUNIK,
candidate of psychological sciences,
Associate Professor of the Department of Psychology
University of Pedagogical Excellence,
Saint Petersburg
PSYCHODAGNOSTICS OF CREATIVE THINKING
Creative tests
Completed in our country and abroad basic research in the psychology of creativity, general and special abilities. The genetic background of individual differences has been studied.
At the same time, there are still no methods for a comprehensive diagnosis of general and specific giftedness. Divergent (creative) thinking also remains insufficiently studied.
Scientists have concluded that creativity is not the same as learning ability and is rarely reflected in tests aimed at determining IQ. At this stage, the interest of researchers is not so much the personality of the scientist (cautious, accurate and critical thinking man), as much as the personality of the inventor (a non-standard, original and witty person).
The objectives of this work are:- studying the nature of creative, divergent thinking;
- development of methods for diagnosing children's creative abilities.
SHORT REVIEW
As a result of experimental studies, a special kind of ability was identified among the individual’s abilities - to generate unusual ideas, deviate in thinking from traditional patterns, and quickly resolve problem situations. This ability was called creativity.
Creativity covers a certain set of mental and personal qualities that determine the ability to be creative. One of the components of creativity is the individual’s ability to think divergently.
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It is necessary to distinguish a creative product from a creative process. The product of creative thinking can be assessed by its originality and its significance, the creative process - by sensitivity to the problem, the ability to synthesize, the ability to recreate missing details, by divergent thinking (not following the beaten path), by fluency of thought, etc. These attributes of creativity are common to both science and art.
Problems of creativity have been widely developed in Russian psychology. Currently, researchers are searching for an integral indicator that characterizes a creative personality. This indicator can be defined as some combination of intellectual and motivational factors or be considered as a continuous unity of procedural and personal components of thinking and creative thinking (A.V. Brushlinsky).
Psychologists such as B.M. made a great contribution to the development of problems of abilities, giftedness, and creative thinking. Teplov, S.L. Rubinstein, B.G. Ananyev,
N.S. Leites, V.A. Krutetsky, A.G. Kovalev, K.K. Platonov, A.M. Matyushkin, V.D. Shadrikov, Yu.D. Babaeva, V.N. Druzhinin, I.I. Ilyasov, V.I. Panov, I.V. Kalish, M.A. Kholodnaya, N.B. Shumakova, V.S. Yurkevich et al.
Foreign scientists have also deeply studied creative thinking. Some people, according to Bruner, have certain abilities for encoding information in new and unusual ways. Gallach and Kogan (3) found that creative children scored higher on tests of categorization breadth. The cognitive sphere of creative individuals is characterized by the presence of broad categories, synthetic perception of the surrounding world and high level cognitive flexibility.
When working using the Barron-Welsh test (4), it was found that creative individuals choose more complex complex and asymmetrical figures when performing the test.
Jackson and Messick (5) identified criteria for evaluating creative products. One of the criteria they consider is “condensation”: creative products exhibit stability over time, revealing more and more of their sides, and also combine simplicity and complexity. It is believed that the person who creates such products must have a diverse and even contradictory combination of cognitive and emotional qualities.
Guilford proposed considering three main characteristics of a creative personality - originality (the ability to offer one’s own, unusual way of thinking), sensitivity and integration. The latter is interpreted as the ability to simultaneously take into account and/or combine several opposing conditions, premises or principles.
According to McConnen, three more personality characteristics are associated with originality - dominance, responsiveness to emotions, and the manifestation of femininity in men. Ruskin discovered a connection between creativity and the personality trait of narcissism. Della believes that creative people often identify with other personalities and easily change roles.
Torrance (9) conducted a study of creative thinking and obtained the following results: creativity peaks between the ages of 3.5 and 4.5 years, and also increases in the first three years of school, decreases in the next few years and then picks up development .
Creativity is ambiguously dependent on education. Most children lose their spontaneous fearlessness if they become "cultured." As Wadsworth wrote (6): “Customs (rules) weigh upon children—strong as frost, and almost as deep as life.”
In the first three grades of school, teachers are more spontaneous and child-centric. In high school, teachers become more critical of children.
Getzels and Jackson developed a battery of tests that can be used to differentiate between highly creative (creative thinkers) and highly intelligent children. The authors found that highly intelligent children looked up to the achievements, standards, and norms of adults. Highly creative children preferred special achievements that differed from the generally accepted ones - these are non-conforming, rebellious, rebellious children. Getzels and Jackson found that teachers prefer children with high general intelligence and low creativity. Creative children are dreamers, love humor, show it in their responses when exploring an unstructured situation, and love to go in new directions. Teachers and classmates often describe creative children this way: “They come up with wild and stupid ideas and behave aggressively.”
Divergent thinking tests are part of a general system of tests aimed at revealing the creative potential of an individual, and are mainly associated with the name
J. Guilford. Guilford (7) distinguishes between divergent and convergent thinking:
Divergent products - search and generation of new information objects;
- convergent products - the search for very specific answers to very specific questions.
Convergent products require an analytical type of thinking, which is necessary when the problem is defined. Divergent products require more open type thinking.
According to most psychologists, creativity is not synonymous with learning ability and is rarely reflected in intelligence tests measured by IQ. Creativity tests abroad were developed mainly by J. Guilford, and modified tests for children developed by Torrance were also used.
BATTERY OF TESTS FOR STUDYING CREATIVE THINKING
Most modern tests are modifications of the Guilford and Torrance tests.
In our study, we rely on the following factors identified in the Guildford studies.
1) Fluency (ease, productivity) - this factor characterizes the fluency of creative thinking and is determined by the total number of answers.
2) Flexibility - the factor characterizes the flexibility of creative thinking, the ability to quickly switch and is determined by the number of classes (groups) of these answers.
3) Originality - the factor characterizes originality, originality of creative thinking, unusual approach to the problem and is determined by the number of rarely given answers, unusual use of elements, originality of the structure of the answer.
4) Accuracy - a factor that characterizes the harmony, logicality of creative thinking, the choice of an adequate solution that corresponds to the goal.
Each test score reflects two or three of the factors mentioned. Moreover, if the reliability indicators of creative thinking tests are quite high and equal to 0.8-0.9, and the reliability coefficient determined by the method of interchangeable forms is equal to 0.7-0.9 (8), then with factor analysis the situation is more complicated.
Factor analysis of Torrance test performance does not support the interpretation of these indicators on the basis of single constructs. The intercorrelations of different measures of a single test were higher than the intercorrelations of a similar measure (for example, fluency) across different tests. The two originality scores from the Imaginative Creative Thinking Battery (9) show correlations of 0.30 and 0.40 with each other and even lower with the originality scores of the Verbal and Imaginative Thinking Batteries. Hence, according to A. Anastasi, it is inappropriate to consider the same indicator from different tests as a measure of the same personality trait.
In our opinion, this issue has not been clearly resolved and requires further study.
Let us note several points related to the test procedure. Tests can be carried out either individually or in a group. In order to avoid anxiety among test takers and create a favorable psychological atmosphere, work with tests is called classes. Often these classes are conducted in a playful way.
In the preliminary instructions, which are given in free form, we ask subjects to offer as many different answers to our questions as possible, to show their humor and imagination, and to try to come up with answers that no one else can come up with.
This battery of tests was proposed by the author of this work. Most tests are modifications of the Guilford or Torrance tests.
The procedure takes about 40 minutes.
The tests are intended for the age group from 5 to 15 years. For children aged 5 to 8 years, the procedure is carried out individually. With the age group from 9 to 15 years, work with tests is carried out in a group form (it is also possible to conduct it in an individual form).
It should be noted that subtest 3 (words or expression) has two modifications, one modification - words - is intended for children from 5 to 8 years old, the second modification - expression - is intended for children 9-15 years old.
Task
List as many unusual ways to use the item as possible.
Instructions for the test subject
The newspaper is used for reading. You can come up with other ways to use it. What can be made from it? How else can it be used?
The instructions are read out orally. Subtest execution time - 3 minutes. In the individual form, all answers are recorded verbatim by a psychologist. In the group form, the answers are written down by the subjects themselves. The time is recorded after reading the instructions.
Assessment
The test results were assessed in points.
There are three indicators.
1) Fluency (fluency in reproducing ideas) - total number of answers. For each answer 1 point is given, all points are summed up.
B - fluency,
n is the number of relevant answers.
Particular attention should be paid to the term “appropriate responses.” It is necessary to exclude from those taken into account those answers that were mentioned in the instructions - obvious ways to use newspapers: read a newspaper, find out the news, etc.
2) Flexibility - number of classes (categories) of answers.
1. Use for notes (write down phone number, solve examples, draw).
2. Use for repair and construction work (glue up windows, stick under wallpaper).
3. Use as a bedding (lay on a dirty bench, put under shoes, lay on the floor when painting the ceiling).
4. Use as a wrapper (wrap a purchase, wrap books, wrap flowers).
5. Use for animals (bedding for a cat, hamster, tie a bow from a newspaper on a thread and play with the cat).
6. Use as a means for wiping (wipe the table, wipe windows, wash dishes, as toilet paper).
7. Use as a weapon of aggression (hitting flies, punishing a dog, spitting newspaper balls).
8. Recycling.
9. Obtaining information (watch advertising, make announcements, make clippings, check the lottery ticket number, see the date, watch a TV program, etc.).
10. Use as a covering (shelter from rain, sun, cover something from dust).
11. Burning (for kindling, for making a fire, making a torch).
12. Creating crafts and toys (make a ship, a hat, papier-mâché).
You should assign each answer a category number from the list above, then, if several answers belong to the same category, then count only the first answer from this category, that is, count each category only once.
Then you should count the number of categories the child used. In principle, the number of categories can vary from 0 to 12 (unless there are responses assigned to a new category that is not on the list).
For answers that do not fit into any of the listed categories, 3 points are added for each new category. There may be several such answers. But before assigning a new category, you should very carefully relate the answer to the list above.
3 points are awarded for one category.
G = 3 m.
G - flexibility indicator,
m is the number of categories used.
3) Originality - the number of unusual, original answers. An answer is considered original if it occurs once in a sample of 30-40 people.
One original answer - 5 points.
All points for original answers are summed up.
0р = 5 k.
The calculation of the total indicator for each subtest should be carried out after the standardization procedure, that is, the conversion of raw scores into standard ones. In this case, we propose summing up scores for various factors, realizing that such a procedure is not sufficiently correct, and therefore, the total scores can only be used as approximate and estimated.
T 1 = B 1 + G 1 + Or 1 = n + 3 m + 5 k.
T 1 - total indicator of the first subtest,
B 1 - fluency in 1 subtest,
G 1 - flexibility for 1 subtest,
OR 1 - originality in 1 subtest,
n is the total number of relevant answers,
m - number of categories,
k - number of original answers.
Task
List the various consequences of the hypothetical situation.
Instructions for the test subject
Imagine what would happen if animals and birds could speak human language.
Assessment
The results of the subtest were assessed in points.
There are two indicators.
1) Fluency
(fluency of reproducing ideas) - the total number of consequences given.
1 answer (1 consequence) - 1 point.
2) Originality
- number of original answers, number of remote consequences. Here, an answer given only once (on a sample) is considered original.
30-40 people).
1 original answer - 5 points.
0р - indicator of originality,
k - number of original answers.T 2 = n + 5 k.
T 2 - total indicator of the second subtest.
As in the first subtest, attention should be paid to eliminating inappropriate (inadequate) answers, namely: repeated answers and answers that are not relevant to the task.
Subtest 3a. Words
Modification for children 5-8 years old.
The subtest is administered individually.
Task
Come up with words that begin or end with a certain syllable.
Instructions for the test subject
1 part. Think of words that begin with the syllable “po”, for example “shelf”.
You have 2 minutes to answer.
Part 2. Think of words that end with the syllable “ka”, for example “bag”.
You have 2 minutes to answer.
The entire subtest takes 4 minutes to complete.
Assessment
The results of the subtest are assessed in points.
There are two indicators.
1) Fluency
- the total number of words given.
1 word - 1 point.
B - fluency indicator,
n is the total number of words.
As before, you should cross out repeated words and also ignore inappropriate words.
2) Originality
- the number of original words given once for a sample of 30-40 people.
1 original word - 5 points.
0р = 5 k.
k is the number of original words.
T 3 = n + 5 k.
T 3 - total indicator of the third subtest (for children 5-8 years old).
Subtest 3b. Expression
Modification for children 9-15 years old
Task
Come up with sentences consisting of four words, each of which begins with the indicated letter.
Instructions for the test subject
Come up with as many four-word sentences as possible. Each word in a sentence must begin with the specified letter. These letters are: B, M, S, K (subjects are presented with printed letters).
Please use the letters only in this order, do not change their places. Here is an example sentence: “A cheerful boy is watching a movie.”
Now come up with as many of your own sentences as possible using these letters.
The subtest takes 5 minutes to complete.
Assessment
The results of the subtest are assessed according to three indicators.
1) Fluency
- number of invented proposals (n).
1 sentence - 1 point.
2) Flexibility-
number of words used by the subject. Each word is taken into account only once, that is, in each subsequent sentence only those words are taken into account that have not been used by the subject before or do not repeat the words in the example. Words of the same root belonging to different parts of speech are considered the same, for example: “cheerful, fun.”
1 word - 0.1 point.
G - flexibility indicator,
m is the number of words used once.
3) Originality
The number of sentences that are original in semantic content is counted. A sentence that appears once in a sample of 30-40 people is considered original.
One original proposal - 5 points.
Or is an indicator of originality,
k is the number of original proposals.
T 3 = n + 0.1 m + 5 k.
T 3 - total indicator of the third subtest (for children 9-15 years old).
Task
Give as many definitions for common words as possible.
Instructions for the test subject
Find as many definitions for the word “book” as you can. For example: a beautiful book. What other book is there?
The subtest execution time is 3 minutes.
Assessment
The results of the subtest are assessed in points according to three indicators.
1) Fluency
- the total number of definitions given (n).
One definition - 1 point.
B - fluency indicator.
2) Flexibility - number of response categories.
G = 3 m.
G - flexibility indicator,
m is the number of response categories.
1. Time of publication (old, new, modern, ancient).
2. Actions with a book of any type (abandoned, forgotten, stolen, transferred).
3. Material and method of production (cardboard, parchment, papyrus, handwritten, printed).
4. Purpose, genre (medical, military, reference, fiction, fiction).
5. Belonging (mine, yours, Petina, library, general).
6. Sizes, shape (large, heavy, long, thin, round, square).
7. Prevalence, fame (known, popular, famous, rare).
8. Degree of preservation and cleanliness (torn, whole, dirty, wet, shabby, dusty).
9. Value (expensive, cheap, valuable).
10. Color (red, blue, purple).
11. Emotional-evaluative perception (good, cheerful, sad, scary, sad, interesting, smart, useful).
12. Language, place of publication (English, foreign, German, Indian, domestic).
All answers belonging to the same category are counted only once. The maximum score is 12 x 3 = 36 points (if the answers contain all twelve categories, which in practice is extremely rare, and there are also no answers that are assigned a new category). As in subtest 1, answers that do not fit into any category are assigned a new category and, accordingly, 3 points are added for each new category. In this case, the maximum score may increase.
G = 3 m.
G - flexibility indicator,
m - number of categories.
3) Originality - number of original definitions.
A definition is considered original if it is given only once in a sample of 30-40 people.
One original definition - 5 points.
0р = 5 k.
Or is an indicator of originality,
k is the number of original definitions.
T 4 = n + 3 m + 5 k.
T 4 - total indicator of the fourth subtest.
Task
Draw specified objects using a specific set of shapes.
Instructions for the test subject
Draw certain objects using the following set of shapes: circle, rectangle, triangle, semicircle. Each shape can be used several times, its size and position in space can be changed, but other shapes or lines cannot be added.
In the first square draw a face, in the second - a house, in the third - a clown, and in the fourth - what you want. Label the fourth drawing.
The subject is presented with a set of figures shown in Fig. 1 and a sample task - a lamp (Fig. 2).
A sample of a blank test form is shown in Fig. 3.
The execution time for all drawings is 8 minutes.
The length of the side of the square is 8 cm (for the test form).
Assessment
Evaluation is carried out according to two indicators.
1) Fluency - flexibility. This indicator takes into account:
n 1 - number of depicted elements (details);
n 2 - the number of shape categories used (out of 4 given), n 2 varies from 0 to 4.
One detail - 0.1 points.
One class of figures - 1 point.
n 3 - number of errors (an error is the use of an unspecified figure or line in a drawing).
One mistake - 0.1 points.
B 4 i=1 = (0.1n 1i + n 2i - 0.1 n 3i)
B - fluency,
Points B are summed up across four drawings.
2) Originality
k 1 - the number of original elements of the picture.
An original element means an element of an unusual shape, an unusual arrangement of an element, an unusual use of an element, an original arrangement of elements relative to each other.
One original element - 3 points.
One drawing may contain several original elements.
k 2 - originality of the fourth drawing (by topic, by content). May meet once for a sample of 30-40 people.
k 2 can take values 0 or 1.
For an original plot, 5 points are awarded (this applies only to the fourth picture)
0r 4 i=1 = 5 k + k 1i .
Or - originality,
i - figure number (from 1 to 4).
T 5 = B + 0r.
T 5 - total indicator of the fifth subtest,
B - fluency,
0r - originality.
Subtest 6. Sketches
Task
Transform identical figures (circles) shown in squares into different images.
Instructions for the test subject
Add any details or lines to the main image to create a variety of interesting designs. You can draw both inside and outside the circle. Write a title for each drawing.
The task completion time is 10 minutes.
The test form is a sheet of standard paper (A4 format), which shows 20 squares with a circle in the middle. The square measures 5 x 5 cm, the diameter of each circle is 1.5 cm.
In Fig. 5 shows a sample test form for this subtest.
As an example, a drawn man is presented for the subtest (Fig. 6).
Assessment
It is carried out according to three indicators:
1) Fluency
- the number of drawings adequate to the task.
One drawing - 1 point.
n - number of pictures (varies from 0 to 20).
Drawings that exactly repeat each other (duplicates), as well as drawings that do not use stimulus material - a circle, are excluded.
2) Flexibility
- the number of depicted classes (categories) of drawings. For example, images of different faces belong to one category, images of different animals also belong to one category.
One category - 3 points.
1. War (military equipment, soldiers, explosions).
2. Geographical objects(lake, pond, mountains, sun, moon).
3. Animals. Birds. Fish. Insects.
4. Signs (letters, numbers, musical notes, symbols).
5. Toys, games (any).
6. Space (rocket, satellite, astronaut).
7. Face (any human face).
8. People (person).
9. Cars. Mechanisms.
10. Dishes.
11. Household items.
12. Natural phenomena (rain, snow, hail, rainbows, northern lights).
13. Plants (any - trees, herbs, flowers).
14. Sports equipment.
15. Edibles (food).
16. Patterns, ornaments.
17. Jewelry (beads, earrings, bracelet).
If a drawing does not fit into any category, it is assigned a new category.
3) Originality
A drawing whose plot is used once (on a sample of 30-40 people) is considered original.
One original drawing - 5 points.
Or = 5 k.
Or is an indicator of originality,
k is the number of original drawings.
T 6 = n + 3 m + 5 k.
T 6 - total indicator of the sixth subtest.
When calculating scores for the sixth subtest, all drawings should be taken into account, regardless of the quality of the image. The plot and theme must be judged not only by the drawing, but also the signature must be taken into account (see, for example, Fig. 7).
After finishing work, young children who do not know how to write should be asked what is shown in the pictures and sign the names of the pictures. This mainly applies to the age group of 5-7 years.
Subtest 7. Hidden form
Task
Find various shapes hidden in a complex, low-structured image.
Instructions for the test subject
Find as many images in this picture as possible. What is shown in this picture?
The subtest execution time is 3 minutes.
Test stimulus materials (images) are shown in Figures 8(1), 8(2), 8(3), 8(4): a total of four different patterns. Only one drawing should be submitted. The rest are given so that re-testing can be done at another time.
Assessment
The results of the subtest are assessed in points according to two indicators:
1) Fluency
- total number of answers (n).
One answer - 1 point.
2) Originality
- number of original, rare answers. In this case, an answer given once in a sample of 30-40 people will be considered original.
One original answer - 5 points.
0р = 5 k.
Or - originality,
k is the number of original, rare answers.
T 7 = n + 5 k.
T 7 - total indicator of the seventh subtest.
It should be noted that in the first edition of this test (13) only one figure was given. Unfortunately, parts of the above brochure were copied in a number of publications, and the stimulus image - Figure 6 - became widely known. Therefore, I created five additional drawings for the seventh subtest. I would like to express my deep gratitude to the student of the art and graphic department of the Russian State Pedagogical University of St. Petersburg, Dmitry Dmitriev, for his help in the compositional construction of these drawings.
QUALITATIVE DESCRIPTION OF THE DATA OBTAINED
The tests we used were administered to children as fun activities. They had a relaxed atmosphere. Children were warned in advance that all their answers would be correct; the more answers they came up with, the better, even if these were unusual answers. Participants were encouraged to imagine, all answers were encouraged.
Most of the children responded with great enthusiasm and with a desire to continue their studies.
We will discuss data from the combined sample - 100 people, age - 7 years.
Subtest 1. Use of objects (use options)
For this test, subjects gave an average of six answers per person (in 3 minutes), the spread in the number of answers is large - from 1 to 14.
The most common answers: “You can make an airplane, a hat, a ship out of a newspaper. Recycle. Underlay. Find out news from it. Find out the TV program."
Rare, original answers: “Soak the newspaper and translate the words. Fan yourself if it's hot. Punish a dog with a newspaper (slap the dog). Use it as a calendar. Find out the lottery ticket number. Let the cat play. Create anonymous letters."
Subtest 2. Consequences of the situation
This test was difficult for some children. On average, four responses were given (in 3 minutes). The range of answers by number is from 0 to 11.
Approximately 80 types of answers were given. Frequently repeated answers: “People and animals will talk and understand each other. They will be friends. People and animals will help each other. It will be fun. There will be confusion."
Rare, original answers: “Animals will learn foreign languages. They will learn to sing songs. They will appear on television. The dove will fly and convey the letter in words. The animals will go to the dacha. The animals’ hair and tail will fall off.”
Subtest 3a. Words
This test has great discriminating power.
The average number of invented words (of each type) is 5. The range of words is from 0 to 20.
Examples of frequently cited words: in the first part - “floor, went, field, train”; in the second - “cat, mouse”.
Examples of original words: in the first part - “plantain, congratulations, wake, flogging”; in the second - “shrimp, line”.
Subtest 3b. Expression
The subtest has great discriminating power. The average number of proposals invented is 4. The range of proposals is from 0 to 9.
Examples of frequently cited sentences: “There is a cinema in Moscow”, “There is a cat sitting in the car”.
Examples of original, grammatically correct sentences: “On Maslenitsa, starlings scream,” “You can always salt potatoes,” “A sparrow prevented a magpie from screaming,” “The sea water is salty, watch,” “Vitya knocked down a mosquito with a fly swatter.”
Subtest 4. Word association
The average number of answers given - definitions for the word “book” - was 11. The range of answers by number was from 1 to 30 (in 3 minutes). 180 responses were given.
Frequently occurring answers: “interesting, beautiful, big, small, fabulous, good.”
Rare answers: “amazing, strange, forgotten, true, shitty, bought, documentary, forbidden, wet.”
Subtest 5. Composing images
A rather complex scoring system has been proposed for this subtest. When calculating, the total number of depicted elements, the number of categories of figures used (out of four given), and the originality of the drawing and its elements are taken into account. The use of figures and lines other than those specified was considered an error.
Subtest 6. Sketches
The proposed scoring system for this test is also quite labor-intensive.
When calculating the indicators of this subtest, the total number of categories of drawings and the number of depicted objects are taken into account: for example, images of six different faces belong to one category, images of several different letters also belong to one category. It is considered a mistake if the subject did not use a circle to construct his drawing; the originality and rarity of the image is taken into account. The originality of the approach is also taken into account, namely: an unusual design, successful use of a circle, an unusual composition, etc.
Subtest 7. Hidden form
Children love to take this subtest. Average number of answers according to Fig. 8(1) - 12, range of answers - from 5 to 25. A total of 190 different answers were given, that is, the largest number of answers was received for this subtest.
Frequent answers: “umbrella, fish, jug, bucket, bird, hat, man, sun, lamp, boat, cloud.”
Rare, original answers: “basketball basket, explosion, cactus, banana, anchor, mine, Uncle Styopa, cockroach, chestnut, swimming circle, old man Hottabych’s jug, sausage, fence.”
COMPARISON OF PRIMARY STATISTICAL CHARACTERISTICS OF SUB-TESTS
A comprehensive study using the proposed methodology was carried out on the basis high school- a gymnasium (experimental class), a secondary school with in-depth study of a foreign language (regular class) and a chess club at the city Palace of Youth Creativity in St. Petersburg. A total of 150 people aged 7 years were examined.
The following tasks were solved:
1. Develop a battery of techniques that allow you to assess various parameters of creative thinking:
Verbal - creative thinking;
- imaginative - creative thinking.
2. To study mutual correlations between indicators such as fluency and originality of thinking.
3. Study cross correlations:
Between the indicators of individual subtests;
- between indicators of individual areas: verbal and figurative creative thinking;
- between the indicators of individual subtests and areas and the integral indicator characterizing creative thinking.
4. Select in this battery of tests those that are the most informative and well differentiate differences in the level of creative thinking.
The results obtained were analyzed quantitatively and qualitatively. Their statistical processing was carried out: average values, standard deviations were calculated, and a correlation analysis of the data was carried out.
Primary indicators of creativity were calculated: mean, standard deviation and coefficient of variation. Spearman correlation coefficients were also calculated between the indicators of individual subtests and the indicators of individual subtests and integral characteristics.
Integral indicators of fluency, originality, flexibility were introduced, as well as an integral verbal indicator (1-4 subtests), an integral figurative indicator (5-7 subtests) and a general integral indicator.
CONCLUSIONS
A battery of creative thinking tests (consisting of seven subtests) has been developed. Using these subtests we studied:
Verbal creative thinking (4 subtests);
- imaginative creative thinking (3 subtests).
The connection between two factors (flexibility and originality) with integral indicators of creative thinking was studied.
When analyzing the indicators of fluency (total number of answers) and originality (number of unusual, original answers) of thinking, it was shown that the largest number of answers and the largest number of original answers were given by the subjects in subtests 4 and 7.
Subtests 2, 3, 4, 7 have the greatest discriminative ability: they best differentiate subjects.
In general, it can be noted that verbal subtests have greater discriminative power than figurative ones; and the originality score has greater discriminative power than the fluency score.
The correlation of subtests between themselves and integral indicators of creativity was studied.
Verbal subtests (1, 2, 3, 4) significantly correlate with each other and with all integral indicators and with figurative subtest 7.
Imagery subtests (5, 6, 7) do not correlate with each other; subtests 5, 6 do not correlate with verbal subtests, but significantly correlate with integral indicators.
Particular attention should be paid to subtest 6, which correlates only with integral figurative indicators.
THE RELATIONSHIP BETWEEN SCHOOL SUCCESS AND CREATIVITY
To examine the correlation between academic success and creativity, Spearman correlation coefficients were calculated between grade point average obtained at the end of 1st grade and creativity scores. All obtained coefficients are insignificant.
It was not possible to obtain any obvious functional relationship (graphically), which also indicates the absence of a functional relationship between creativity and academic success. There was a large scatter of data throughout the entire definition area, that is, the same indicator of creativity could correspond to both a low (3.0) and a high school score (4.8).
True, one can note the presence of a certain pattern. A child with great creative potential will most likely study well, that is, a sufficient condition is met. The reverse statement is false (the necessary condition is not met). It is not only creative children who have good academic performance: creative potential is not necessary to achieve academic success.
Our findings about the absence of a clear connection between academic success and creativity are consistent with numerous data from foreign authors.
CONCLUSION
The data obtained in our study can be used by psychologists and teachers to study the nature of creative thinking, as well as in psychodiagnostics when studying the creative abilities of individuals and in the selection of gifted and talented people.
Since the above tests are conducted in a playful manner (as fun activities), they can be used by teachers to develop children's creative thinking. I would like to warn teachers against making negative assessments based on test results. When conducting such classes, it is only permissible to encourage children
and when discussing the results, only the best answers are given.
Failing tests should not be discussed, and children should simply be told, “Well, that’s okay.” When discussing the best answers, the teacher tries to expand the children's mental horizons, develop in them the ability to look at things and phenomena from different sides, and see the unusual in the ordinary. This is how independence of thinking, fantasy, that is, a creative approach to life are formed.
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