This article reports on a meta-analysis of 120 studies (total N = 52,578; 782 effects) examining the relationship between creativity and academic achievement in research conducted since the 1960s. Average correlation between creativity and academic achievement was r = .22, 95% CI [.19, .24]. An analysis of moderators revealed that this relationship was constant across time but stronger when creativity was measured using creativity tests compared to self-report measures and when academic achievement was measured using standardized tests rather than grade point average. Moreover, verbal tests of creativity yielded significantly stronger relationships with academic achievement than figural tests. Theoretical and practical consequences are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Creativity and academic achievement: A meta-analysis.

Creative mindsets: Measurement, correlates, consequences.

Is creativity without intelligence possible? A Necessary Condition Analysis

E. Cassirer (1928) tells of a patient with complex disturbances of higher intellectual functions whom he observed in a Frankfurt neurological institute. This patient could previously repeat a phrase he heard with no difficulty, but could now relate only real situations that matched his own concrete, sensory experience. One time during a visit in clear and bright weather, he was asked to repeat the sentence, “The weather today is bad and rainy.” He could not do this. The first words were pronounced easily and confidently, then the patient became confused, stopped and could not finish the sentence as it was said to him. He always made a transition to another form that agreed with reality.

Imagination and Creativity in the Adolescent

Over the decades, creativity and imagination research developed in parallel, but they surprisingly rarely intersected. This paper introduces a new theoretical model of creative imagination, which bridges creativity and imagination research, as well as presents a new psychometric instrument, called the Test of Creative Imagery Abilities (TCIA), developed to measure creative imagery abilities understood in accordance with this model. Creative imagination is understood as constituted by three interrelated components: vividness (the ability to create images characterized by a high level of complexity and detail), originality (the ability to produce unique imagery), and transformativeness (the ability to control imagery). TCIA enables valid and reliable measurement of these three groups of abilities, yielding the general score of imagery abilities and at the same time making profile analysis possible. We present the results of eight studies on a total sample of more than 1,700 participants, showing the factor structure of TCIA using confirmatory factor analysis, as well as provide data confirming this instrument’s validity and reliability. The availability of TCIA for interested researchers may result in new insights and possibilities of integrating the fields of creativity and imagination science.

/pdf/measuring-creative-imagery-abilities-13qldckvde.pdf

Measuring creative imagery abilities.

https://isiarticles.com/bundles/Article/pre/pdf/32144.pdf

Developing children's intercultural competence and creativity

Developing 4- to 6-year-old children's figural creativity using a doodle-book program

This paper presents a new theoretical model of creative imagination and its applications in early education The model sees creative imagination as composed of three inter-related components: vividness of images, their originality, and the level of transformation of imageries We explore the theoretical and practical consequences of this new model At the theoretical level, we argue that it is important to analyse creative visual imagination as both a process (understood as a cognitive mechanism) and typologically (revealing different types of creative imagination) On a practical level, we present preliminary applications and discuss several creativity training programmes for developing children's creative imagination understood as the effective and coordinated cooperation between vividness, originality, and transformative ability of images

Dorota Dziedziewicz

Papers

Developing children's intercultural competence and creativity

Developing 4- to 6-year-old children's figural creativity using a doodle-book program

Development of Children's Creative Visual Imagination: A Theoretical Model and Enhancement Programmes.

Myślenie twórcze dzieci z zaburzeniami ze spektrum autyzmu