Identification of potentially creative persons from the Adjective Check List.
01 Aug 1970-Journal of Consulting and Clinical Psychology (J Consult Clin Psychol)-Vol. 35, Iss: 1, pp 48-51
About: This article is published in Journal of Consulting and Clinical Psychology.The article was published on 1970-08-01. It has received 145 citations till now. The article focuses on the topics: Adjective check list & Identification (psychology).
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TL;DR: In this paper, the authors make specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology, and make use of the fact that creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being.
Abstract: The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in this area. The root cause of these stereotypes is the lack of adequate precision in the definition of creativity. The body of the article is devoted to specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology.
1,283 citations
Cites background from "Identification of potentially creat..."
...…many of these characteristics were identified during studies of college students and successful professionals in a wide variety of fields (e.g., Barron, 1969; G. A. Davis & Subkoviak, 1978; Domino, 1970; MacKinnon, 1961), groups that are as far from the stereotypical image as one can hope to get....
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...Ironically, many of these characteristics were identified during studies of college students and successful professionals in a wide variety of fields (e.g., Barron, 1969; G. A. Davis & Subkoviak, 1978; Domino, 1970; MacKinnon, 1961), groups that are as far from the stereotypical image as one can hope to get....
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TL;DR: The Adjective Check List was administered to seven male and five female samples comprising 1,701 subjects as mentioned in this paper, with a wide range of ages and kinds of work; criteria of creativity were also varied, including ratings by expert judges, faculty members, personality assessment staff observers and life history interviewers.
Abstract: The Adjective Check List was administered to seven male and five female samples comprising 1,701 subjects. Direct or inferred ratings of creativity were available for all individuals. The samples covered a wide range of ages and kinds of work; criteria of creativity were also varied, including ratings by expert judges, faculty members, personality assessment staff observers, and life history interviewers. The creativity scales of Domino and Schaefer were scored on all protocols, as were Welsh's A-l, A-2, A-3, and A-4 scales for different combinations of "origence" and "intellectence." From item analyses a new 30-item Creative Personality Scale was developed. It is positively and significantly (p < .01) related to all six of the prior measures but surpasses them in its correlations with the criterion evaluations. Creativity is a valued commodity in every kind of human endeavor. Since the publication of Guilford's (1950) influential presidential address to the American Psychological Association, an enormous amount of effort has been invested in the study of creativity and its determinants. One line of investigation within the larger domain of inquiry has been the search for methods of assessment that can identify creative talent and potential within the individual. Many of these studies have addressed cognitive issues and problem solving. For example, Guilford and his colleagues (Guilford, Wilson, Christensen, & Lewis, 1951) developed a series of tests stressing ingenuity, the ability to overcome constraining sets, and fluency in ideation. Mednick (1962) proposed a method of assessment requiring the generation of remote associations for the solution of analogies. In regard to intellectual functioning, it should be noted that most studies have found intellectual ability as usually measured to be unrelated to criteria of originality. MacKinnon and Hall (1972) obtained Wechsler Adult Intelligence Scale (WA'IS; Wechsler, 1958)
848 citations
TL;DR: The authors consider the relation between personality and creativity in the context of Eysenckian 3-factor and 5-factor models of personality and with reference to DT tests and ratings of creativity.
Abstract: The authors examined the relations among intelligence, personality, and creativity. They consider the concept and definition of creativity in conjunction with the qualifications that researchers in the field have suggested. The present authors briefly refer to historiometric studies but focus on psychometric intelligence and its relations to tests of divergent thinking (DT) and ratings of creativity. The authors consider the relation between personality and creativity in the context of Eysenckian 3-factor and 5-factor models of personality and with reference to DT tests and ratings of creativity. The authors also present recommendations for the future study of creativity.
703 citations
Cites methods from "Identification of potentially creat..."
...Domino (1974) also used the CPI in addition to the Edwards Personal Preference Schedule, Adjective Checklist (ACL; Gough & Heilburn, 1965, 1983) scored for creativity (Domino, 1970), Barron-Welsh Art Scale (Welsh & Barron, 1963), and the RAT (Mednick & Mednick, 1967) to assess the creativity of cinematographers versus matched controls....
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TL;DR: It is concluded that an inventory of self-reported creative activities and accomplishments is the most defensible technique for selecting creative individuals.
Abstract: Presently available criteria of creativity are reviewed and classified into ten categories: tests of divergent thinking, attitude and interest inventories, personality inventories, biographical inventories, teacher nominations, peer nominations, supervisor ratings, judgments of products, eminence and self-reported creative activities and achievements. These techniques for measuring creativity are then criticized in terms of their reliability, discriminant validity, dimensionality and convergent validity. It is concluded that an inventory of self-reported creative activities and accomplishments is the most defensible technique for selecting creative individuals.
367 citations
13 Jul 2004
TL;DR: Dai et al. as discussed by the authors presented an integrated understanding of Intellectual Functioning and Development in Motivational and Affective Contexts, including the role of affect in cognitive processing in academic contexts.
Abstract: Contents: Preface Part I: Introduction DY Dai, RJ Sternberg, Beyond Cognitivism: Toward an Integrated Understanding of Intellectual Functioning and Development Part II: Cognition in Motivational and Affective Contexts CS Dweck, JA Mangels, C Good, Motivational Effects on Attention, Cognition, and Performance EA Linnenbrink, PR Pintrich, Role of Affect in Cognitive Processing in Academic Contexts S Hidi, KA Renninger, A Krapp, Interest, a Motivational Variable That Combines Affective and Cognitive Functioning Part III: Intelligence and Personality: From Psychometrics and Personal Dynamics PL Ackerman, R Kanfer, Cognitive, Affective, and Conative Aspects of Adult Intellect Within a Typical and Maximal Performance Framework G Matthews, M Zeidner, Traits, States, and the Trilogy of Mind: An Adaptive Perspective on Intellectual Functioning MA Brackett, PN Lopes, Z Ivcevic, JD Mayer, P Salovey, Integrating Emotion and Cognition: The Role of Emotional Intelligence Part IV: Development of Intellectual Competencies J Pascual-Leone, J Johnson, Affect, Self-Motivation, and Cognitive Development: A Dialectical Constructivist View G Labouvie-Vief, MM Gonzalez, Dynamic Integration: Affect Optimization and Differentiation in Development PA Alexander, A Model of Domain Learning: Reinterpreting Expertise as a Multidimensional, Multistage Process N Charness, M Tuffiash, T Jastrzembski, Motivation, Emotion, and Expert Skill Acquisition Part V: Intellectual Functioning and Development in Social and Cultural Contexts BJ Zimmerman, DH Schunk, Self-Regulating Intellectual Processes and Outcomes: A Social Cognitive Perspective D Perkins, R Ritchhart, When Is Good Thinking? J Li, KW Fischer, Thought and Affect in American and Chinese Learners' Beliefs About Learning DY Dai, Epilogue: Putting It All Together: Some Concluding Thoughts
339 citations
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