To explore the construct validity of one of the originality scores of the Torrance Tests of Creative Thinking, the investigators examined the responses of undergraduates to different instructions for the "Unusual Uses of a Cardboard Box" activity. One group obtained standard instructions, whereas another received vague instructions. After effects of fluency were partialled out, originality scores were substantially higher for the vague instructions group. This finding raises important questions about whether the typical measurement of originality depends on what stimulus materials are used, as well as on how responses should be scored.
Get full access to this article
View all access options for this article.
References
1.
Adams, J. L. (1974). Conceptual blockbusting: A guide to better ideas. San Francisco: W. H. Freeman.
2.
Buros, O. K. (Ed.) (1972). The seventh mental measurements yearbook. Highland Park: Gryphon Press.
3.
Holland, J. (1968). Review of the Torrance tests of creative thinking. Journal of Counseling Psychology, 15, 297-298.
4.
Guilford, J. P. (1959). Three faces of intellect. American Psychologist, 14, 469-479.
5.
Lissitz, R. W. and Willhoft, J. L. (1985). A methodological study of the Torrance Tests of Creativity. Journal of Educational Measurement, 22, 1-11.
6.
Noller, R. B. , Parnes, S. M., and Biondi, A. M. (Eds.) (1976). Creative action book. New York: Scribner.
7.
Torrance, E. P. (1974). Norms-technical manual: Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service.
