Although it is important to include creative potential in the criteria for gifted programs, a review of the literature reveals creativity testing for this purpose to be a controversial topic. As creativity is a complex, multifaceted construct difficult to measure and operationalize, instruments purporting to measure creative abilities may lead to in-accurate assessments. The purpose of this article is to present and clarify some of the many conflicting perspectives of creativity testing in order for educators involved in gifted programs to make informed decisions about their use. Suggestions for measurement selection and alternative methods of assessing creative potential are offered.
AlencarE.FleithD.MartinezA. (2003). Obstacles to personal creativity between Brazilian and Mexican university students: A comparative study. Journal of Creative Behavior, 37, 179-192.
2.
AmabileT. (1987). The motivation to be creative. In IsaksenS. (Ed.), Frontiers of creativity research (pp. 223-254). Buffalo, NY: Bearly Limited.
3.
AmabileT. (1995). Attributions of creativity: What are the consequences?Creativity Research Journal, 8, 423-426.
AmabileT. (2001). Beyond talent: John Irving and the passionate craft of creativity. American Psychologist, 56, 333-336.
6.
AnsburgP.DominowskiR. (2000). Promoting insightful problem solving. Journal of Creative Behavior, 34, 31-60.
7.
BaerJ. (1993). Creativity and divergent thinking: A task-specific approach. Hillsdale, NJ: Lawrence Erlbaum.
8.
BaerJ. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11, 173-177.
9.
BaerJ. (2003). Evaluative thinking, creativity, and task specificity. In RuncoM. (Ed.), Critical creative processes (pp. 129-152). Creskill, NJ: Hampton Press.
10.
BallO. E.TorranceE. P. (1984). Torrance tests of creative thinking: Streamlined scoring workbook: Figural and B. Bensenville, IL: Scholastic Testing Service.
11.
BesemerS.O’QuinK. (1987). Creative analysis: Testing a model by developing a judging instrument. In IsaksenS. (Ed.), Frontiers of creativity research (pp. 367-389). Buffalo, NY: Bearly.
12.
BindemanS. (1998). Echoes of silence: A phenomenological study of the creative process. Creativity Research Journal, 11, 69-77.
13.
BoltonD. (1998). Review of the Khatena-Torrance Creative Perception Inventory. In ImparaJ.PlakeB. (Eds.), The thirteenth mental measurement yearbook (pp. 575-577). Lincoln: University of Nebraska Press.
14.
BrandauH.DaghoferF.HollererL.KaschnitzW.KellnerK.KirchmairG.SchlagbauerA. (2007). The relationship between creativity, teacher ratings on behaviour, age, and gender in pupils from seven to ten years. Journal of Creative Behaviour, 41, 91-113.
15.
BrownR. (1989). Creativity: What are we to measure? In GloverJ.RonningR.ReynoldsC. (Eds.), Handbook of creativity (pp. 1-32). New York, NY: Plenum Press.
16.
BullK.MontgomeryD.BalocheL. (1995). Teaching creativity at the college level: A synthesis of curricular components perceived as important by instructors. Creativity Research Journal, 8, 83-89.
17.
CallahanC. (2005). Review of the Khatena-Torrance Creative Perception Inventory. In SpiesR.PlakeB. (Eds.), The sixteenth mental measurement yearbook (pp. 540-542). Lincoln: University of Nebraska Press.
18.
CassandroV.SimontonK. (2010). Versatility, openness to experience, and topical diversity in creative products: An exploratory historiometric analysis of scientists, philosophers, and writers. Journal of Creative Behavior, 44, 1-18.
19.
CaweltiS.RappaportA.WoodB. (1992). Modeling artistic creativity: An empirical study. Journal of Creative Behavior, 26, 83-93.
20.
Center for Creative Learning. (2010). Assessing Creativity Index. Available from www.creativelearning.com
21.
ChaseC. (1985). Review of the Torrance test of creative thinking. In MitchellJ. (Ed.), The ninth mental measurement yearbook (Vol. 2, pp. 1631-1632). Lincoln: University of Nebraska Press.
22.
ChenC.HimselA.KasofJ.GreenbergerE.DmitrievaJ. (2006). Boundless creativity: Evidence for the domain generality of individual differences in creativity. Journal of Creative Behavior, 40, 179-199.
23.
ChenC.KasofJ.HimselA.DmitrievaJ.DongQ.XueG. (2005). Effects of explicit instruction to “be creative” across domains and cultures. Journal of Creative Behavior, 39, 889-1009.
24.
ClaphamM. (1998). Structure of figural forms A and B of the Torrance test of creative thinking. Educational and Psychological Measurement, 58, 275-283.
25.
ClarizioH.MehrensW. (1985). Psychometric limitations of Guilford’s structure-of-intellect model for identification and programming of the gifted. Gifted Child Quarterly, 29, 113-120.
26.
CloningerR. (2004). Feeling good: The science of well being. Oxford, NY: Oxford University Press.
27.
CoffmanW. (1985). Review of structure of intellect learning abilities test. In MitchellJ. (Ed.), The ninth mental measurement yearbook (Vol. 2, pp. 1486-1488). Lincoln: University of Nebraska Press.
28.
CollinsM.AmabileT. (1999). Motivation and creativity. In SternbergR. (Ed.), Handbook of creativity (pp. 297-312). Cambridge, MA: Cambridge University Press.
29.
CooperE. (1991). A critique of six measures for assessing creativity. Journal of Creative Behavior, 25, 194-204.
30.
CramondB.Mathews-MorganJ.BandalosD.ZuoL. (2005). A report on the 40-year follow-up of the Torrance tests of creative thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49, 283-291.
31.
CrockenbergS. (1972). Creativity tests: A boon or boondoggle for education?Review of Educational Research, 42, 27-45.
32.
CropleyA. (1968). A note on the Wallach-Kogan tests of creativity. British Journal of Educational Psychology, 38, 197-201.
33.
CropleyA. (1972). A five-year longitudinal study of the validity of creativity tests. Developmental Psychology, 6, 119-124.
34.
CropleyA. (1992). More ways than one: Fostering creativity. Norwood, NJ: Ablex.
35.
CropleyA. (1997). Fostering creativity in the classroom. In RuncoM. (Ed.), The creativity research handbook (pp. 83-114). Cresskill, NJ: Hampton Press.
36.
CropleyA. (2000). Defining and measuring creativity: Are creativity tests worth using?Roeper Review, 23, 72-79.
37.
CropleyA.ClapsonL. (1971). Long term test-retest reliability of creativity tests. British Journal of Educational Psychology, 41, 206-208.
38.
CropleyA.MaslanyG. (1969). Reliability and factorial validity of the Wallach-Kogan creativity tests. British Journal of Psychology, 60, 395-398.
39.
CsikszentmihalyiM. (1988). Society, culture and person: A systems view of creativity. In SternbergR. (Ed.), The nature of creativity (pp. 325-339). New York, NY: Cambridge University Press.
40.
CsikszentmihalyiM. (1990). The domain of creativity. In RuncoM.AlbertR. (Eds.), Theories of creativity (pp. 190-212). Newbury Park, CA: SAGE.
41.
CsikszentmihalyiM. (1999). Implications for a systems perspective for the study of creativity. In SternbergR. (Ed.), Handbook of creativity (pp. 313-335). New York, NY: Cambridge University Press.
42.
CsikszentmihalyiM.RichG. (1997). Musical improvisation: A systems approach. In SawyerK. (Ed.), Creativity in performance (pp. 43-66). Greenwhich, CT: Ablex.
DamarinF. (1985). Review of creativity assessment packet. In MitchellJ. (Ed.), The ninth mental measurements yearbook (Vol. 1, pp. 409-411). Lincoln: University of Nebraska Press.
45.
DeciE.RyanR. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
46.
DeweyA.SteinbergH.CoulsonM. (1998). Conditions in which British artists achieve their best work. Creativity Research Journal, 11, 275-282.
47.
DominowskiR.DallobP. (1996). Insight and problem solving. In SternbergR.DavidsonJ. (Eds.), The nature of insight (pp. 33-62). Cambridge, MA: MIT Press.
48.
DowG.MayerR. (2004). Teaching students to solve insight problems: Evidence for domain specificity in creativity training. Creativity Research Journal, 16, 389-402.
49.
DunkerK. (1945). On problem solving. Psychological Monographs, 68(5, Whole No. 270).
50.
DwinellP. (1985). Review of creativity checklist. In MitchellJ. (Ed.), The ninth mental measurement yearbook (Vol. 1, pp. 412-413). Lincoln: University of Nebraska Press.
EysenckH. J. (1997). Creativity and personality. In RuncoM. (Ed.), The creativity research handbook (pp. 41-66). Cresskill, NJ: Hampton Press.
53.
FascoD. (2001). Education and creativity. Creativity Research Journal, 13, 317-327.
54.
FeistG. (1999). The influence of personality on artistic and scientific creativity. In SternbergR. (Ed.), Handbook of creativity (pp. 273-296). Cambridge, MA: Cambridge University Press.
55.
FeistG. (2004). The evolved fluid specificity of human creative talent. In SternbergR.GrigorenkoE.SingerJ. (Eds.), Creativity from potential to realization (pp. 57-82). Washington, DC: American Psychological Association.
56.
FeldmanD. (1999). The development of creativity. In SternbergR. (Ed.), Handbook of creativity (pp. 169-188). Cambridge, MA: Cambridge University Press.
57.
FrommE. (1959). The creative attitude. In AndersonH. (Ed.), Creativity and its cultivation (pp. 44-54). New York, NY: Harper & Row.
58.
GrossmanS.WisemanE. (1993). Seven operating principles for enhanced creative problem solving training. Journal of Creative Behavior, 27, 1-17.
59.
GruberH.WallaceD. (1999). The case study method and evolving systems approach for understanding unique people at work. In SternbergR. (Ed.), Handbook of creativity (pp. 93-115). Cambridge, NY: Cambridge University Press.
60.
GuilfordJ. (1950). Creativity. American Psychologist, 5, 444-454.
61.
GuilfordJ. (1959). Traits of creativity. In AndersonH. (Ed.), Creativity and its cultivation (pp. 142-161). New York, NY: Harper & Row.
62.
GuilfordJ. (1967). The nature of human intelligence. New York, NY: McGraw-Hill.
63.
GuilfordJ. (1971). Some misconceptions regarding measurement of creative talents. Journal of Creative Behavior, 5, 77-87.
64.
HaenslyP.TorranceP. (1990). Assessment of creativity in children and adults. In ReynoldsC.KamphausR. (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (pp. 697-722). New York, NY: Guilford.
65.
HanK. (2003). Domain specificity of creativity in young children: How quantitative and qualitative data support it. Journal of Creative Behavior, 37, 117-142.
66.
HarringtonD. (1990). The ecology of human creativity: A psychological perspective. In RuncoM.AlbertR. (Eds.), Theories of creativity (pp. 143-169). Newbury Park, CA: SAGE.
67.
HattieJ. (1980). Should creativity tests be administered under test-like conditions? An empirical study of three alternative conditions. Journal of Educational Psychology, 72, 87-98.
68.
HayesJ. (1989). Cognitive processes in creativity. In GloverJ.RonningR.ReynoldsC. (Eds.), Handbook of creativity (pp. 135-145). New York, NY: Plenum Press.
69.
HeauslerN.ThompsonB. (1988). Structure of the Torrance tests of creative thinking. Educational and Psychological Measurement, 48, 463-468.
70.
HerrmannN. (1991). The creative brain. Journal of Creative Behavior, 25, 275-295.
71.
HocevarD. (1978). Ideational fluency as a confounding factor in the measurement of originality. Journal of Educational Psychology, 71, 191-196.
72.
HocevarD.BachelorP. (1989). A taxonomy and critique of measurements used in the study of creativity. In GloverJ.RonningR.ReynoldsC. (Eds.), Handbook of creativity (pp. 53-75). New York, NY: Plenum Press.
73.
HoutzJ. (1994). Creative problem solving in the classroom: Contributions of four psychological approaches. In RuncoM. (Ed.), Problem finding, problem solving, and creativity (pp. 153-173). Norwood, NJ: Ablex.
74.
HuW.AdeyP. (2002). A scientific creativity test for secondary school children. International Journal of Science Education, 24, 389-403.
75.
HunsakerS.CallahanC. (1995). Creativity and giftedness: Published instrument uses and abuses. Gifted Child Quarterly, 39, 110-114.
76.
JarosewichT.PfeifferS.MorrisJ. (2002). Identifying gifted students using teacher rating scales: A review of existing instruments. Journal of Psychoeducational Assessment, 20, 322-336.
77.
JasonD.JonesG. (2002). Black bottom stomp. New York, NY: Routledge.
78.
JohnsonD. (1979). The creativity checklist. Wood Dale, IL: Stoelting.
79.
KashdanT.FinchamF. (2002). Facilitating creativity by regulating curiosity. American Psychologist, 57, 373-374.
80.
KasofJ. (1995). Explaining creativity: The attributional perspective. Creativity Research Journal, 8, 311-366.
81.
KaufmanJ.BaerJ. (2004). Hawking’s haiku, Madonna’s math: Why it is hard to be creative in every room of the house. In SternbergR.GrigorenkoE.SingerJ. (Eds.), Creativity from potential to realization (pp. 3-19.) Washington, DC: American Psychological Association.
82.
KaufmanJ.ColeJ.BaerJ. (2009). The construct of creativity: Structural model for self-reported creativity ratings. Journal of Creative Behavior, 43, 119-134.
KimK. H. (2006). Can we trust creativity tests? A review of the Torrance tests of creative thinking (TTCT). Creativity Research Journal, 18, 3-14.
85.
KimK. H.CramondB.BandalosD. (2006). The latent structure and measurement invariance of scores on the Torrance tests of creative thinking-figural. Educational and Psychological Measurement, 66, 459-477.
86.
KnoblichG.OhlssonS.HaiderH.RheniusD. (1999). Constraint relaxation and chunk decomposition in insight problem solving. Journal of Experimental Problem Solving, 25, 1534-1555.
87.
KoganN.PankoveE. (1972). Creative ability over a five-year span. Child Development, 43, 427-442.
88.
KoganN.PankoveE. (1974). Long-term predictive validity of divergent-thinking tests: Some negative evidence. Journal of Educational Psychology, 66, 802-809.
89.
KokotS.ColmanJ. (1997). The creative mode of being. Journal of Creative Behavior, 31, 212-226.
90.
KumarV.HolmanE.RudegeairP. (1991). Creativity styles of freshman students. Journal of Creative Behavior, 25, 320-323.
91.
LemonsG. (2001, October). A qualitative study of the cognitive processes used in creative problem solving. Paper presented at the Northern Rocky Mountain Educational Research Association Conference, Jackson, WY.
92.
LetonD. (1985). Review of structure of intellect learning abilities test. In MitchellJ. (Ed.), The ninth mental measurement yearbook (Vol. 2, pp. 1488-1489). Lincoln: University of Nebraska Press.
93.
LissitzR.WillhoftJ. (1985). A methodological study of the Torrance tests of creativity. Journal of Educational Measurement, 22, 1-11.
94.
MadduxJ.Gosselin (2003). Self-efficacy. In LearyM.TangneyJ. (Eds.), Handbook of self and identity (pp. 218-238). New York, NY: Guilford.
95.
MannE. (2006). Creativity: The essence for mathematics. Journal for the Education of the Gifted, 30, 236-260.
96.
MartindaleC. (1989). Personality, situation, and creativity. In GloverJ.RonningR.ReynoldsC. (Eds.), Handbook of creativity (pp. 211-232). New York, NY: Plenum Press.
97.
MaslowA. (1959). Creativity in self-actualizing people. In AndersonH. (Ed.), Creativity and its cultivation (pp. 69-82). New York, NY: Harper & Row.
98.
MaslowA. (1976). Creativity in self-actualizing people. In RothenbergA.HausmanC. (Eds.), The creativity question (pp. 86-92). Durham, NC: Duke University Press.
99.
MattimoreB. (1994). 99% inspiration. New York, NY: Amacom.
100.
McKinneyJ.FormanS. (2006). Factor structure of the Wallach-Kogan tests of creativity and measures of intelligence and achievement. Psychology in the Schools, 14, 41-44.
101.
MednickS. (1962). The associative basis of the creative process. Psychological Review, 69, 220-232.
102.
MeekerM.MeekerR. (1985). Structure of intellect learning abilities test. Los Angeles, CA: Western Psychological Services.
103.
MercoglianoC. (2003). Teaching the restless. Boston, MA: Beacon Press.
104.
MichaelW.WrightC. (1989). Psychometric issues in the assessment of creativity. In GloverJ.RonningR.ReynoldsC. (Eds.), Handbook of creativity (pp. 33-52). New York, NY: Plenum Press.
105.
MillarG. W. (2002). The Torrance kids at midlife. Westport, CT: Ablex.
106.
MontuoriA.PurserR. (1995). Deconstructing the lone genius myth: Toward a contextual view of creativity. Journal of Humanistic Psychology, 34, 69-112.
107.
MumfordM.BaughmanW.SagerC. (2003). Picking the right material: Cognitive processing skills and their role in creative thought. In RuncoM. (Ed.), Critical creative processes (pp. 19-68). Cresskill, NJ: Hampton.
108.
NickersonR. (1999). Enhancing creativity. In SternbergR. (Ed.), Handbook of creativity (pp. 394-430). Cambridge, MA: Cambridge University Press.
109.
NiuW.SternbergR. (2003). Societal and school influences on student creativity: The case of China. Psychology in the Schools, 40, 103-114.
110.
PagelJ.KwiatkowskiC. (2003). Creativity and dreaming: Correlation of reported dream incorporation into waking behavior with level and type of creative interest. Creativity Research Journal, 15, 199-205.
111.
ParnesS. (1961). Effects of extended effort in creative problem solving. Journal of Educational Psychology, 52, 117-122.
112.
ParnesS. (1967). Creative behavior guidebook. New York, NY: Charles Scribner’s Sons.
113.
PiirtoJ. (2004). Understanding creativity. Scottsdale, AZ: Great Potential Press.
114.
PluckerJ. A. (2000). Is the proof in the pudding? Reanalysis of Torrance’s (1958 to present) longitudinal data. Creativity Research Journal, 12, 103-114.
115.
PluckerJ. A. (2005). The (relatively) generalist view of creativity. In KaufmanJ.BaerJ. (Eds.), Creativity across domains (pp. 307-312). Mahway, NJ: Lawrence Erlbaum.
116.
PolicastroE.GardnerH. (1999). From case studies to robust generalizations: An approach to the study of creativity. In SternbergR. (Ed.), Handbook of creativity (pp. 213-225). New York, NY: Cambridge University Press.
117.
ReadH.FordhamM.AdlerG.McGuireW. (Eds.). (1971). The collected works of C.G. Jung (Vol. 6). Princeton, NJ: Princeton University Press.
118.
ReisS.RenzulliJ. (1991). The assessment of creative products in programs for gifted and talented students. Gifted Child Quarterly, 35, 128-134.
119.
RenzulliJ.SmithL.WhiteA.CallahanC.HartmanR. (1976). Scales for Rating the Behavioural Characteristics of Superior Students. Wethersfield, CT: Creative Learning Press.
120.
RogersC. (1959). Toward a theory of creativity. In AndersonH. (Ed.), Creativity and its cultivation (pp. 69-82). New York, NY: Harper & Row.
121.
RosenC. (1985). Review of creativity assessment pack. In MitchellJ. (Ed.), The ninth mental measurement yearbook (Vol. 1, pp. 411-412). Lincoln: University of Nebraska Press.
122.
RostanS. (1998). The study of the development of young artists: The emergence of an artistic and creative identity. Journal of Creative Behavior, 32, 278-301.
123.
RostanS. (2005). Educational intervention and the development of young art students’ talent and creativity. Journal of Creative Behavior, 39, 237-261.
124.
RostanS.PariserD.GruberH. (2002). A cross-cultural study of the development of artistic talent, creativity, and giftedness. High Ability Studies, 13, 125-155.
125.
RuncoM. (1993). Operant theories of insight, originality, and creativity. American Behavioral Scientist, 37, 54-67.
126.
RuncoM. (1996). Personal creativity: Definition and developmental issues. New Directions for Child Development, 72, 3-30.
127.
RuncoM. (2002). Creativity, cognition and their educational implications. In HoutzJ. (Ed.), The educational psychology of creativity (pp. 25-58). Cresskill, NJ: Hampton Press.
128.
RuncoM.IlliesJ.EisenmanR. (2005). Creativity, originality, and appropriateness: What do explicit instructions tell us about the relationships?Journal of Creative Behavior, 39, 137-148.
129.
RuncoM.NemiroJ. (2003). Creativity in the moral domain: Integration and implications. Creativity Research Journal, 15, 91-105.
130.
RuncoM.NemiroJ.WalbergH. (1998). Personal explicit theories of creativity. Journal of Creative Behavior, 32, 1-17.
SchrawG. (2005). Review of the Khatena-Torrance Creative Perception Inventory. In SpiesR.PlakeB. (Eds.), The sixteenth mental measurements yearbook (pp. 542-543). Lincoln: University of Nebraska Press.
133.
SeitzJ. (2003). The political economy of creativity. Creativity Research Journal, 15, 385-392.
134.
SimontonK. (1997). Historiometric studies of creative genius. In RuncoM. (Ed.), The creativity research handbook (pp. 3-28). Cresskill, NJ: Hampton Press.
135.
SimontonK. (2000). Creative development as acquired expertise: Theoretical issues and an empirical test. Developmental Review, 20, 283-318.
136.
StarkoA. (1995). Creativity in the classroom. White Plains, NY: Longman.
137.
SternbergR. (1985). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49, 607-627.
SternbergR. (2006a). The nature of creativity. Creativity Research Journal, 18, 87-98.
140.
SternbergR. (2006b). Introduction. In KaufmanJ.SternbergR. (Eds.), The international handbook of creativity (pp. 1-9). New York, NY: Cambridge University Press.
141.
SternbergR.GrigorenkoE. (2000). Guilford’s structure of intellect model and model of creativity: Contributions and limitations. Creativity Research Journal, 13, 309-316.
142.
SternbergR.LubartT. (1995). Defying the crowd. Cultivating creativity in a culture of conformity. New York, NY: Free Press.
143.
SternbergR.LubartT. (1996). Investing in creativity. American Psychologist, 51, 677-688.
144.
SternbergR.LubartT. (2003). The role of intelligence in creativity. In RuncoM. (Ed.), Critical creative processes (pp. 153-188). Creskill, NJ: Hampton Press.
145.
SternbergR.O’HaraL. (1999). Creativity and intelligence. In SternbergR. (Ed.), Handbook of creativity (pp. 251-272). New York, NY: Cambridge University Press.
146.
TardifT.SternbergR. (1988). What do we know about creativity? In SternbergR. (Ed.), The nature of creativity (pp. 429-440). New York, NY: Cambridge University Press.
147.
TaylorC. (1988). Various approaches to and definitions of creativity. In SternbergR. (Ed.), The nature of creativity (pp. 99-121). New York, NY: Cambridge University Press.
148.
TorranceE. P. (1966). Torrance tests of creative thinking: Norms-technical manual. Princeton, NY: Personnel Press.
149.
TorranceE. P. (1969). Curiosity of gifted children and performances on timed and untimed tests of creativity. Gifted Child Quarterly, 13, 155-158.
150.
TorranceE. P. (1973). Non-test indicators of creative talent among disadvantaged children. Gifted Child Quarterly, 17, 3-9.
151.
TorranceE. P. (1995). Why fly? A philosophy of creativity. Norwood, NJ: Ablex.
152.
TorranceE. P. (2002). The manifesto: A guide to developing a creative career. Westport, CT: Ablex.
153.
TreffingerD. (2002). Assessment and measurement in creativity and creative problem solving. In HoutzJ. (Ed.), The educational psychology of creativity (pp. 59-93). Cresskill, NJ: Hampton Press.
154.
TreffingerD.RenzulliJ.FeldhusenJ. (1971). Problems in the assessment of creative thinking. Journal of Creative Behavior, 5, 104-112.
155.
TreffingerD.YoungG.SelbyE.ShepardsonC. (2002). Assessing creativity: A guide for educators (RM 02170). Starrs, CT: The University of Connecticut.
WallachM. (1976). Tests tell us little about talent. American Scientist, 64, 57-63.
158.
WallachM.KoganN. (1965). Modes of thinking in young children. New York, NY: Holt, Rinehart & Winston.
159.
WeinerR. (2000). Creativity and beyond: Cultures, values, and change. Albany: State University of New York Press.
160.
WeisbergR. (1986). Creativity, genius, and other myths. New York, NY: W. H. Freeman.
161.
White HawthorneL. (1985). Review of creativity checklist. In MitchellJ. (Ed.), The ninth mental measurement yearbook (Vol. 1, pp. 413-414). Lincoln: University of Nebraska Press.
WodtkeK. (1964). Some data on the reliability and validity of creativity tests at the elementary school level. Educational and Psychological Measurement, 24, 399-409.
164.
YauC. (1991). An essential interrelationship: Healthy self-esteem and productive creativity. Journal of Creative Behavior, 25, 154-161.
165.
YueX. (2003). Meritorious evaluation bias: How Chinese undergraduates perceive and evaluate Chinese and foreign creators. Journal of Creative Behavior, 37, 151-177.
