Measures of fluency and originality were obtained from the Unusual Uses Test administered twice to the same group of 60 Ss: first, under “neutral” instructions, and second under instructions which stressed originality. Compared with scores obtained from the first administration, under “originality” instructions the number of responses (fluency) decreased, but the number and proportion of original responses increased. Improvement in originality was not related to either creativity or academic achievement.
Get full access to this article
View all access options for this article.
References
1.
ChristensenP. R.GuilfordJ. P.WilsonR. C.Relations of creative responses to working time and instructions. Journal of Experimental Psychology, 1957, 53, 82–88.
2.
DattaL.Test instructions and identification of creative scientific talent. Psychological Reports, 1963, 13, 495–500.
3.
GilchristM. B.The relation of some personality and ability variables to creativity and academic achievement. Unpublished Ph.D. thesis, Univer. of Melbourne, 1970.
4.
GuilfordJ. P.Creativity. American Psychologist, 1950, 14, 469–479.
5.
GuilfordJ. P.WilsonR. C.ChristensenP. R.LewisE. G.Factor-analytic study of creative thinking: I. Hypotheses and descriptions of tests, studies of aptitudes of high level personnel. Report of the Psychological Laboratory of the University of Southern California, 1951, No. 4.
6.
ManskeM. E.DavisG. A.Effects of simple instructional biases upon performance in the Unusual Uses Test. Journal of General Psychology, 1968, 79, 25–33.
7.
RidleyD. R.BirneyR. C.Effects of training procedures on creativity test scores. Journal of Educational Psychology, 1967, 59, 158–164.
8.
TaftR.Creativity: Hot and cold. Journal of Personality, 1971, 39, 345–361.
9.
WildC.Creativity and adaptive regression. Journal of Personality and Social Psychology, 1965, 2, 161–169.
