Creativity research requires assessing the quality of ideas and products. In practice,
conducting creativity research often involves asking several human raters to judge …

Nearly 40 years ago, Torrance (1970) lamented that “Children are so accustomed to the one
correct or best answer that they may be reluctant to think of other possibilities or to build up a …

Now in its seventh edition, Creativity in the Classroom helps teachers link creativity research
and theory to the everyday activities of classroom teaching. Ideal reading for any course …

Creativity research commonly involves recruiting human raters to judge the originality of
responses to divergent thinking tasks, such as the alternate uses task (AUT). These manual …

The Cattell–Horn–Carroll theory of cognitive abilities (CHC theory) is a comprehensive
taxonomy of abilities embedded in multiple overlap** theories of cognition. Like all good …

There is probably as much research on divergent thinking (DT) as any other single topic in
creative studies. That research has been produced over more than six decades, although of …

The “be creative effect”—instructing people to “be creative” before a divergent thinking task
makes the responses more creative—is one of the oldest findings in creativity science. The …

Tests of divergent thinking represent the most commonly used assessment of creative
potential. Typically they are scored for total ideational output (fluency), ideational originality …

Divergent thinking tasks, which require participants to generate multiple original ideas, are
perhaps the most widely used measures in the creativity literature. Participant performance …

Creativity is the ability to see the world in new ways. Creative individuals exhibit the ability to
switch between different modes of thinking and shift their mental focus. This suggests a …