Mental Abilities Between Intelligence and Creativity PDF

    THERE ARE MAINLY THREE APPROACHES OR ==================================== - **The psychometric approach is useful in that it allows for the objective and** THERE ARE MAINLY THR...

    THERE ARE MAINLY THREE APPROACHES OR ==================================== - **The psychometric approach is useful in that it allows for the objective and** THERE ARE MAINLY THREE ============================================ ### THERE ARE MAINLY THREE APPROACHES OR THEORIES OF INTELLIGENCE ============================================== - #### 1. GENERAL INTELLIGENCE THEORY - IN HIS BOOK, 'THE ABILITIES OF MAN' (1927), SPEARMAN ELABORATED THAT ALL INTELLECTUAL ACTIVITIES SHARE A SINGLE COMMON FACTOR THAT RUNS THROUGH ALL THE ACTIVITIES A PERSON PERFORMS DURING HIS LIFE. SPEARMAN CALLED THIS GENERAL FACTOR AS 'MENTAL ENERGY' WHICH IS DETERMINED INNATELY. A PERSON CANNOT BE TRAINED TO HAVE A HIGHER 'G'FACTOR. IT IS A PART OF WHO THEY ARE. PEOPLE POSSESS GENERAL INTELLIGENCE OR 'G' IN VARYING ### GENERAL INTELLIGENCE THEORY - **SPEARMAN'S THEORY STATES THAT THE OBJECTIVE OF PSYCHOLOGICAL TESTS SHOULD BE TO MEASURE INDIVIDUAL'S 'G' AS IT RUNS THROUGH ALL THE ABILITIES AND PREDICTS INDIVIDUAL'S PERFORMANCE. INDIVIDUALS DIFFER ON THE BASIS OF 'G' THEY POSSESS.**  - SPEARMAN HAS OFTEN BEEN **CRITICISED** FOR HIS FACTOR ANALYTIC APPROACH TO INTELLIGENCE WHICH WAS PURELY PSYCHOMETRIC AND IGNORED THE COGNITIVE BASIS OF INTELLIGENCE. LOUIS THURSTONE (1935) OBJECTED TO SPEARMAN'S EMPHASIS ON GENERAL INTELLIGENCE. HE SUGGESTED THAT INTELLIGENCE CAN BE DIVIDED INTO A NUMBER OF PRIMARY ABILITIES BY USING FACTOR ANALYSIS. - HOWEVER, THE CONTRIBUTION OF SPEARMAN TO THE FIELD OF PSYCHOLOGY PRIMARY MENTAL ABILITIES THEORY ===================================================== - LOUIS LEON THURSTONE (29 MAY 1887 -- 30 SEPTEMBER 1955) SUGGESTED THAT INTELLIGENCE IS A COMPOSITE OF SEVEN DISTINCT PRIMARY MENTAL ABILITIES (PMA). HIS APPROACH WAS DIFFERENT FROM SPEARMAN'S THEORY OF GENERAL INTELLIGENCE. RATHER THAN FOCUSING ON A SINGLE FACTOR OF GENERAL INTELLIGENCE AS SUGGESTED BY SPEARMAN. - THESE **FACTORS** WERE CALLED PRIMARY MENTAL ABILITIES OR PMA. THESE ARE DESCRIBED AS FOLLOWS: - **INDUCTIVE REASONING**: THE ABILITY TO FIND RULES OR THE LOGICAL REASONING ABILITY. PRIMARY MENTAL ABILITIES THEORY =============================== - **MEMORY**: The ability to memorize and recall. It is the ability to memorize events, list of words, mathematical formulas, dates, definitions etc. - **Numerical ability**: the ability to solve arithmetic problems. It is the ability to use numbers with speed and accuracy, to compute answers to mathematical problems. It measures the speed and accuracy of computational skills. - **Perceptual speed:** the ability to visualize details rapidly. It is the ability to perceive or grasp perceptual details quickly and accurately, to see differences and similarities among things. PRIMARY MENTAL ABILITIES THEORY ===================================================== - **SPATIAL RELATIONS**: THE ABILITY TO UNDERSTAND RELATIONSHIP. THE ABILITY TO VISUALIZE AND MANIPULATE DIFFERENT GEOMETRIC PATTERNS, FORMS AND IMAGINARY OBJECTS IN SPACE. - **VERBAL COMPREHENSION**: THE ABILITY OF READING COMPREHENSION; DEFINE AND UNDERSTAND WORDS, CONCEPTS, IDEAS; VERBAL REASONING. - **WORD FLUENCY**: THE ABILITY TO PRODUCE WORDS RAPIDLY, I.E., TO USE WORDS QUICKLY AND FLUENTLY IN PERFORMING TASKS LIKE NAMING WORD, RHYMING, SOLVING CROSS WORD PUZZLES. CATTELL'S THEORY OF INTELLIGENCE ================================ - Raymond cattell (march 20, 1905 - february 2, 1998) is a british psychologist who proposed that two types of intelligence constitute the g. - These are **fluid intelligence (gf)** and **crystalized intelligence (gc).** CATTELL'S THEORY OF INTELLIGENCE - **FLUID INTELLIGENCE** CATTELL'S THEORY OF INTELLIGENCE ================================ - **FLUID INTELLIGENCE** Encompasses the ability to see complex relationships and solve problems. Navigating your way home after being detoured onto an unfamiliar route because of road construction would draw upon your fluid intelligence. Fluid intelligence helps you tackle complex, abstract challenges in your daily life, whereas crystallized intelligence helps you overcome concrete, straightforward problems (cattell, 1963). - **CRYSTALLIZED INTELLIGENCE (GC)** Depends on past learning and experience; it is acquired. Thus, gc increases with age and experience and gf declines gradually. Crystallized intelligence refers to knowledge that one gains through learning, past experience, acculturation and the ability to use that acquired knowledge. It is one's life time intellectual achievement and improves with age. More the knowledge and information you gain, more the stronger it becomes. It can be measured through tests of general knowledge, use of language (vocabulary) and CATTELL'S THEORY OF INTELLIGENCE ================================ - **CRYSTALLIZED INTELLIGENCE** Is characterized as acquired knowledge and the ability to retrieve it. When you learn, remember, and recall information, you are using crystallized intelligence. You use crystallized intelligence all the time in your coursework by demonstrating that you have mastered the information covered in the course. - **FLUID INTELLIGENCE GROWS RAPIDLY DURING THE EARLY YEARS OF LIFE BUT CRYSTALLIZED INTELLIGENCE GROWS THROUGHOUT THE LIFE SPAN.** MULTIPLE INTELLIGENCES THEORY =================================================== - #### MULTIPLE INTELLIGENCES - Howard gardner (1983), an american psychologist, proposed the theory of multiple intelligences. In his book 'frames of mind', he pointed out that there are multiple intelligences with autonomous intelligence capacities." So, intelligence cannot be viewed as a single entity. There are different types of intelligences which are independent of each other. Further, people may have varied combinations of these intelligences. - **GARDNER INITIALLY PROPOSED EIGHT TYPES OF INTELLIGENCE WHICH LATER ON HE INCREASED TO NINE.** TYPES OF INTELLIGENCE ACCORDING TO GARDNER ------------------------------------------ - **LINGUISTIC INTELLIGENCE** Refers to the ability to use language. It is the capacity to use spoken and written words in a skilled way. Individuals with high verbal/linguistic intelligence are very good in using words and language to express themselves, articulate things and create. Poets, writers, lawyers, journalists, teachers, politicians, TYPES OF INTELLIGENCE ACCORDING TO GARDNER ================================================================ - **LOGICAL-MATHEMATICAL INTELLIGENCE** Is the ability to use logical reasoning and mathematical ability. Individuals high on this intelligence have good abstract reasoning, critical thinking, and good in dealing with numbers. This type of intelligence correlates well with the traditional notion of intelligence. Scientists, engineers, physicist, economists are people with high logical-mathematical intelligence. TYPES OF INTELLIGENCE ACCORDING TO GARDNER ========================================== - **MUSICAL INTELLIGENCE** Is the ability to use rhythms, sounds and patterns to create, compose and perform music. It involves sensitivity to music, and the ability to recognize and manipulate musical patterns. People with high musical intelligence are likely to be singers, music composers, instrumentalists and musicians. TYPES OF INTELLIGENCE ACCORDING TO GARDNER ================================================================ - **Bodily-kinesthetic intelligence** is the ability to use and control one's body movements and actions. Dancers and sports persons are usually high in such intelligence. - **Spatial intelligence** is the capacity to perceive, understand and use spatial and visual information effectively. Such people are good in spatial orientation, forming visual images and patterns. They can easily visualise the world with the mind's eye, modify the surrounding based upon their perception and recreate aspects of their visual experiences. They are good at remembering images, figures, faces, fine details and visualise things from different angles. People with high visual/spatial intelligence are likely to be architects, painters, interior designers, TYPES OF INTELLIGENCE ACCORDING TO GARDNER ========================================== - **INTERPERSONAL INTELLIGENCE** Refers to the ability to understand others and social interactions. They can understand the emotions and the perspectives of others and relate well to others. They are able to establish good interpersonal relationships with others. - **INTRAPERSONAL INTELLIGENCE** Is the ability to understand oneself and TYPES OF INTELLIGENCE ACCORDING TO GARDNER ================================================================ - **NATURALISTIC INTELLIGENCE** Is the ability to recognize and understand the various patterns in nature. It includes sensitivity to the nature with all its features including flora, fauna and all the biodiversity. Gardner has added this eighth type of intelligence to his original seven intelligences. Such people appreciate the beauty of nature and the subtle aspects of nature. Hunters, farmers, bird watchers, botanists, biologists, tourists and gardener are high in this aspect of intelligence TYPES OF INTELLIGENCE ACCORDING TO GARDNER ========================================== - **EXISTENTIAL INTELLIGENCE** Gardner (1998) added existential intelligence as the ninth intelligence which refers to the sensitivity and capacity to tackle deep questions beyond sensory data and about human existence such as meaning of one's life, why have we come to this world, why do we die, where do we go after death etc. It concerns the 'big picture' in life and the ultimate truth of life. ### The Triarchic Approach to Intelligence / successful intelligence theory 1. creative intelligence refers to how well a task can be performed and can be broken up into two sub-sub-components: novelty. Within creative novelty intelligence, people that excel in this sub group are proficient at managing new situations and find new ways of solving problems they are unfamiliar with.  - Creative intelligence is also represented by inventing or imagining new solutions to problems or situations. Creativity in this realm can include finding a novel solution to an unexpected problem or producing a beautiful work of art or a well-developed short story. Imagine for a moment that you are camping in the woods with some friends and realize that you've forgotten your camp coffee pot. ### The Triarchic Approach to Intelligence 2. **Analytical intelligence** refers to the ability to take apart problems and being able to see solutions , evaluate information and solve problems. 3. **Practical intelligence** 4. **Wisdom or Emotional Intelligence** - **PIAGET\'S THEORY OF COGNITIVE DEVELOPMENT** - THE **THEORY OF COGNITIVE DEVELOPMENT** BY JEAN PIAGET THE SWISS PSYCHOLOGIST, SUGGESTS THAT CHILDREN\'S INTELLIGENCE UNDERGOES CHANGES AS THEY GROW. **COGNITIVE DEVELOPMENT** IN CHILDREN IS NOT ONLY RELATED TO ACQUIRING KNOWLEDGE , CHILDREN NEED TO **BUILD** OR DEVELOP A **MENTAL MODEL** OF THEIR SURROUNDING WORLD. - JEAN PIAGET\'S THEORY OF COGNITIVE DEVELOPMENT SUGGESTS THAT CHILDREN MOVE THROUGH FOUR DIFFERENT STAGES OF LEARNING. HIS THEORY FOCUSES NOT ONLY ON UNDERSTANDING HOW CHILDREN ACQUIRE KNOWLEDGE, BUT ALSO ON UNDERSTANDING THE NATURE OF INTELLIGENCE. STAGES OF COGNITIVE DEVELOPMENT : ------------------------------------------------------- 1. **THE SENSORIMOTOR STAGE( BIRTH TO 2 YEARS)** - KNOW THE WORLD THROUGH MOVEMENTS AND SENSATIONS. - LEARN ABOUT THE WORLD THROUGH BASIC ACTIONS SUCH AS SUCKING, GRASPING, LOOKING, AND LISTENING. - REALIZE THAT THEIR ACTIONS CAN CAUSE THINGS TO HAPPEN IN THE WORLD AROUND THEM. STAGES OF COGNITIVE DEVELOPMENT ------------------------------- - BEGIN TO THINK SYMBOLICALLY AND LEARN TO USE WORDS AND PICTURES TO REPRESENT OBJECTS. - TEND TO BE EGOCENTRIC AND STRUGGLE TO SEE THINGS FROM THE PERSPECTIVE OF OTHERS. - GETTING BETTER WITH LANGUAGE AND THINKING, BUT STILL TEND TO THINK IN VERY CONCRETE TERMS. - **[3-THE CONCRETE OPERATIONAL STAGE(7-11):-]** - BY THE BEGINNING OF THE CONCRETE OPERATIONAL STAGE, THE CHILD CAN USE OPERATIONS ( A SET OF LOGICAL RULES) SO HE CAN CONSERVE QUANTITIES, HE REALIZES THAT PEOPLE SEE THE WORLD IN A DIFFERENT WAY THAN HE DOES (DECENTERING) AND HE HAS IMPROVED IN INCLUSION TASKS. CHILDREN STILL HAVE DIFFICULTIES WITH ABSTRACT THINKING. - **[MAJOR CHARACTERISTICS AND DEVELOPMENTAL CHANGES DURING THIS STAGE:]** - BEGIN TO THINK LOGICALLY ABOUT CONCRETE EVENTS. - BEGIN TO UNDERSTAND THE CONCEPT OF CONSERVATION; THAT THE AMOUNT OF LIQUID IN A SHORT, WIDE CUP IS EQUAL TO THAT IN A TALL, SKINNY GLASS, FOR EXAMPLE. - THINKING BECOMES MORE LOGICAL AND ORGANIZED, BUT STILL VERY CONCRETE. - BEGIN USING INDUCTIVE LOGIC, OR REASONING FROM SPECIFIC INFORMATION TO A GENERAL PRINCIPLE CONCRETE - THE FINAL STAGE OF PIAGET\'S THEORY INVOLVES AN INCREASE IN LOGIC, THE ABILITY TO USE DEDUCTIVE REASONING, AND AN UNDERSTANDING OF ABSTRACT IDEAS. AT THIS POINT, ADOLESCENTS AND YOUNG ADULTS BECOME CAPABLE OF SEEING MULTIPLE POTENTIAL SOLUTIONS TO PROBLEMS AND THINK MORE SCIENTIFICALLY ABOUT THE WORLD AROUND THEM. - **MAJOR CHARACTERISTICS AND DEVELOPMENTAL CHANGES DURING THIS TIME:** - BEGINS TO THINK ABSTRACTLY AND REASON ABOUT HYPOTHETICAL PROBLEMS. - BEGINS TO THINK MORE ABOUT MORAL, PHILOSOPHICAL, ETHICAL, SOCIAL, AND POLITICAL ISSUES THAT - BEGINS TO USE DEDUCTIVE LOGIC, OR REASONING FROM A GENERAL PRINCIPLE TO SPECIFIC INFORMATION.  STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION (SB5) ======================================================= - As we noted, the stanford-binet intelligence test was the first intelligence test to gain widespread acceptance in the united states. While the wechsler scales have become the most popular and widely used intelligence tests in schools and clinical practice, the stanford-binet scales have continued to have a strong following. The most recent edition of these scales is the stanford-binet intelligence scales, fifth edition (SB5), released in 2003. The SB5 is designed for use with individuals from STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION (SB5) ============================================================================= - IT CONTAINS TEN SUBTESTS, WHICH ARE COMBINED TO PRODUCE FIVE-FACTOR INDEXES (FLUID REASONING, KNOWLEDGE, QUANTITATIVE REASONING, VISUAL- SPATIAL PROCESSING, AND WORKING MEMORY), TWO DOMAIN SCORES (VERBAL IQ AND NONVERBAL IQ), AND A FULL SCALE IQ REFLECTING OVERALL INTELLECTUAL ABILITY. WECHSLER INTELLIGENCE SCALE FOR CHILDREN-FIFTH EDITION (WISC-V) =============================================================== - THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN (CURRENTLY IN ITS FIFTH EDITION) IS THE MOST POPULAR INDIVIDUAL TEST OF INTELLECTUAL ABILITY FOR CHILDREN USED IN CLINICAL AND SCHOOL SETTINGS. USE WITH CHILDREN AGES 6--16 YEARS OF AGE. FOR YOUNGER AND OLDER INDIVIDUALS, DIFFERENT VERSIONS OF THE WECHSLER SCALES MUST BE USED. IT CONSIST OF **ARITHMETIC PROBLEMS , BLOCK DESIGN, CANCELLATION, CODING, COMPREHENSION, DIGIT SPAN, FIGURE WEIGHTS, INFORMATION, LETTER- NUMBER SEQUENCING, PICTURE CONCEPTS, SIMILARITIES, VISUAL PUZZLES** ETC...... DIFFERENCES BETWEEN ABILITIES AND READINESS ================================================================= - Student readiness is the level or proficiency with a specific set of skills designated as essential to a particular segment of study. - The difference between student readiness and student ability is what students can do (ability) and how prepared they are to learn new content to bridge gaps in learning (readiness). For example students can show limited abilities, but exhibit readiness or they may show strong abilities and exhibit low readiness in DIFFERENCES BETWEEN ABILITIES AND READINESS =========================================== - Readiness is related to vygotsky's zone of proximal development (ZPD) theory because it explains the need for student/task match in order to make tasks attainable for  CONCEPTS OF CREATIVITY ============================================ - Very often creativity is simply defined in terms of **originality,** though this is merely one aspect of creativity. Thus creative behaviors and works are original, but not all original behaviors and works are considered creative. - **Guilford defined** creativity in terms of two criteria: originality (or novelty) and appropriateness, i.E. Relevance to the task at hand, and this two-criterion definition has become standard. CONCEPTS OF CREATIVITY ====================== - The relative weighting of these two factors depends on the constraints and affordances of the task; in the arts, originality might be weighted more heavily, while for scientific or technological enterprises, appropriateness might be more important. Surprise is sometimes added as a third criterion (boden, 2004). Some add quality as another criterion (kaufman & sternberg, 2007), while others use CONCEPTS OF CREATIVITY ============================================ - **Margaret boden** defined h-creativity and p-creativity. Where the H stands for historical, and the P for personal, exactly as stein described it back in 1953. - Boden states that h-creativity is related to an idea that is entirely new to humanity as a whole, whereas p-creativity is an idea that is merely new to the person, but may already have been conceived by someone else. CONCEPTS OF CREATIVITY ====================== - H-creativity is the most important, but it cannot be studied in practice because it occurs very rarely. -. P-creativity may not be as interesting to society, but it does not deter from the fact that for the one participant being studied, the idea he came up with is entirely novel. This is therefore the type of creativity that can be BEGHETTO AND KAUFMAN MODEL OF DEFINITION OF CREATIVITY ============================================================================ - **Beghetto and kaufman adapted the concepts of P and h-creativity into their four C model of creativity.The model consists of four different views of creativity:** - **Big C:** this replaces h-creativity. This type of creativity only applies to what is completely new for the human race, and is thus most closely associated with genius. - **Little c:** this replaces p-creativity. This is creativity in every day BEGHETTO AND KAUFMAN MODEL OF DEFINITION OF CREATIVITY ====================================================== - **Mini C:** creativity associated with learning. When absorbing information, humans do not simply absorb it. But rather they process it through a filter of personal experience. How creative one is in applying this filter is referred to as mini C. - **Pro c: pro c.** Or professional creativity, is creativity at the workplace. Some people may be professionally active as creators, but they do not fall under the big C category because some of their work may already exist elsewhere in humanity. On the other hand, it is not the everyday creativity commonly associated with little C. A new category was therefore made,  ASPECTS OF CREATIVITY =========================================== - Creativity involves **divergent thinking** in contrast to convergent thinking. The latter refers to thinking in conventional set pattern whereas divergent thinking refers to thinking out of the box. Divergent thinking is having divergent ideas and possibilities, e.G., Think of how many ways you can use a brick. - Our education system usually encourages convergent thinking more than divergent thinking, requiring students to provide "correct" rather than "unique" answers. ASPECTS OF CREATIVITY IS DIVERGENT THINKING =========================================== - **IT CONSISTS OF FOUR PROCESSES/ ASPECTS SUCH AS:** 1. **Fluency**: refers to how rapidly the person comes up with ideas. It can be in respect of words, ideas, expression or associations. 2. **Flexibility:** refers to the ability to produce a large variety of ideas such as thinking of varied uses of a particular object, e.G., List the different ways of using a rope or a newspaper. 3. **Originality:** refers to the uniqueness or novelty of ideas. It is the ability to produce ideas that are unusual, statistically infrequent and not obvious. ASPECTS OF CREATIVITY IS DIVERGENT THINKING ================================================================= STAGES OF CREATIVITY ==================== STAGES OF CREATIVITY ========================================== 2. **Incubation:** STAGES OF CREATIVITY ==================== 3. **INSPIRATION:** STAGES OF CREATIVITY ========================================== 4. **Verification**: APPROACHES TO CREATIVITY ======================== 1. **Psychoanalytic approach** APPROACHES TO CREATIVITY ============================================== 2. **Behaviouristic approach** APPROACHES TO CREATIVITY ======================== 3. **cognitive approach** - Cognitive approach also highlights the role of divergent thinking in creative APPROACHES TO CREATIVITY ============================================== 4. **Humanistic approach** ### 4- HUMANISTIC APPROACH - **Rogers** has identified three inner conditions for creativity: **(a) extensionality**: there is openness to experience, tolerance for ambiguity, and lack of rigidity; APPROACHES TO CREATIVITY ============================================== - **This definition consists of the four aspects of creativity, that is, the person, process, product, and press (environment).** FOUR ASPECTS OF CREATIVITY ACCORDING TO PLUCKER, BEGHETTO & DOW =============================================================== FOUR ASPECTS OF CREATIVITY ACCORDING TO PLUCKER, BEGHETTO & DOW ===================================================================================== FOUR ASPECTS OF CREATIVITY ACCORDING TO PLUCKER, BEGHETTO & DOW =============================================================== FOUR ASPECTS OF CREATIVITY ACCORDING TO PLUCKER, BEGHETTO & DOW ===================================================================================== - 4- **the press** approach focuses on the situation or the context in which the creative person and the creative process operate and the creative product is generated. thus it identifies with the situational approach to personality which highlights the environmental factors of the person. the press approach aims to identify the situational determinants of creativity. APPROACHES TO CREATIVITY ======================== - 6- **the investment and confluence theory** 1. **intellectual , synthetic skill, and practical-contextual skills**: it consists of a confluence of three skills, namely, **analytic skill.** THE INVESTMENT AND CONFLUENCE THEORY ========================================================== - **analytic skill** refers to analyzing the ideas and weighing their relative values. - **synthetic skill** involves going beyond conventional thinking and engaging in new diverse ways of thinking. - **the practical-contextual skill** involves taking into account the contextual factors and impressing upon others about one's creative ideas. all these three THE INVESTMENT AND CONFLUENCE THEORY ==================================== 2. **knowledge:** 3. **thinking styles**: it refers to the individual's ability to think along new ways, and also to have the local as well as global perspective on the issue/problem. THE INVESTMENT AND CONFLUENCE THEORY ========================================================== 4. **personality**: creativity is related to certain personality characteristics such as challenging the conventional practices/ways of thinking or doing, taking risks, tolerance for ambiguity, perseverance, courage, belief in oneself etc. these personality attributes help one to be more creative. 5. **motivation**: creativity involves intrinsic motivation as the person is internally motivated to engage in creative ideas and not for any external rewards. you have already learned about intrinsic and extrinsic motivation. intrinsic motivation implies enjoying the work one does and THE INVESTMENT AND CONFLUENCE THEORY ==================================== 6. **environment:** ASSESSMENT OF CREATIVITY ============================================== - assessment of creativity is difficult because it requires evaluating the quality of the creative product or creative thinking/behaviour. for instance, two persons may agree on the novelty or originality of a music composition or a product; but there may be differences with regard to the utility/relevance of the creative idea or product. - the most commonly used tests of creativity are guilford's (1967) divergent production test (dpt), in which people make up varied responses to each test item; and mednick and mednick's (1967) remote associates test (rat), in which different items must be linked together DIVERGENT PRODUCTION TEST (DPT) =============================== - tests of creativity aim at assessing word fluency, ideational fluency, associational fluency, expressional fluency, alternate uses of objects/things, consequences of hypothetical events, possible jobs symbolized by a given emblem, making objects from a set of given figure, and so on. - divergent production test battery consists of many tests based on different components of guilford's divergent production. another widely used test based on many aspects of guilford's battery is torrance tests of creative thinking (ttct). it consists of seven verbal tests (thinking creatively with words), and three figural tests (thinking creatively with pictures). baqer mehdi test is an adopted version of torrance test of creative thinking. it consists of four subtests such as consequences test, unusual test, similarity test, and product improvement test. WAYS TO ENHANCE CREATIVITY ================================================ - be respectful to unusual questions. - be respectful of imaginative, creative ideas. - show your students that their ideas have value. - tie in evaluation with causes and consequences. - encourage the self-initiated learning and evaluate it. - introduce a variety of instructional materials need to be used to facilitate different forms of student expression. WAYS TO ENHANCE CREATIVITY ========================== - develop a favourable attitude towards creative achievement. - provide encouragement for creative ideas and creative expression. - foster the creative abilities of children through feedback and support. - provide reinforcement for engaging in creative work. - provide a supportive environment at school and home to foster a creative personality -- being self confident, sensitive, independent, unconventional etc