<abstract xmlns="http://www.w3.org/1999/xhtml"><p> A measure of ideational behaviour, often used to estimate the potential for creative thinking, was administered to 796 children and their parents and teachers. Correlations among groups were explored. The data provided an opportunity to (a) compare four theories of creativity (a one-factor theory, 2 two-factor theories, and a three-factor theory) and (b) determine empirically how the measure of ideation should be scored (based on its empirical structure). Results of confirmatory factor analyses indicated that one of the twofactor theories (Process and Product) best fit the data and was useful for comparisons of the children and their parents and teachers. Practical implications of the differences between parents and teachers are explored. Any effort to fulfil creative potentials, for example, would probably be the most likely to succeed if children, parents, and teachers agreed, and just as probable are difficulties if the three groups disagreed or considered different things when judging creative potential. Limitations of the study are also discussed.</p></abstract>

A measure of ideational behaviour, often used to estimate the potential for creative thinking, was administered to 796 children and their parents and teachers. Correlations among groups were explored. The data provided an opportunity to (a) compare four theories of creativity (a one-factor theory, 2 two-factor theories, and a three-factor theory) and (b) determine empirically how the measure of ideation should be scored (based on its empirical structure). Results of confirmatory factor analyses indicated that one of the twofactor theories (Process and Product) best fit the data and was useful for comparisons of the children and their parents and teachers. Practical implications of the differences between parents and teachers are explored. Any effort to fulfil creative potentials, for example, would probably be the most likely to succeed if children, parents, and teachers agreed, and just as probable are difficulties if the three groups disagreed or considered different things when judging creative potential. Limitations of the study are also discussed.

Comparison of Competing Theories about Ideation and Creativity

Torrance Creativity Center, University of Georgia, Athens, 323 Aderhold Hall, Athens, GA 30602

Creativity Testing Services, LLC, Washington, DC USA

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"Comparison of Competing Theories about Ideation and Creativity"}

A measure of ideational behaviour, often used to estimate the potential for creative thinking, was administered to 796 children and their parents and teachers....

Comparison of Competing Theories about Ideation and Creativity

Publié en ligne: 26 nov. 2015

Pages: 145 - 164

Reçu: 16 févr. 2015

Accepté: 11 août 2015

DOI: https://doi.org/10.1515/ctra-2015-0018

Mots clés
Ideas, Ideation, Creativity, Creativity Testing, Creative Process, Creative Product, Originality, Fluency, Flexibility

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Comparison of Competing Theories about Ideation and Creativity

Publié en ligne: 26 nov. 2015

Pages: 145 - 164

Reçu: 16 févr. 2015

Accepté: 11 août 2015

DOI: https://doi.org/10.1515/ctra-2015-0018

Mots clésIdeas, Ideation, Creativity, Creativity Testing, Creative Process, Creative Product, Originality, Fluency, Flexibility

© 2015

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
Ideas, Ideation, Creativity, Creativity Testing, Creative Process, Creative Product, Originality, Fluency, Flexibility