NAME : RADHIKA PAUL

ENROLLMENT NUMBER: A1506920460

CREATIVITY TESTS

Creativity tests measure specific cognitive processes such as thinking

divergently, making associations, constructing and combining broad categories,
or working on many ideas simultaneously. They also measure noncognitive
aspects of creativity such as motivation (e.g., impulse expression, desire for
novelty, risk‐taking), and facilitatory personal properties like flexibility,
tolerance for independence, or positive attitudes to differentness. Raters can
score the various kinds of test with substantial levels of agreement, while scores
are internally stable to an acceptable degree. The tests also correlate to a
reasonable degree with various criteria of creativity such as teacher ratings, and
are useful predictors of adult behavior. Thus, they are useful in both research
and education. However, they are best thought of as measures of creative
potential because creative achievement depends on additional factors not
measured by creativity tests, such as technical skill, knowledge of a field,
mental health, or even opportunity. However, the multidimensional creativity
concept they define indicates that assessments should be based on several tests,
rather than relying on a single score.

Creativity tests, mostly devised during the past 30 years, are aimed at assessing
the qualities and abilities that constitute creativity . These tests evaluate mental
abilities in ways that are different from—and even diametrically opposed to—
conventional intelligence tests. Because the kinds of abilities measured by
creativity tests differ from those measured by intelligence quotient (IQ) tests,
persons with the highest scores on creativity tests do not necessarily have the
highest IQs. Creative people tend to have IQs that are at least average if not
above average, but beyond a score of 120 there is little correlation between
performance on intelligence and creativity tests.

Most creativity tests in use today are based at least partially on the theory of
creativity evolved by J.P. Guilford in the 1950s. Guilford posited that
the ability to envision multiple solutions to a problem lay at the core of
creativity. He called this process divergent thinking and its opposite—the
tendency to narrow all options to a single solution—convergent thinking .
Guilford identified three components of divergent thinking: fluency (the ability
to quickly find multiple solutions to a problem); flexibility (being able to
simultaneously consider a variety of alternatives); and originality (referring to
ideas that differ from those of other people). Early tests designed to assess an
individual's aptitude for divergent thinking included the Torrance (1962) and
Meeker (1969) tests.

The most extensive work on divergent thinking was done under Guilford's
direction at the University of Southern California by the Aptitudes Research
Project (ARP), whose findings between the 1950s and 1970s produced a broad
structure-of-intellect (SI) model which encompassed all intellectual functions,
the ARP divergent thinking tests, which were originally devised as research
instruments for the study of creativity, have been adapted by a variety of testing
companies for use by educators in placing gifted students and evaluating gifted
and talented programs.
 FACTORS INFLUENCING LEARNING

Motivation:
It is the most important factor influencing the learner. If the learner has no
motivation to learn, any amount of force will be futile. More the motivation
better will be the learning. In addition to motivation, the learner should have a
definite goal. It will direct the individual appropriately and help him to achieve
the goal.

Readiness and will power:

This is just like motivation. If the learner is ready to learn, he will develop
motivation to learn. Along with readiness a strong willpower is also essential to
overcome hurdles and problems. Readiness will help to develop a positive
attitude in learner.

Ability of the learner:

This refers to the level of intelligence, creativity, aptitude and such other
abilities necessary for learning. Intelligence enables the learner to learn better
and understand things and relationship between them. It includes both general
and specific intelligence related to specific area of learning.

Level of aspiration and achievement:

Learning depends upon the level of aspiration to achieve. If the aspiration level
is high, the learner will work hard and achieve more. However, the aspiration
level should be in accordance with the ability of the learner.

General health condition of the learner:

The general health includes the physical and mental health of the learner. The
learner should have good physical health. Organic defects like blindness,
myopia, hypermetropia, deafness, paralysis, mutism, severe handicappedness,
etc., will affect learning. Problem in sense organs will lead to improper
perception. Chronic illnesses may lead to fatigue and lack of interest.
In addition to physical health, the mental health of learner is also important.
Adjustmental problems, minor mental problems like worry, anxiety, stress, and
inferiority complexes will affect learning.

Attention:
Learner must learn to concentrate his attention on learning. Attentiveness helps
to grasp learning material. Distraction of attention affects learning.