Improving Creativity We've already seen how EFT can relieve anxiety in athletes, but it can similarly work for people of all creative (and non-creative) backgrounds - writers, musicians, artists, lecturers and teachers, and many, many others.

There is a huge amount various methods psychodiagnostics of human creative abilities. The most popular of them is the Torrens test.

Creativity according to Torrance (from the Latin creatio - creation) is sensitivity to tasks, deficits and gaps in knowledge, the desire to combine diverse information; creativity identifies problems associated with disharmony of elements, searches for their solutions, puts forward assumptions and hypotheses about the possibility of solutions; tests and refutes these hypotheses, modifies them, double-checks them, and finally substantiates the result.

E. Torrance developed 12 tests grouped into a verbal, visual and auditory battery. The nonverbal part of this test, known as the “Figural forms of the Torrance Test of Creative Thinking” (Figural forms), was adapted at the Research Institute of General and educational psychology APN in 1990. Another part of the test - “Complete Figures” - was adapted in 1993-1994 in the Laboratory for Diagnostics of Abilities and PVC of the Institute of Psychology Russian Academy Sci.

The E. Torrance figure test we bring to your attention is intended for adults, schoolchildren and children over 5 years old. This test consists of three tasks. Answers to all tasks are given in the form of drawings and captions.

The time for completing a task is not limited, since the creative process presupposes the free organization of the temporary component of creative activity. The artistic level of execution in the drawings is not taken into account.

Torrance creativity test, diagnostics of creative thinking:

Instructions - description for the Torrance test, stimulus material:

Subtest 1. “Draw a picture.”

Draw a picture, using a colored oval spot cut out of colored paper as the basis of the picture. The color of the oval is chosen by you. The stimulus figure has the shape and size of an ordinary chicken egg. You also need to give your drawing a title.

Subtest 2. “Completing the figure.”

Complete the ten unfinished stimulus shapes. And also come up with a name for each drawing.

Subtest 3. “Repeating lines.”

The stimulus material is 30 pairs of parallel vertical lines. Based on each pair of lines, it is necessary to create some kind of (non-repeating) pattern.

Processing the results.

Processing the results of the entire test involves assessing five indicators: “fluency”, “originality”, “elaboration”, “resistance to closure” and “abstractness of names”.

Key to the Torrance test.

"Fluency"- characterizes a person’s creative productivity. Evaluated only in subtests 2 and 3 in accordance with the following rules:

1. For assessment, it is necessary to count the total number of answers (drawings) given to the test taker.

2. When calculating the indicator, only adequate responses are taken into account.

If a drawing, due to its inadequacy, does not receive a “fluency” score, then it is excluded from all further calculations.

The following drawings are considered inadequate:

· drawings in the creation of which the proposed stimulus (an unfinished drawing or a pair of lines) was not used as an integral part of the image.

· drawings that are meaningless abstractions with meaningless names.

· Drawings that are meaningful but repeated several times are counted as one answer.

3. If two (or more) unfinished figures in subtest 2 are used to create one picture, then the number of points corresponding to the number of figures used is awarded, since this is an unusual answer.

4. If two (or more) pairs of parallel lines in subtest 3 are used to create one picture, then only one point is awarded, since one idea is expressed.

"Originality"- most significant indicator creativity. The degree of originality indicates the originality, uniqueness, and specificity of the creative thinking of the test taker. The “originality” indicator is calculated for all three subtests in accordance with the rules:

1. The originality score is based on the statistical rarity of the answer. Common, frequently occurring answers are scored 0 points, all others are scored 1 point.

2. The drawing is evaluated, not the title!

3. The overall score for originality is obtained by adding up the scores for all drawings.

List of answers with 0 points for “originality”:

Note: If the answer “human face” is given in the list of unoriginal answers and the corresponding figure is turned into a face, then this drawing receives 0 points, but if the same unfinished figure is turned into a mustache or lips, which then become part of the face, then the answer is scored 1 point.

· Subtest 1 - only the object that was drawn on the basis of a colored glued figure is assessed, and not the plot as a whole - a fish, a cloud, a cloud, a flower, an egg, animals (entirely, torso, muzzle), a lake, a face or a human figure.

· Subtest 2. - please note that all unfinished figures have their own numbering, from left to right and top to bottom: 1, 2, 3, ..10.

1. - number (numbers), letter (letters), glasses, human face, bird (any), apple.

2. - letter(s), tree or its parts, face or human figure, panicle, slingshot, flower, number(s).

3. - number (numbers), letter (letters), sound waves (radio waves), wheel (wheels), month (moon), human face, sailing ship, boat, fruit, berries.

4. - letter(s), waves, snake, question mark, human face or figure, bird, snail (worm, caterpillar), animal tail, elephant trunk, number(s).

5. - number (numbers), letter (letters), lips, umbrella, ship, boat, human face, ball (ball), dishes.

6. - vase, lightning, thunderstorm, step, ladder, letter(s), number(s).

7. - number (numbers), letter (letters), car, key, hammer, glasses, sickle, scoop (bucket).

8. - number(s), letter(s), girl, woman, face or human figure, dress, rocket, flower.

9. - number (numbers), letter (letters), waves, mountains, hills, lips, animal ears.

10. - number (numbers), letter (letters), fir tree, tree, twig, bird beak, fox, human face, animal muzzle.

· Subtest 3: book, notebook, household appliances, mushroom, tree, door, house, fence, pencil, box, human face or figure, window, furniture, dishes, rocket, numbers.

"Abstractness of the title"- expresses the ability to highlight the main thing, the ability to understand the essence of the problem, which is associated with thought processes synthesis and generalization. This indicator is calculated in subtests 1 and 2. The assessment occurs on a scale from 0 to 3.

· 0 points: Obvious names, simple titles (names) stating the class to which the drawn object belongs. These names consist of one word, for example: “Garden”, “Mountains”, “Bun”, etc.

· 1 point: Simple descriptive names that describe specific properties of drawn objects, which express only what we see in the drawing, or describe what a person, animal or object is doing in the drawing, or from which the names of the class to which the object belongs are easily deduced - “Murka” (cat), “Flying Seagull”, “ Christmas tree", "Sayans" (mountains), "The boy is sick", etc.

· 2 points: Figurative descriptive names “Mysterious mermaid”, “SOS”, names describing feelings, thoughts “Let’s play”...

· 3 points: abstract, philosophical names. These names express the essence of the drawing, its deep meaning: “My echo”, “Why leave from where you will return in the evening.”

"Closing resistance"- displays “ability long time remain open to newness and diversity of ideas, delay making a final decision long enough to take a mental leap and create an original idea.” Calculated only in subtest 2. Score from 0 to 2 points.

· 0 points: the figure is closed by the fastest and in a simple way: using a straight or curved line, solid shading or shading, letters and numbers also equals 0 points.

· 1 point: The solution is superior to simply closing the figure. The test taker quickly and simply closes the figure, but then completes it with details from the outside. If details are added only inside a closed figure, then the answer is 0 points.

· 2 points: the stimulus figure does not close at all, remaining an open part of the picture, or the figure closes using a complex configuration. Two points are also assigned if the stimulus figure remains an open part of a closed figure. Letters and numbers - 0 points respectively.

"Elaboration" - reflects the ability to develop invented ideas in detail. Evaluated in all three subtests. Evaluation principles:

· 1. One point is awarded for each significant detail of the drawing that complements the original stimulus figure, while details belonging to the same class are scored only once, for example, a flower has many petals - all petals are considered as one detail. For example: a flower has a core (1 point), 5 petals (+1 point), a stem (+1), two leaves (+1), petals, core and leaves are shaded (+1 point) total: 5 points for the drawing.

· 2. If the drawing contains several identical objects, then the elaboration of one of them is assessed + another point for the idea to draw other similar objects. For example: there may be several identical trees in the garden, identical clouds in the sky, etc. One additional point is given for each significant detail of flowers, trees, birds and one point for the idea to draw the same birds, clouds, etc.

· 3. If items are repeated, but each of them has a distinctive detail, then you must give one point for each distinctive detail. For example: there are many colors, but each has its own color - one new point for each color.

· 4. Very primitive images with minimal “elaboration” are scored 0 points.

Interpretation of test results Torrance .

Add up the scores for all five factors (fluency, originality, abstractness of title, resistance to closure, and elaboration) and divide the sum by five.

The result obtained means the next level of creativity according to Torrance.

State Budgetary Professional Educational institution Krasnodar Territory"Yeisky Polydisciplinary College"

Diagnostics to identify the creative abilities of younger schoolchildren

Prepared by:

Student Sh-31 group

Ryabenko Anastasia

G. Yeisk, 2016

1)​ Assessment Methodology written by a child fairy tales by O.M. Dyachenko and E.L. Porotskaya.

The child was asked to compose a fairy tale, which was rated on a five-point rating scale, taking into account indicators of productivity, variability and originality:

0 points – for refusing a task or retelling a familiar fairy tale;

1 point – for retelling a familiar fairy tale, but introducing new elements;

2 points – when introducing significant elements of novelty into a well-known fairy tale;

3 points – if it was supplemented with details;

4 points – for a completely independently invented, but schematically presented fairy tale;

5 points – if the presentation was detailed.

2)​ P. Torrance test for creative thinking (adapted and standardized by N.B. Shumakova, E.I. Shcheblanova, N.P. Shcherbo in 1990).

Figure tests consist of two equivalent forms, including three tasks. Each task takes 10 minutes to complete.

The “Draw a picture” task involves using a test shape (shape A – the shape resembles a drop; shape B – the shape resembles a bean) as a starting point for creating a picture. It is allowed to finish drawing the figure, adding new details to the drawing, etc. The child must come up with a name for the completed drawing.

The "Unfinished Shapes" activity requires you to imagine what the original unfinished shapes might look like and complete the drawing. Ten different unfinished figures impose stable images, but when completing the task, the child must be guided to create unusual, original images. The child gives each completed picture a name.

The “Repeating Shapes” task is similar to the previous one, but the original shapes are all the same. The main difficulty in execution is to overcome the tendency to construct similar images and come up with diverse ideas.

The main indicators of creativity are:

Productivity (fluency, speed) – reflects the ability to generate large number ideas expressed verbally or in the form of drawings, and is measured by the number of answers that meet the requirements of the task;

Flexibility – characterizes the ability to put forward a variety of ideas and move from one aspect of a problem to another;

Originality – implies the ability to put forward new unusual, non-obvious ideas;

Elaboration (degree of detail of answers) - characterizes the ability in the best possible way realize an idea, a plan.

3) Creative task“Show me how he moves and speaks.”

The child is alternately offered postcards, pictures, photographs with various images, both animate and inanimate. He needs to show how this object moves, to come up with speech and language for it.

Creative development is checked through the presentation of artistic objects, reproductions, photos, postcards and the perception of a holistic image and the expressiveness of its form.

So for preschoolers, we showed photographs, pictures and postcards depicting a robot, a monkey, a car, a flower, a cloud, a ball, a bird, a snowflake, a telephone, grass, a beetle, etc.

When assessing of this assignment we used a three-point system, i.e. presented the results at three levels:

high level – accuracy, integrity of the conveyed image, expressiveness of the display;

average level - only some elements are “grabbed”, quite expressive display;

low level – the image is not perceived, there is no expressiveness.

4) Questionnaire by F. Tuttle and L. Becker (for parents and teachers).

Foreign researchers F. Tattle and L. Becker compiled a questionnaire for parents and teachers regarding the child’s data. This questionnaire highlights features that indicate a child’s great potential.

The minimum number of points scored is 17, the maximum is 85.

Low level: 17 - 34 points; Intermediate level: 35 - 60 points; High level: 61 - 85 points.

QUESTIONNAIRE

Instructions: Read each of the following points and determine the rating. Place (X) in the place that corresponds to your choice: 1 – very rarely or never; 2 – rare; 3 – sometimes; 4 – often; 5 – almost always.

Features of the child

1

2

3

4

5

Shows great curiosity about various items, phenomena, events. Asks many questions, including “why?”, “why?”, “why?”

Asks a lot of “smart” questions about things that young children are not usually interested in

Accurately, correctly uses many words in his speech

Shows ability to tell or retell stories in great detail. Facts

Can have “intellectual” conversations with other children and adults

Prone to serious thinking, interested in complex issues, global problems(for example, can talk about life and death, etc.)

Can easily cope with riddles and can come up with them

Understands complex (for his age) definitions and relationships. Finds commonality in objects and phenomena, even if this is not obvious. Demonstrates abstract thinking

Can handle counting easily. Simple arithmetic operations

Understands the meaning of numbers from 1 to 10

Understands the meaning and ways of using diagrams and maps better than his peers

Shows great interest in watches. Calendars, can understand their functions

Shows a great desire to learn – to acquire new knowledge and skills

Shows ability to concentrate. Maintaining attention for a longer period of time than peers

Easily grasps and retains large amounts of information. Remembers more details than other children

Shows keen observation skills

Shows talent in music, drawing, rhythm and other areas of art

Diagnostics - 5.

I task.

The names of two figures are proposed: “Malume” and “Tekete”.

Why are they called that?

Two bags, one filled with cotton wool and the other with sharp objects, which bag belongs to whom?

What color suits each figure?

Invent the gibberish language that each of them speaks.

Turn into a figurine and show what kind of gait each of them has.

II task .

Textbook spread Music “Three Girlfriends”

Give a nickname to the portrait - mirror of each character (For example, Myamlik, Shustrik, Crybaby, Transformer, etc.)

Identify characters by pose, gesture (schematically)

Show everyone's walk. Who talks how?

Based on the musical fragments, determine which character fits the musical fragment.

Give names that are in keeping with the character's personality.

III task.

“Klee” is the name of the test after the name of the artist who developed it. this method. The test and its implementation are similar to Rorschach's "Ink Blots" technique. The only difference is that the stimulus is an aesthetic and artistic image that can be decoded with to varying degrees hits.

Instructions: What does it look like? What does it remind you of? It is necessary to introduce children to game situation: “One evil wizard possessed one magical thing and with its help turned all living things into incomprehensible creatures. Who's bewitched here? If you guess, you will free them from the spell.”

IV task.

Rorschach's "Inkblot" technique.

Children do it themselves in advance, or they are given a sheet of paper with an ink stain. Similar to the previous task, students think about who is depicted on the sheet.

Score in points:

1 point - associativity of images: distant images, but legitimate;

2 points – multidimensionality of the taken into account features, completeness and synthesis of the taken into account features;

3 points – originality, calculated across all children’s spectrums.

Diagnostics – 6

Questionnaire for parents

1) Child’s full name

2)​ Information about the family (full-time, part-time, number of children in the family, occupation).

3)​ What clubs and activities does your child attend? With desire or not? How long?

4) How does your family spend their leisure time? Are there any joint activities? What does your child like to do?

5)​ How often do you and your family go to performances, exhibitions, theaters, or watch films together? Who is the initiator? Is there a discussion of what was seen with the family?

6) Does your child like to draw, do any crafts, fantasize, think?

7) Does he always finish his work to the end?

8) Do you consult with adults when doing work? Do you give advice and about what?

9) How do you encourage your baby? How do you stimulate?

10) Are you satisfied with the artistic and aesthetic activities of your child? Do you need any help in this direction, and what kind?

7. Creative task “Three colors”

This exercise develops imagination, imaginative thinking, and artistic perception well. Best used for younger students, but also suitable for preschoolers and teenagers.

The child is invited to take three colors that, in his opinion, are most suitable for each other, and fill the entire sheet with them. What does the drawing look like? If it is difficult for him to do this, allow him to complete the drawing a little, if necessary. Now ask him to come up with as many names for the drawing as possible.

Based on this exercise, certain conclusions are drawn about fantasy, imaginative thinking and artistic perception.

8. Creative task “Voice the role.”

Children are invited to play theater - voice roles in the puppet show "Rukavichka", but voice them in such a way that all spectators understand what character the hero has, voice, whether he is good or evil, etc.

The form of theater play determines the purposeful development of children’s sensory sphere and intonational feeling of the image.

9. Creative task “Match the music.”

Children are offered 3 - 4 cards with various characters and 3 - 4 musical fragments. It is necessary to correlate them, give them a name, show their gait.

(Siewert H. Personality testing. – 2nd ed.: Translation from German. –

M.: JSC “Interexpert”, 1998, – 198 pp., illus. – P. 80-100)

Dear test participant! Dear test participant!

You are participating in this testing solely for your own benefit. You can work on the test alone or as a "team". In the latter case, the overall result in qualitative and quantitatively should be significantly better. By participating in this testing, you do not win anything, but you do not lose anything either. You will just learn a little more about yourself and your employees.

Read the test problems carefully and do not try to “beat” the time allotted for solving problems. This is very important for comparing test results.

Each section is designed to test one dimension of your creativity. Read the questions and/or test instructions first and answer accordingly. The results of the study will remain anonymous and will be evaluated only statistically.

So, start testing your creativity.

CREATIVITY TEST

Resourcefulness (scale N)

Here you will be offered some tasks, by solving which you can check whether it can “bloom” for you. If you intend to complete tasks collectively, then you need to appoint a “secretary”. Other members of the group will act only as “idea providers.” You can also work independently. Any idea is valid and acceptable. Try to complete tasks as quickly as possible. Use a stopwatch to control.

Tasks:

There are a lot of rulers (blank lines) in the left column on the next page. You must write one word on each of these lines. All words must have two matches initial letters. For example, as is the case for words starting with "holy...": fresh, free, holy, pork, etc.

Spelling and word length do not play a big role. You just need to write legibly. Now note the time. You have one minute to fill out the first column.

CREATIVITY TEST

Resourcefulness (scale N)

How many words can you find that start with "ge..."? You have one minute. Complete the first column. Start counting down.

1. ____________________________geography__________________________

2. _________________________________

11. _________________________________

CREATIVITY TEST

Resourcefulness (scale N)

Do the same with the combination "ba...". You have one minute. Start counting down the time.

1._______________________Basel_________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________

7. _______________________________________________________________

8. _______________________________________________________________

9. _______________________________________________________________

10. ______________________________________________________________

12. ______________________________________________________________

13. ______________________________________________________________

14. ______________________________________________________________

15. ______________________________________________________________

16. ______________________________________________________________

17. ______________________________________________________________

18. ______________________________________________________________

19. ______________________________________________________________

20. ______________________________________________________________

21. ______________________________________________________________

22. ______________________________________________________________

23. ______________________________________________________________

24. ______________________________________________________________

25. ______________________________________________________________

26. ______________________________________________________________

27. ______________________________________________________________

28. ______________________________________________________________

29. ______________________________________________________________

30. ______________________________________________________________

CREATIVITY TEST

Resourcefulness (scale N)

Do the same with the combination “ne...”". You have one minute. Start counting down the time.

1. _________________________________Peter _________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________

7. _______________________________________________________________

8. _______________________________________________________________

9. _______________________________________________________________

10. ______________________________________________________________

11. ______________________________________________________________

12. ______________________________________________________________

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14. ______________________________________________________________

15. ______________________________________________________________

16. ______________________________________________________________

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18. ______________________________________________________________

19. ______________________________________________________________

20. ______________________________________________________________

21. ______________________________________________________________

22. ______________________________________________________________

23. ______________________________________________________________

24. ______________________________________________________________

25. ______________________________________________________________

26. ______________________________________________________________

27. ______________________________________________________________

28. ______________________________________________________________

29. ______________________________________________________________

30. ______________________________________________________________

CREATIVITY TEST

Ability to combine (K scale)

Exercise:

You, of course, know many animal names. Now try to connect these names with other words, so that new, fantastic names arise.

Here are two examples.

If you combine the word "rhinoceros" with the word "slingshot", you get the word "rhinoceros". Thus, the fantastic “word” must overlap the original ones. In our case, you do this with the word "rhinoceros", so that the ending of the word, merging with the beginning of the word "slingshot", produces "rhinoceros".

Another example: the word "mouse". In this case, you can combine it with the word “reed”. This is how the fantastic word “reed” arises. Words real and fantastic should be arranged in two columns (see next page): on the left are the names of animals; on the right are combined names, that is, the name of the animal + XXX or XXX + name of the animal. Skip the lines where your imagination fails you.

You are given exactly one minute to fill out each column. If it takes you less than one minute to complete the first column, start the stopwatch and immediately begin filling out the second column. The total time to complete both columns is two minutes.

Now start counting down the time.

CREATIVITY TEST

Ability to combine (scale H)

First fill out the first column.

Stop! A minute has passed. Stop! A minute has passed.

Start the stopwatch again.

CREATIVITY TEST

Exercise:

Its completion should show how much divergent (non-standard) thinking you have already developed. The point is to discover completely absurd, but at the same time rational connections that can take place in any

Here, for example, is a ballpoint pen. You use it for writing and drawing, but it can be used for other things as well. In particular, to drill holes in a sheet of paper. If the handle is unscrewed, it will be suitable for a blowgun, the spring can be used as a “starter” for the rod, which will turn into a gun barrel if you fill it with match heads and hold it over a candle, etc.

Assignment: come up with what you can do with each of the three objects whose names will be given to you. How many possible options can you find?

One minute is allotted for each subject. The total time to complete the entire task is three minutes. If it takes you less than one minute to list the possibilities in the first section (10 possibilities maximum), time yourself and move on to the next section.

Now start counting down the time.

CREATIVITY TEST

Divergent (non-standard) thinking (scale D)

What can you do withmatchbox?

Matchbox:

1. _____________________________ _________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________

7. _______________________________________________________________

8. _______________________________________________________________

9. _______________________________________________________________

10. ______________________________________________________________

What can you do with a tin? What features will you offer?

Tin:

1.______________________________ _________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________

7. _______________________________________________________________

8. _______________________________________________________________

9. _______________________________________________________________

10. ______________________________________________________________

Please stop working on this task and proceed to the next one.

CREATIVITY TEST

Divergent (non-standard) thinking (scale D)

What can you do with car tire ? What features will you offer?

Car tire:

1. ______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________

7. _______________________________________________________________

8. _______________________________________________________________

9. _______________________________________________________________

10. ______________________________________________________________

After one minute has passed, please stop working on this task. The total time should be three minutes.

CREATIVITY TEST

Visual creativity (creativity in the visual sphere) (scale IN)

Having assessed your creative capabilities to some extent, you can now move on to the visual sphere. Any creative potential can be measured using appropriate methods. Creative inclinations, moreover, develop with their continuous exercise under proper guidance. Creativity can manifest itself at any age. But in old age, experience often interferes with the development of the creative process.

In order to get a more complete understanding of the creative potential of an individual, it is necessary, along with the verbal sphere, to test the visual side of creativity. Your creative abilities are optimally developed if you score high in both cases. Research recently conducted in the United States has shown that creativity extends to many aspects of activity. For example, mathematical proofs allow us to apply the epithet “elegant” to them. The mathematician must feel that the proof is harmonious in itself. In most cases, it is precisely such decisions that subsequently amaze the entire world of specialists. Researchers say that often mathematical proofs appeared to them in a visible, three-dimensional image in reality or in a dream, and only then could they be recorded verbally.

Exercise:

You will be offered twelve drawings that have no specific meaning. Please complete them so that they make sense. Here is an example of “finishing the drawing”.

You must complete the proposed lines, dots, circles, etc. in such a way that they do not stand out. In other words, the initial moment, the causative agent of such an image must be hidden. Something new and meaningful must emerge.

If you do tasks like this more often, you can significantly increase your creative potential in the visual field.

Example:

"Started" drawing and its "completion"

You are given ten minutes to complete this task. Note the time.

CREATIVITY TEST

Visual creativity (scale IN)

Please complete the 12 drawings given. You are given ten minutes.

CREATIVITY TEST

Freedom of association (scale SA)

You have already become acquainted with some of the nuances of the creative approach. The next task will again require visual memory combined with the ability to associate.

As with other assignments, the assessment will reveal the overall direction creative talent in this area. First of all, this concerns the combination of freedom of association and visual creativity.

Exercise:

This page contains a drawing that can be interpreted ambiguously. You must give the drawing several interpretations quite directly, without much thought. There should be at least three of them, it is better to try to give six. Write down your interpretations next to the drawing.

Example:

Examples of interpretations:

Air mattress, view from H-shaped window, initial letter, piece of wallpaper, pointer observation deck at sea, designation of the country of the world "East".

You are given only eight minutes to complete this task.

Start the stopwatch.

CREATIVITY TEST

Freedom of association (scale SA)

Rice. 1

Fig.2

Fig.3

Fig.4

CREATIVITY TEST

Freedom of association (SA scale)

Rice. 5

Rice. 6

Rice. 7

Rice. 8

Stop doing this task. The total execution time is eight minutes.

6.3. Evaluation of test results

6.3.1. Scoring

H scale score (resourcefulness)

Open the book to the appropriate page. Count the lines that contain the given words correctly. Add up the results of the three tasks. Divide the result by 1.5. The maximum you can get is 60 points.

0-20 points

This task was given to you with great difficulty. Your test scores are well below average and on a “real” test that determines your suitability for the job, you would be classified as very weak. You need to practice other initial letters regularly.

21-40 points

Your results are average. The "real" test will be graded as average. The more points you get, the better your score. Having practiced. you will certainly effortlessly rise to the ranks of the top contenders. You should practice this test using other initial letters.

40-60 points

Undoubtedly, you realized that when solving this task, in addition to resourcefulness, writing speed is important. After all, you can spend no more than two seconds on one word. It's extremely difficult. In addition, when writing, you must think about other words, that is, practically, think and write in parallel (and not sequentially, as is usually the case). Therefore, your points are well deserved. You can rightfully count yourself among the leading group of candidates.

K-scale score (ability to combine)

Refer to the appropriate tables. Count all correctly completed lines. The maximum you can get is 60 points.

0-20 points

Your ability to combine is not yet sufficiently developed. Try repeating this test several times. However, it can be carried out in the form of a parlor game.

21-41 points

Your ability to combine is within the average range. Obviously, completing this task did not pose too much difficulty for you.

41-60 points

Undoubtedly, this task was easy for you. Your ability to combine is high and is especially evident in the field of literature.

Scale score D (divergent (non-standard) thinking)

Refer to the appropriate tables. For each line you fill out meaningfully, give yourself two points. Then add up your points. The maximum you can get is 60 points.

0-20 points

You, of course, have the makings of non-standard thinking, and at the same time you cope very poorly with such tasks. Try to exercise more often, setting yourself similar tasks. They are often found on entrance examinations when determining professional suitability. With proper training, you can gain at least half maximum quantity points.

20-40 points

You have a normal tendency to think outside the box, and your abilities in this area are average. Within these averages, your creativity is rather mediocre. If you take up proper training, you can certainly fill this gap.

40-60 points

Your ability to think outside the box is clearly superior to some extent. general level. You may believe that you are especially capable of activities that require creativity.

Scale B (visual creativity)

Open the book to the appropriate page. Give yourself five points for each completed drawing. A questionable idea can only be scored one point. Such ideas include all “cross-cutting”, internally connected ones. If you turn rice, for example. 1 in the treasure hunt plan, you can give yourself five points for this. Rice. 2 you will complete the map of the island, and fig. 10 transform into the “wind rose” depicted on geographical maps. These two drawings can be assigned only one point each. The maximum you can get is 60 points. If you come up with the idea of ​​​​combining all the drawings in one, then you also have the right to give yourself 60 points.

0-20 points

Your creative abilities in the visual sphere, as well as your visual gift, are not particularly pronounced. Of course, it was difficult for you to cope with this task. However, this does not mean that you are devoid of creative gifts. Creativity is multifaceted. Your creative powers simply find expression in other areas.

21-40 points

You have fairly balanced and positively expressed creative abilities. You must save them. Sure, you solve difficult everyday problems in a rather unique way, but effective way. Don't be afraid of this. You are on the right track.

40-60 points

If you were really able to come up with seven to eight creative ideas in this test, then you are one of those three percent who really creative personalities that appear in every generation. You have all the data to practice authentically creative activity. Use your abilities!

Assessment scale SA (freedom of associations)

Open the book to the appropriate page. Count the correctly completed lines. Give yourself one point for each such line. For each fully completed task worth six points, add another 1.5 points. Thus, for one task you can get a maximum of 7.5 points. For the entire test, the total number of points should not exceed 60.

0-20 points

Freedom of association is not one of your strengths. Maybe you're stuck in a well-worn rut. Try to jump above your own shadow at least once.

21-40 points

You have a normal ability to associate freely. As your score increases, your creativity increases. You like to stick to rigid patterns. As the score increases, the willingness to comply with such patterns decreases.

41-60 points

Your ability to freely associate is especially pronounced. You feel free and independent in the realm of thought. Even the incredible seems possible to you. You are able to find new, unusual creative ideas, comprehend them and implement them.