short test. Figured form. An abbreviated version of the figurative (curly) battery of P. Torrance's creativity test is the "Finish the drawing" task.The task "Finish the drawing" is the second subtest of the curly battery of P. Torrance's creative thinking tests.

The test can be used to study the creative giftedness of children, starting from preschool age(5-6 years old) and up to the final grades of the school (17 - 18 years old). The subjects must give answers to the tasks of these tests in the form of drawings and captions to them. If the children cannot write or write very slowly, the experimenter or his assistants should help them label the drawings. In this case, it is necessary to follow the child's plan exactly.

Preparing for testing. Before presenting the test, the experimenter should read the instructions completely and carefully consider all aspects of the work. Tests do not allow any changes and additions, as this changes the reliability and validity of test indicators.

The use of the words "test", "exam", "check" in all explanations and instructions should be avoided. If the need arises, it is recommended to use words: exercises, drawings, pictures, etc. During testing, it is unacceptable to create an anxious and tense environment for an exam, test, or rivalry. On the contrary, one should strive to create a friendly and calm atmosphere of warmth, comfort, trust, encourage the imagination and curiosity of children, stimulate the search for alternative answers. Testing should take place in the form of an exciting game. This is very important to achieve reliable and objective results.

All students must be provided test tasks, pencils or pens. Everything superfluous must be removed. The experimenter needs to have instructions, a test sample, as well as a clock or stopwatch.

Simultaneous testing should not be carried out in large groups of students. The optimal group size is 15 - 35 people, i.e. no more than one class.

For younger children, the group size should be reduced to 5-10 people, and for preschoolers, individual testing is preferable. During testing, the child should sit at the table alone or with the experimenter's assistant.

The test run time is 10 minutes. Together with preparation, reading instructions, handing out sheets, etc., it is necessary to allocate 15 - 20 minutes for testing.

When testing preschoolers and younger schoolchildren, experimenters should have a sufficient number of assistants to help in the design of captions for the figures.

Before distributing the worksheets, the experimenter should explain to the children what they will do, arouse their interest in the tasks and create motivation to complete them. To do this, you can use the following text, which allows various modifications depending on specific conditions:

"Guys! It seems to me that you will get great pleasure from the work ahead of you. This work will help us to find out how good you are at inventing new things and solving different problems. You will need all your imagination and ability to think. I hope you let your imagination run wild and you enjoy it."

If the figure test needs to be repeated, then explain this to students as follows:

“We want to know how your ability to come up with something new, your imagination and problem-solving skills have changed. You know that we measure our height and weight at regular intervals to see how much we have grown and recovered. We do the same to find out how your abilities have changed. It is very important that this is an accurate measurement, so try to show your best.”

Instructions for test tasks. After preliminary instructions, worksheets with tasks should be distributed and each subject should indicate the last name, first name and date in the appropriate column. Preschoolers and younger students should be assisted in providing this information. In this case, it would be better if you enter the data in advance and distribute the sheets with the columns already filled in to the children.

After these preparations, you can start reading the following instructions:

“You have to complete exciting tasks. All of them will require your imagination to come up with new ideas and combine them in various ways. When completing each task, try to come up with something new and unusual that no one else in your group (class) can come up with. Then try to supplement and complete your idea so that you get an interesting story-picture.

The time to complete the task is limited, so try to make good use of it. Work quickly, but take your time. If you have any questions, silently raise your hand - and I will come to you and give you the necessary explanations.

The test task is formulated as follows:

“There are unfinished figures drawn on these two pages. If you add additional lines to them, you will get interesting objects or plot pictures. You have 10 minutes to complete this task. Try to come up with a picture or story that no one else can come up with. Make it complete and interesting, add new ideas to it. Come up with an interesting title for each picture and write it down below the picture. If students are worried that they won't finish an assignment on time, reassure them by telling them the following: “You all work differently. Some people manage to draw all the drawings very quickly, and then return to them and add some details. Others manage to draw only a few, but from each drawing they create very complex stories. Keep working the way you like best, the way you feel most comfortable.” This instruction must be presented strictly according to the text, without allowing any changes. Even small instruction modifications require re-standardization and validation test.

If the children do not ask questions after the instructions, you can proceed to the task. If the instruction raises questions, try to answer them by repeating the instruction in words that are more understandable to them. Avoid giving examples or illustrations of possible sample answers! This results in a decrease in originality and, in some cases, in the total number of responses. Strive to maintain friendly, warm and relaxed relationships with children.

Although the instructions state that the tasks include two pages, some children lose sight of this fact and do not find the second page. Therefore, children should be specially reminded of the second page with tasks. It is necessary to carefully monitor the time using a stopwatch.

After 10 minutes, the tasks stop running and the sheets are quickly collected. If the children were unable to write names for their drawings, ask them for these names immediately after testing. Otherwise, you will not be able to estimate them reliably.

To do this, it is convenient to have several assistants, which is especially important when testing younger students and preschoolers.

Measurements and processing results. An important condition for the high reliability of the test is a careful study of the index of evaluation of test indicators and the use of these standards as the basis for judgments.

Measurement procedures.

1. Read the manual. You must clearly understand the concept of P. Torrance's creative thinking: the content of indicators of fluency, flexibility, originality and thoroughness in the development of ideas as characteristics of this process.

2. The first step is to determine if the answer is worth counting, i.e. whether it is relevant to the task. Those answers that do not correspond to the tasks are not taken into account. Irrelevant answers are those in which the main condition of the task is not met - to use the original element. These are the answers in which the subject's drawing has nothing to do with the unfinished figures.

3. Response processing. Each relevant idea (i.e., a drawing that includes the original element) should be assigned to one of the 83 response categories. Using these lists, determine the response category numbers and scores for their originality. Write them down in the appropriate boxes.

If the originality of the answers is rated 0 or 1, the category of answers can be determined from list 1. This list includes the least original answers for each of the test figures. For more original answers (with originality of 2 points), list No. 2 has been compiled. This list contains categories that are common to all test figures.

Then the scores for development each answer, which are entered in the column reserved for these performance indicators. The indicators of the categories of originality and elaboration of answers are recorded on the form, in the line corresponding to the figure number. Omissions (absence) of answers are also recorded there.

Index fluency for the test can be obtained directly from the last answer number if there were no gaps or irrelevant answers. Otherwise, you should count the total number of responses taken into account and write this number in the appropriate column. To determine the score flexibility Cross out the repeating answer category numbers and count the rest. Total score for originality is determined by adding all the scores in that column without exception. Similarly, the total indicator is determined development answers.

Checking the reliability of measurements. From time to time it is recommended to compare the data of one's own processing of tests with the data of processing of the same tests by a more experienced experimenter. All discrepancies should be identified and discussed. It is recommended to calculate the correlation coefficients between the indicators obtained by two researchers when processing 20 - 40 protocols. Another way to check the reliability is to re-process the experimental materials by the same researcher after one or more weeks. When using forms for processing, these types of controls will not take much time.

Test score indicator. The index includes data obtained for 500 schoolchildren in Moscow in 1994. The age of the subjects is from 6 to 17 years.

Fluency. This indicator is determined by counting the number of completed figures. The maximum score is 10.

Flexibility. This indicator is determined by the number of different response categories. To determine the category, both the pictures themselves and their names (which sometimes do not match) can be used. The following is list #2, which includes 99% of the responses. For those answers that cannot be included in any of the categories of this list, new categories should be used with their designation " XI ”, “X2”, etc. However, this is very rarely required.

Originality. The maximum score is 2 points for non-obvious answers with a frequency of less than 2%, the minimum score is 0 points for answers with a frequency of 5% or more, and 1 point is counted for answers that occur in 2 - 4.9% of cases. Data on the assessment of the category and the originality of the answer are given in the list No. 1 for each figure separately. Therefore, it is advisable to start interpreting the results using this list.

Bonus points for originality of responses in which the subject combines several original figures into a single drawing. Torrance considers this a manifestation high level creativity, since such responses are quite rare. Torrance considers it necessary to award additional points for originality for combining the original figures into blocks: combining two drawings - 2 points; association of 3-5 drawings - 5 points; association of 6 - 10 drawings - 10 points. These bonus points are added to the originality score for the entire assignment.

Elaboration. When evaluating the thoroughness of developing responses, points are given for each significant detail (idea) that complements the original stimulus figure, both within its contour and beyond it. At the same time, however, the basic, simplest answer must be significant, otherwise its elaboration is not assessed.

One point is given for:

-every essential detail of the overall answer. In this case, each class of parts is evaluated once and is not taken into account when iterating. Each additional detail is marked with a dot or a cross once;

-color, if it complements the main idea of ​​the answer;

-special hatching (but not for each line, but for the general idea);

-shadows, volume, color;

-decoration, if it makes sense in itself;

-each design variation (except for purely quantitative repetitions) that is significant in relation to the main answer. For example, the same objects of different sizes can convey the idea space;

-rotation of the picture by 90 ° or more, unusual angle (view from the inside, for example), going beyond the task of most of the picture;

Every detail in the title beyond the required minimum. If the line divides the drawing into two significant parts, the scores in both parts of the drawing are calculated and summed up. If the line denotes a specific item - a seam, a belt, a scarf, etc., then it is worth 1 point.

STIMULUS MATERIAL

Surname....................... First name....................... Date……… …...

Finish the drawing

These two pages show unfinished figures. If you add additional lines to them, you will get interesting objects or plot pictures.

You have 10 minutes to complete this task. Try to come up with a picture or story that no one else can come up with. Make it complete and interesting, add new ideas to it.

Come up with an interesting title for each picture and write it down below the picture.

Scale 1:2

Below are three examples of scoring for elaborate answers. They should be carefully studied.

LIST #1.Answers to the task with indication of category numbers and marks by originality. Answers not listed in list 1 receive an originality score of 2 points as non-standard and less common than 2% of cases. The category of these answers is determined according to the list No. 2.

Figure 1

(24) Abstract pattern. (37) Face, head of a person. (1) Points. (38) Bird (flying), seagull.

1 score (from 2% to 4.99%)

(10) Eyebrows, human eyes. (33) Wave, sea. (4) Animal (snout). (4) Cat, cat. (21) Cloud, cloud; (58) Supernatural beings. (10) Heart ("love"). (4) Dog. (8) Owl. (28) Flower. (37) Man, man. (31) Apple.

figure 2

0 points (5% or more answers)

(24) Abstract pattern. (64) Wood and its details. (67) Slingshot. (28) Flower.

1 point (from 2% to 4.99 %)

(41) Letter: Zh, U, etc. (13) House, building. (42) Sign, symbol, pointer. (8) Bird, footprints, legs. (45) Number. (37) Man.

Recall that answers not listed in list No. 1 receive an originality score of 2 points as non-standard and occurring less frequently than in 2% of cases. The category of these answers is determined according to the list No. 2.

Figure 3

0 points (5% or more answers)

(24) Abstract pattern. (53) Sound and radio waves. (37) The face of a man. (9) Sailing ship, boat. (31) Fruits, berries.

1 score (from 2% to 4.99%)

(21) Wind, clouds, rain. (7) Air balloons. (64) Wood and its details. (49) Road, bridge. (4) An animal or its muzzle. (48) Carousels, swings. (68) Wheels. (67) Bow and arrows. (35) Moon. (27) Fish, fish. (48) Sledge. (28) Flowers.

Figure 4

0 points (5% or more answers)

(24) Abstract pattern. (33) Wave, sea. (41) Question mark. (4) Snake. (37) The face of a man. (4) The tail of an animal, the trunk of an elephant.

1 score (from 2% to 4.99%)

(4) Cat, cat. (32) Armchair, chair. (36) Spoon, ladle. (4) Mouse. (38) Insect, caterpillar, worm. (1) Points. (8) Bird: goose, swan. (27) Shell. (58) Supernatural beings. (1) Smoking pipe. (28) Flower.

Figure 5

0 points (5% or more answers)

(24) Abstract pattern. (36) Dish, vase, bowl. (9) Ship, boat. (37) The face of a man. (65) Umbrella.

1 score (from 2% to 4.99%)

(33) Pond, lake. (47) Mushroom. (10) Lips, chin. (22) Basket, basin. (31) Lemon; Apple. (67) Bow (and arrows). (33) Ravine, pit. (27) Fish. (25) Egg.

Figure 6

0 points (5% or more answers)

(24) Abstract pattern. (15) Staircase, steps. (37) The face of a man.

1 score (from 2% to 4.99%)

(33) Mountain, rock. (36) Vase. (64) Tree, spruce. (19) Jacket, jacket, dress. (66) Lightning, thunderstorm. (37) Person: man, woman. (28) Flower.

Figure 7

0 points (5% or more answers)

(24) Abstract pattern. (18) Car. (36) Key; (62) Sickle.

1 score (from 2% to 4.99%)

(47) Mushroom. (36) Bucket, ladle. (43) Lens, magnifier. (37) The face of a man. (36) Spoon, ladle. (62) Hammer. (1) Points. (18) Scooter. (60) Symbol: hammer and sickle. (48) Tennis racket.

Figure 8

0 points (5% or more answers)

(24) Abstract pattern. (37) Girl, woman. (37) Man: head or body.

1 score (from 2% to 4.99%)

(41) Letter: U and others. (36) Vase. (64) Wood. (11) Book. (19) T-shirt, dress. (2) Rocket. (58) Supernatural beings. (28) Flower. (67) Shield.

Figure 9

0 points (5% or more answers)

(24) Abstract pattern. (33) Mountains, hills. (4) Animal, its ears. (41) Letter M.

1 point (from 2% to 4.99%)

(4) Camel. (4) Wolf. (4) Cat, cat. (4) Fox. (37) The face of a man. (4) Dog. (37) Man: figure.

Figure 10

0 points (5% or more answers)

(24) Abstract pattern. (8) Goose, duck. (64) Tree, spruce, branches. (37) The face of a man. (4) Fox.

1 score (from 2% to 4.99%)

(63) Pinocchio. (37) Girl. (8) Bird. (58) Supernatural beings. (45) Numbers. (37) Man, figure.

LIST #2.Categories of answers, the originality of which is estimated by 2 points with category indications.

(18) Automobile: passenger car, racing car, truck, wagon, trolley, tractor. (3) Angelsand other divine beings, their details, including wings. (one) Accessories: bracelet, crown, purse, monocle, necklace, glasses, hat. (twenty) Clothesline, cord. (41) Letters: single, or blocks, punctuation marks. (7) Balloons: single or in a garland. (39) Kite.(33) Geographic features: coast, waves, volcano, mountain, lake, ocean, beach, river, cliff. (34) Geometric figures: square, cone, circle, cube, rectangle, rhombus, triangle. (24) Decorative composition: all kinds of abstract images, ornaments, patterns. (64) Wood: all kinds of trees, including Christmas tree, palm. (49) Road and road systems: road, road signs and indicators, bridge, crossroads, overpass. (four) Animal, its head or muzzle: bull, camel, snake, cat, goat, lion, horse, frog, bear, mouse, monkey, deer, pig, elephant, dog. (5) Animal: traces. (53) sound waves: tape recorder, radio waves, radio receiver, walkie-talkie, tuning fork, TV. (65) Umbrella.(63) A toy: rocking horse, doll, cube, puppet. (62) Tools: pitchfork, rake, tongs, hammer, axe. (46) Stationery and school supplies: paper, cover, folder, notebook. (eleven) Book: one or a stack, newspaper, magazine. (68) Wheels: wheel, rim, bearing, tire, steering wheel. (fifty) Room or parts of the room: floor, wall, corner. (22) Container: tank, can, barrel, bucket, tin can, jug, hat box, box. (9) Ship, boat: canoe, motorboat, boat, steamer, sailboat. (12) Box: boxes, package, gift, bundle. (54) Space: astronaut. (16) Bonfire, the fire. (23) Cross: Red cross, Christian cross, grave. (40) Stairs: attached, ladder, ladder. (2) Aircraft: bomber, glider, rocket, aircraft, satellite. (32) Furniture: sideboard, wardrobe, bed, armchair, school desk, table, chair, ottoman. (43) Mechanisms and devices: computer, lens, microscope, press, robot, miner's hammer. (44) Music: harp, drum, accordion, bell, sheet music, piano, grand piano, whistle, cymbals. (6) Balls: basketball, tennis, baseball, volleyball, mud balls, snowballs. (59) Ground transport - see "Car", do not enter a new category. (38) Insect: butterfly, flea, praying mantis, caterpillar, beetle, bug, ant, fly, spider, bee, firefly, worm. (35) celestial bodies: Ursa Major, Venus, lunar eclipse, star, Moon, meteorite, comet, Sun. (21) Cloud, cloud:different types and forms. (thirty) Shoes: boots, felt boots, boots, slippers, shoes. (19) Clothing: trousers, underpants, jacket, men's shirt, coat, jacket, dress, dressing gown, shorts, skirt. (67) Weapon: rifle, bow and arrow, machine gun, cannon, slingshot, shield. (48) Relaxation: bicycle, skating rink, ice slide, parachute tower, swimming board, roller skates, sled, tennis. (29) Food: bun, cake, candy, lollipop, tortilla, ice cream, nuts, cake, sugar, toast, bread. (66) Weather: rain, rain drops, blizzard, rainbow, sun rays, hurricane. (36) Household items: vase, hanger, toothbrush, saucepan, ladle, coffee maker, broom, cup, brush. (eight) Bird: stork, crane, turkey, chicken, swan, peacock, penguin, parrot, duck, flamingo, chicken. (26) Entertainment: singer, dancer, circus performer. (47) Plants: thickets, shrubs, grass. (27) Fish and marine animals: guppy, goldfish, whale, octopus. (58) Supernatural (fabulous) creatures: Aladdin, Baba Yaga, demon, vampire, witch, Hercules, devil, monster, ghost, fairy, devil. (42) Lamp: magic lantern, lamp, candle, street lamp, lantern, electric lamp. (60) Symbol: badge, coat of arms, banner, flag, price tag, check, emblem. (52) Snowman.(57) Sun , and other planets: see Celestial Bodies. (55) Sport: jogging track, baseball field, horse racing, sports field, football goal. (13) Structure: house, palace, building, hut, kennel, skyscraper, hotel, pagoda, hut, temple, church. (fifteen) Building, its parts: door, roof, window, floor, wall, pipe. (fourteen) Construction material: board, stone, brick, plate, pipe. (17) Cane and products from it. (51) Shelter, shelter (not home): canopy, trench, tent, awning, hut. (31) Fruit: pineapple, orange, banana, fruit bowl, cherry, grapefruit, pear, lemon, apple. (28) Flower: daisy, cactus, sunflower, rose, tulip. (45) Numbers: alone or in a block, mathematical signs. (61) Watch: alarm, hourglass, stopwatch, sundial, timer. (37) A person, his head, face or figure: girl, woman, boy, nun, man, certain personality, old man. (56) Stick Man: see Man. (ten) Man, parts of his body: eyebrows, hair, eye, lips, bone, legs, nose, mouth, hands, heart, ear, tongue. (25) Egg: all kinds, including Easter, scrambled eggs.

Interpretation of test results.

1. Fluency,or productivity. This indicator is not specific to creative thinking and is primarily useful in that it allows you to understand other indicators of CTTM. The data show (see table 1) that most children in grades 1-8 complete seven to ten tasks, and high school students complete eight to ten tasks. The minimum number of completed tasks (less than five) occurs most often in adolescents (grades 5-8).

2. Flexibility.This indicator evaluates the diversity of ideas and strategies, the ability to move from one aspect to another. Sometimes it is useful to correlate this score with the fluency score, or even calculate an index by dividing the flexibility score by the fluency score and multiplying by 100%. Recall that if the subject has a low indicator of flexibility, this indicates the rigidity of his thinking, low level of awareness, limited intellectual potential and (or) low motivation.

3. Originality.This indicator characterizes the ability to put forward ideas that differ from the obvious, well-known, generally accepted, banal or firmly established. Those who receive high values ​​of this indicator are usually characterized by high intellectual activity and non-conformity. Originality of solutions implies the ability to avoid easy, obvious and uninteresting answers. Like flexibility, originality can be analyzed in relation to fluency using an index calculated in the manner described above.

4. Development. High values ​​of this indicator are typical for students with high academic performance, who are capable of inventive and constructive activity. Low - for lagging behind, undisciplined and negligent students. The indicator of elaboration of answers reflects, as it were, a different type of fluency in thinking and in certain situations can be both an advantage and a limitation, depending on how this quality is manifested.

Table 4.4.

Average values ​​of CTG in students of different grades*

*To compare the indicators of creative thinking (originality and elaboration), it is necessary to convert them into a standard T-scale. This will make it possible to compare the results obtained by CTTM and the figure test of creative thinking by P. Torrance (see Table 1). 4.5 ). In parentheses in the table are the indicators of the standard deviation.

Table 4.5 .

Converting "raw" indicators to a T-scale

Values ​​on the T-scale 50+10 correspond to the age norm.

Job processing example. The first digit is the category number, the second is points for originality, the third is points for overdevelopment.

The first creativity tests were created by J. Gilford and his staff at California State University in the 1950s. 20th century These methods, known as the Southern California Divergent Productive tests, measured the characteristics of one of the types of thinking that J. Gilford called divergent. 14 tests were developed. In the first ten, the subject was required to give a verbal answer, and in the last four, to compose an answer based on pictorial content. Examples of verbal tasks:

Ease of use. Write words containing the specified letter ("O": burden, pot, again ...).

Ease of use of associations. Write words similar in meaning to the given word. ("Heavy": difficult, weighty, severe...)

An example of a visual task:

Decor. Outlines of well-known objects must be filled in as much as possible a large number details of these objects.

J. Gilford's tests are aimed at adults and high school students. Their standardization was carried out on small samples, and data on reliability and validity fluctuate markedly from test to test and are not satisfactory. According to psychologists, the reasons for the low effectiveness of J. Gilford's tests in assessing creative abilities are the focus on the speed of completing tasks and not taking into account personal characteristics.

In addition, the tasks in them do not require a certain number of answers, which interferes with the objective calculation of their indicators. For this reason, according to some psychodiagnostics, it is necessary to establish the reliability of specialists evaluating their performance for creativity tests.

Currently, the most famous and widely used to measure creativity are E. Torrens Tests (Topapse Tests of Creative Thiming - TTCT). Despite his declared task of constructing test tasks as a model of the creative process and reflecting in them not the result, but the process of creativity, in reality, Torrance's tests (especially verbal ones) are essentially similar to J. Gilford's Southern California tests, and sometimes they are their adaptation [10, t .2]. In addition, the test scores were borrowed by E. Torrens from J. Guildford. However, E. Torrens did not try to create factor-pure (that is, reflecting on one factor) tests, but sought to reflect the complexity in them. creative processes. Their formal characteristics (reliability, validity) are slightly better than those of J. Gilford, but still insufficient.

E. Torrens developed 12 tests grouped into a verbal, visual and sound battery. He preferred not to use the term "creativity" in the names of his methods, designating them as batteries for verbal, pictorial and verbal-sound creative thinking. To relieve anxiety and create a favorable creative atmosphere, E. Torrens called his methods not tests, but classes.

The verbal test, developed in 1966, is intended for children from the age of 5 and adults. It consists of 7 subtests. The first three are questions related to one picture: the subject is asked to ask as many questions as possible to the picture, guess how

but more causes and consequences of what is depicted on it. In subtest 4, you should come up with as many interesting and unusual ways as possible to change the toy shown in the picture. In subtest 5, you need to come up with as many interesting and unusual uses an object known in everyday life (for example, an empty box). In task 6, you should come up with as many unusual questions as possible about the same subject. Subtest 7 requires you to imagine an unusual situation and make as many guesses as possible about its possible consequences. The execution time of each subtest is limited. The test is a group test and has two parallel forms A and B. The main indicators for the test are fluency, flexibility, originality and thoroughness of development.

This test has been translated into Russian, but there is no data on its testing for reliability and validity, as well as on standardization on a domestic sample. That's why verbal test E. Torrens in our country can only be used for research purposes.

The E. Torrens figured test also appeared in 1966. Its translation, adaptation and re-standardization for domestic subjects were performed by E. I. Shcheblanova, N. P. Shcherbo and N. B. Shumakova. It is intended for test subjects from 5 to 18 years old. This test consists of three subtests. Answers to all tasks are given in the form of drawings and captions to them.

Subtest 1 "Draw a picture" requires the test subjects to stick an irregularly shaped figure cut out of colored paper on a piece of paper and draw any original picture based on it. In subtest 2 “Finish the drawing”, you should draw unusual plot pictures or objects based on the unfinished figures depicted in the test book. In subtest 3, you need to draw as many objects as possible based on parallel lines or circles. The execution time of each subtest is limited to 10 minutes. (answers are analyzed according to the criteria of fluency, flexibility, originality and thoroughness of development).

The battery for verbal-sound creative thinking consists of two tests conducted using a tape recording. The first test "Sounds and Images" uses sounds as an object for recognition, the second "Onomatopoeia and Images" uses onomatopoeic words, that is, words that imitate natural sounds (for example, resembling a creak or crackling). The first test consists of four sound sequences presented three times, the second consists of nine words presented four times. In both tests, after listening to a sound recording, the subject must write what he thinks each sound is like. Answers are evaluated only on the basis of originality. In our country, this battery was not used.

Another, the most recent test of creativity (for preschoolers), manifested in action and movement, was developed by E. Torrens in 1980. The tasks of this test are designed in such a way as to give the child the opportunity to show their creative abilities in the process of free movement in any room. The same 4 indicators of creativity are registered as in other tests by E. Torrens.

Despite the desire of psychologists to oppose creative thinking to reproductive thinking, in practice, creativity tests were built on the same principles as intelligence tests, that is, they were high-speed methods with a rigidly specified content. Researchers believe that their main drawback is the failure to take into account the motivation and other personal characteristics of individuals, which are essential aspects of creative abilities.

There is not enough data on the relationship between E. Torrens tests and the criteria for creative achievements. Some point to their low predictability. Thus, the study by D. Kogan and A. Pankov, which compared the results of measuring the creativity of students in grades V and X with creative achievements at the end of school (after 7 years and 2 years, respectively), showed that the correlation coefficients for fifth-graders are 0, and for class X -- very small and insignificant .

Apparently, it is impossible to predict creative achievements using tests of creativity in science, technology, art and other areas of human activity, since these achievements require a complex combination of abilities (including intellectual and special ones) and personality traits. Currently available tests of creativity pay attention to individual elements of creativity, but this is not enough to predict creative achievement. So, flexibility and originality of thinking, great divergent productivity are important for creative achievements, but critical evaluation of emerging ideas is no less important. In the truly creative act, the phase of uninhibited divergent productivity is followed by the phase of critical appraisal. For example, in brainstorming, the productive and evaluation phases are separated in time; critical evaluation of ideas can interfere only in the early stages of creative activity, but critical evaluation can only be excluded for a while, and not canceled forever. Some psychologists believe that creativity can only be measured by analyzing individual acts of creativity.

In domestic psychology, much attention is paid to revealing the essence of creativity, elucidating the mechanisms of creative activity and the nature of creative abilities. As for the diagnostics of creativity, it should be noted that there are almost no works in this direction. We will only note the study conducted by D. B. Bogoyavlenskaya.

She singled out a unit of measurement of creative abilities, called "intellectual initiative". She sees her as a synthesis mental ability and motivational structure of the personality, manifested in the "continuation mental activity beyond what is required, beyond the solution of the problem that is put before the person. To identify the intellectual initiative, D. B. Bogoyavlenskaya abandoned the traditional test model for measuring creativity, suggesting that it is necessary to organize a specific, voluminous, two-layer activity. A system of tasks of the same type containing a number of general patterns is suitable for this. Such a system of tasks ensures the identification of the first (surface) layer, which consists in the activity given by the instruction to solve them, and also creates conditions for the second, deep layer, which is not obvious to the subject, which consists in the activity of identifying hidden patterns that the entire system of tasks contains, but the discovery which are not required for their solution. Intellectual initiative is manifested in the self-setting of a research task, which is not stimulated by the utilitarian need to fulfill the task of the methodology. Going beyond the given, the ability to continue cognition beyond the requirements of the situation is a personality trait that reflects the interaction of cognitive and motivational factors. In accordance with the hypothesis, D. B. Bogoyavlenskaya proposed the “creative field method”, which allows the subject, without the influence of an external stimulus, to move from the implementation of a given activity to a theoretical generalization and analysis of a given situation. Principles of the "creative field":

• 1) rejection of an external stimulus and prevention of evaluative stimulation;
• 2) the absence of a "ceiling" in the study of the object - an unlimited field of activity;
• 3) the duration of the experiment.

As part of this method, several methods were constructed that were tested for validity. The author experienced significant difficulties in finding an external criterion. Creative success was established by the method of expert assessments, which has a number of shortcomings. The obtained correlations of the experimental estimates of the intellectual initiative with the external criterion are very high, but the subjectivity of the chosen criterion does not allow us to consider the conclusions about the validity of the developed methods as final. Work in this direction continues.

Questions and tasks

• 1. How did the problem of research and diagnostics of creativity arise?
• 2. What are the main areas of research on creativity in foreign psychology.
• 3. How do creativity and intelligence test scores compare?
• 4. Describe the tests of creativity by J. Gilford and E. Torrance, note their advantages and disadvantages.
• 5. What is the difference between the interpretation of the phenomenon of creativity and its diagnosis by D. B. Bogoyavlenskaya and the approaches of J. Gilford and E. Torrance?
• 6. How accurate and practically justified is the forecast of creative achievements based on the results of tests of creativity?

• 1. Anastasi A. Psychological testing. T. 2.-- M., 1982.
• 2. Bogoyavlenskaya D. B. Intellectual activity as a problem of creativity. -- Rostov n / D., 1983.
• 3. Bogoyavlenskaya D. B. Psychology of creative abilities - M 2002.
• 4. Matyushkin A. M. Riddles of giftedness. - M., 1993.
• 5. Gifted children / Ed. G. V. Burmenskaya and V. M. Slutsky - M., 1991.
• 6. Psychology of giftedness in children and adolescents / Ed. N. S. Leytes. - M., 1996.
• 7. Shcheblanova E. I., Shcherbo N. P., Shumakova N. B. Figured form of the creative thinking test by P. Torrens. Guidelines for working with the test. - M., 1993.

There are a huge number of different methods of psychodiagnostics of a person's creative abilities. The most popular of these is the Torrens test.

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

E. Torrens developed 12 tests grouped into a verbal, visual and sound battery. The non-verbal part of this test, known as the Torrens Figural Forms, was adapted by the Scientific Research Institute of General and Pedagogical Psychology of the APN in 1990. Another part of the test - "Completion of pictures" (Complete Figures) was adapted in 1993-1994 in the laboratory for the diagnosis of abilities and PHC of the Institute of Psychology Russian Academy Sciences.

The figured test by E. Torrens brought to your attention is intended for adults, schoolchildren and children from 5 years old. This test consists of three tasks. Answers to all tasks are given in the form of drawings and captions to them.

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

Torrens creativity test, diagnostics of creative thinking:

Instruction - description for the Torrens test, stimulus material:

Subtest 1. "Draw a picture."

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

Subtest 2. "Completion of the figure."

Draw ten unfinished stimulus figures. And also come up with a title for each picture.

Subtest 3. "Duplicate lines."

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

Processing of results.

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

Key to the Torrens test.

"Fluency"- characterizes the creative productivity of a person. Scored only in subtests 2 and 3 according to the following rules:

1. For evaluation, it is necessary to count the total number of answers (drawings) given by the tested.

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

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

The following drawings are considered invalid:

· drawings in which the proposed stimulus (an unfinished drawing or a pair of lines) was not used as component Images.

· drawings that are meaningless abstractions with a meaningless name.

· meaningful, but repeated several times, drawings are considered 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, as 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"- the most important measure of creativity. The degree of originality testifies to the originality, uniqueness, and specificity of the creative thinking of the person being tested. The indicator of "originality" is calculated for all three subtests in accordance with the rules:

1. The score for "originality" is based on the statistical rarity of the answer. Ordinary, frequently occurring answers are rated at 0 points, all others at 1 point.

2. The picture is judged, not the title!

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

List of answers for 0 points for "originality":

Note: If the list of non-original answers answers “human face” 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 rated 1 score.

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

· Subtest 2. - 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. - a letter (letters), a tree or its parts, a person's face or figure, a panicle, a slingshot, a flower, a number (numbers).

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

4. - a letter (letters), waves, a snake, a question mark, a person's face or figure, a bird, a snail (a worm, a caterpillar), an animal's tail, an elephant's trunk, a number (numbers).

5. - number (numbers), letter (letters), lips, umbrella, ship, boat, person's 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 (ladle).

8. - number (numbers), letter (letters), girl, woman, face or figure of a person, dress, rocket, flower.

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

10. - number (numbers), letter (letters), Christmas tree, tree, branches, bird's beak, fox, human face, animal muzzle.

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

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

· 0 points: Obvious titles, 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 the 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: Imaginative descriptive titles "Mysterious Mermaid", "SOS", titles 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."

"Short circuit resistance"- displays "the ability to remain open to novelty and variety of ideas for a long time, to postpone the final decision long enough in order to make a mental leap and create an original idea." Only counted in subtest 2. Score from 0 to 2 points.

· 0 points: the piece closes the fastest and in a simple way: using a straight or curved line, solid hatching or shading, letters and numbers is also equal to 0 points.

· 1 point: The solution is superior to a simple closing of the figure. The test subject quickly and simply closes the figure, but then complements 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 drawing, or the figure closes with a complex configuration. Two points are also awarded if the stimulus pattern remains an open part of a closed pattern. Letters and numbers - respectively 0 points.

"Development» - reflects the ability to develop thoughtful ideas in detail. Scored in all three subtests. Evaluation principles:

· 1. One point is awarded for each significant detail of the picture that complements the original stimulus figure, while details belonging to the same class are evaluated 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 evaluated + one more 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 the items are repeated, but each of them has a distinctive detail, then one point must be given for each distinctive detail. For example: there are many flowers, but each has its own color - one new point for each color.

· 4. Very primitive images with minimal "development" are evaluated at 0 points.

Interpretation of test results Torrensa .

Sum the scores for all five factors (fluency, originality, abstractness of title, resistance to closure, and sophistication) and divide that sum by five.

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