The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking

By Kyung H Kim. 2011

655 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1997fa3ec1cb589b09553bea8f5eb640d97ad62e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

Citations in the corpus

The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. (2018, methodology): “01 (e.g., Blissett & McGrath, 1996; Kim, 2011; Wang & Horng, 2002) in terms of the level of significance, such as .”
How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective (2018, background): “Despite the importance, students are not demonstrating creative growth from previous generations, as opposed to the growth they demonstrate on intelligence tests (Kim, 2011).”
A closer look at the creativity gap and why students are less creative at school than outside of school (2017, background): “…was originally explained in terms of a lack of support at school, and although there are alternative explanations for the slump (e.g., brain maturation leading to conventional tendencies), recent research continues to lament educational support for the creative potentials of students (Kim, 2011).”
Creativity in Education: Teaching for Creativity Development (2019, background): “It has been suggested there is a crisis in creativity thinking, with a decrease in creativity thinking scores (Kim, 2011), suggesting a need for creativity in education.”
The Torrance Tests of Creative Thinking - Figural or Verbal: Which One Should We Use? (2017, background): “Kim (2011b) also argued that Torrance intended that the two versions are a part of the complete measure of creative potential, because they measure different cognitive skills and attitudes.”
Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning (2020, methodology): “The creative thinking test uses instruments with indicators, including 1) fluency, 2) flexibility, 3) originality, and 4) elaboration (Torrance, 1972; Almeida et al., 2008; Kim, 2011), details of this including at table 3 below;”
Enhancement of Creative Thinking Skills Using a Cognitive-Based Creativity Training (2017, background): “Initiatives to facilitate creativity are especially important since a creativity crisis has been identified, revealing significant decrements in creativity since the 1990s (Kim 2011; Kimbell 2000; Newton and Newton 2010).”
The Psychological Well-Being of Early Identified Gifted Children (2016, background): “In general, creativity has not been much appreciated nor stimulated in our school systems (Kim, 2011).”
Creative Problem-Solving Process Styles, Cognitive Work Demands, and Organizational Adaptability (2014, background): “(e.g., Basadur, Runco, & Vega, 2000; Kim, 2011; Parnes, Noller, & Biondi, 1977; Puccio & Cabra, 2012; Puccio, Firestien, Coyle, & Masucci, 2006; Thompson, 2003).”
Classroom contexts for creativity (2014, methodology): “The Newsweek cover story (Bronson & Merryman, 2010) was based on an analysis of more than 250,000 scores of American children on the Torrance Test of Creative Thinking – demonstrating a steady decline in students’ scores starting in 1990 (see Kim, 2011).”
Creativity and Academic Achievement: A Meta-Analysis (2017, background): “Kim (2011) conducted one of the largest cross-sectional studies (N 279,599) that examined the pattern of creativity scores over six time periods (from 1966– 2008).”