Do Gifted Student Writers and Creative Writing Experts Rate Creativity the Same Way?

By James C. Kaufman, Claudia Gentile, John Baer. 2005

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/61e2b04ccb294f26f8a444a2f2e2059ced287e11

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Furious activity vs. understanding: How much expertise is needed to evaluate creative work? (2013, background): “Kaufman et al. (2005) used gifted novices and experts to rate stories and poetry; they found strong (if lower) inter-rater reliabilities for the gifted novices, with correlations of r = .78 for poetry and r = .77 for short stories.”
Expertise, Domains, and the Consensual Assessment Technique. (2009, background): “Kaufman, Gentile, and Baer (2005) compared the ratings of expert judges and gifted novices (in this case, gifted high school students who were highly interested and talented in the domain being rated).”
Beyond New and Appropriate: Who Decides What Is Creative? (2012, unknown): “For the gifted novices, the coefficient alpha reliabilities were .82 for the poems and .74 for the short stories (Kaufman et al., 2005).”
A snapshot of creativity: Evaluating a quick and simple method for assessing divergent thinking (2009, background): “Recent work has loosened the classic CAT to include diverse kinds of products, raters, and judgments (Baer et al., 2004, Kaufman et al., 2005 and Kaufman et al., 2007).”
Beyond Big and Little: The Four C Model of Creativity (2009, background): “In addition, Kaufman, Gentile, and Baer (2005) found that Pro-c experts agreed at a high level with gifted novices (i.e., people transitioning from mini-c to little-c), although Kaufman et al. (in press) found that Pro-c experts did not agree with novices.”
Do experts and novices evaluate movies the same way (2009, background): “MacKinnon (1978) argued that “the starting point, indeed the bedrock of all studies of creativity, is an analysis of creative products, a determination of what it is that makes them different from more mundane products” (p.”
The Importance of Domain-Specific Expertise in Creativity (2015, background): “…widely varying goals, such as: ● analyzing ways that people with different levels of expertise in a domain conceptualize creativity differently (e.g., Kaufman et al., 2005, 2008); ● comparing and evaluating domain-general and domainspecific models of creativity (e.g., Baer, 1993; Conti et al.,…”
On the Cognitive Benefits of Cultural Experience: Exploring the Relationship between Studying Abroad and Creative Thinking (2012, methodology): “The CAT has been used to assess creativity in various domains and different levels of expertise (e.g., Baer, 1998; Conti et al., 1996; Kaufman et al., 2005) as well as in cross-cultural settings (e.”