A Report on the 40-Year Follow-Up of the Torrance Tests of Creative Thinking: Alive and Well in the New Millennium

By B. Cramond, Juanita Matthews-Morgan, D. Bandalos, Liping Zuo. 2005

311 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f708048ed1d9c75330154fce9e4a27410dbdcaf7

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Efficacy of Teaching Creativity: Assessment of Student Creative Thinking Before and After Exercises (2011, background): “Forty years after its initial administration, longitudinal studies have demonstrated that the TTCT has a good predictive validity for creative achievements (Cramond et al., 2005; Kim, 2006).”
Differential Effects of Divergent Thinking, Domain Knowledge, and Interest on Creative Performance in Art and Math (2011, background): “It should be noted that studies supporting the domain-general view invariably considered all the key dimensions of divergent thinking as in the form of a unifying construct or variable (Cramond et al., 2005; Plucker, 1999).”
Can Traditional Divergent Thinking Tests Be Trusted in Measuring and Predicting Real-World Creativity? (2011, background): “On the one hand, very little correlation (r¼ 0.06) was found between performance on the verbal and figural tests (Cramond et al., 2005).”
Approaches to Measuring Creativity: A Systematic Literature Review (2017, background): “This creates quite a problem, as the qualitative component of creative achievement is possibly more important in most of real-life situations (Harrington, 1975; Runco, 1986, 1987), and further, these two components are highly correlated with each other (Cramond et al., 2005).”
Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement: A Fifty-Year Follow-Up (2010, methodology): “These had been collected between 1958–1964, as detailed in the introduction to this article and in Cramond et al. (2005). The creative style of life (Torrance, 2002) was one criterion.”
The Effects of Integrating Creative and Critical Thinking on Schools Students' Thinking (2014, background): “These include seven (7) verbal sub-tests (activities) and three (3) figural subtests (activities) providing sub-scores for fluency, flexibility, originality and elaboration [31], [35], [36].”