El test de creatividad (TCI): evaluando la creatividad mediante una tarea de encontrar problemas

• Manuela Romo ^[1] ; Vicente Alfonso-Benlliure ^[2] ; Maria-Jose Sanchez-Ruiz ^[3]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
  2. [2] Universitat de València

     Universitat de València

     Valencia, España

     
  3. [3] Lebanese American University

     Lebanese American University

     Líbano

     

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• Localización: Psicología educativa, ISSN 1135-755X, Vol. 22, Nº. 2, 2016, págs. 93-101
• Idioma: español
• DOI: 10.1016/j.pse.2016.01.005
• Títulos paralelos:
  • The child creativity test (TCI: Assessing creativity through a problem finding task
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 15 Citas
• Resumen
  • español

    Los tests de pensamiento divergente no atienden generalmente a la naturaleza compleja de la creatividad y se centran en el producto final o solución del problema, obviando fases previas del proceso creativo como la búsqueda y formulación del problema. El presente estudio adopta el modelo de problem-finding y plantea una nueva medida de la creatividad para ninos ˜ de educación primaria (6-12 anos). ˜ Se expone la fundamentación teórica así como el proceso de diseno, ˜ construcción y validación de la prueba a través de diferentes estudios. El Test de Creatividad Infantil (TCI) evalúa el proceso creativo a partir de una tarea estructurada en dos fases: formulación y solución del problema. El test considera no sólo el resultado final (un dibujo) sino las fases previas que llevan a alcanzarlo. Los resultados muestran una fiabilidad y validez satisfactorias de las puntuaciones de la prueba. Se concluye que el TCI tiene unas propiedades psicométricas robustas y puede ser una herramienta útil para predecir el comportamiento creativo de los ninos ˜ en educación primaria.

  • English

    Divergent thinking tests do not generally address the complex nature of creativity but rather focus on the final product or solution of a problem, overlooking the previous stages of the creative process such as the discovery and formulation of a problem. The present study adopts the lrsquo;problem finding’ model and presents a new measure of creativity in children in primary education (6-12 years old). This paper presents the theoretical foundations as well as the process of designing, developing, and validating the test through different studies. The Child Creativity Test (TCI in Spanish) evaluates the creative process through a task structured in two stages: formulation and solution of a problem. The test considers not only the final output (a drawing), but also the previous phases that lead to it. Results show satisfactory validity and reliability of the test scores. It is concluded that the TCI has robust psychometric properties and can be a useful tool to predict creative behavior in primary school children.

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