1]Concept of creativity by E. Paul Torrance.

E. Paul Torrance, an American psychologist, is widely known for his pioneering

work in the field of creativity. His most notable contribution is the development
of the Torrance Tests of Creative Thinking (TTCT), which assess various
aspects of creative potential. Torrance's concept of creativity can be understood
through several key ideas:

1. Creativity as a Process:

Torrance emphasized that creativity is not limited to artistic expression but is a

broader, cognitive process. He described creativity as the ability to identify
problems, explore solutions, and produce novel and useful outcomes. This
process involves:

● Fluency: The ability to generate many ideas.

● Flexibility: The capacity to approach problems in different ways.
● Originality: The generation of unique or novel ideas.
● Elaboration: The ability to expand and refine ideas.

2. Divergent Thinking:

Torrance highlighted divergent thinking as the core of creativity. Divergent

thinking is the ability to think in multiple directions, exploring a wide range of
potential solutions to problems. This contrasts with convergent thinking, where
the focus is on finding a single correct answer.

3. Creativity and Human Development:

Torrance believed that creativity was present in all individuals, not just those
traditionally viewed as "creative." He argued that creativity can be nurtured and
developed throughout life. In his work, Torrance outlined various ways to
encourage creativity in children and educational environments, emphasizing
that fostering creative thinking was as important as promoting academic
knowledge.

4. Barriers to Creativity:

Torrance also explored factors that inhibit creativity, such as fear of failure,
rigid schooling systems, and societal pressures to conform. He stressed the
importance of creating supportive environments where individuals feel free to
experiment and express ideas without judgment.
5. Torrance’s Manifesto for Children:

In his later years, Torrance developed a set of principles to encourage children’s

creativity, often referred to as his "Manifesto for Children." These principles
include:

● Don’t be afraid to fall in love with something and pursue it with great
intensity.
● Know, understand, and believe in yourself.
● Learn to free yourself from the expectations of others and find the
courage to be creative.

Torrance’s work has had a significant influence on the study of creativity,

particularly in educational psychology, and continues to shape how creativity is
measured and understood today.

2] Measurement of Creativity by Guilford.

J.P. Guilford, a pioneering psychologist, developed a model to understand
creativity as part of his broader theory of intelligence. He proposed that
creativity is a specific aspect of intelligence that can be measured through
divergent thinking tasks. Guilford's work contributed to a shift in understanding
intelligence beyond the traditional IQ tests, focusing instead on creative and
problem-solving abilities.
Guilford's Creativity Measurement:
1. Divergent Thinking: Guilford believed creativity could be measured by
how well individuals engage in divergent thinking, which involves
generating multiple possible solutions to a problem rather than
converging on a single correct answer.
o Fluency: The ability to produce a large number of ideas.
o Flexibility: The ability to produce a variety of ideas from different
categories.
o Originality: The uniqueness of the ideas produced.
o Elaboration: The level of detail and development of the ideas.
2. Structure of Intellect (SOI) Model: Creativity, according to Guilford,
was one dimension of his Structure of Intellect Model, which categorized
intellectual functions into different operations, contents, and products.
Creativity, under this model, was associated primarily with divergent
 production, contrasting with convergent thinking (which leads to a single
correct solution).
3. Tests for Creativity:
o Alternative Uses Test: Participants are asked to list as many uses
as possible for a common object, such as a brick. Scores are based
on fluency, flexibility, originality, and elaboration.
o Consequences Test: Individuals are asked to predict consequences
of an improbable situation, such as what would happen if gravity
was no longer present.

Guilford’s approach to creativity has influenced modern research in

creativity studies and the development of psychometric tests for creative
thinking.

3] Torrance Test of creative thinking 1974.

The Torrance Tests of Creative Thinking (TTCT), developed by E. Paul
Torrance in 1966 and refined in 1974, is a widely recognized measure of
creativity that evaluates individuals' creative potential through two
primary forms: the Verbal Form and the Figural Form.

TTCT Forms and Subtests

1. Verbal Form: This form measures creativity through tasks that require
written responses. The subtests include:
o Asking Questions: Participants write questions about a given
situation.
o Making Guesses: Participants guess possible causes or
consequences of a situation.
o Improvement of a Product: Participants suggest ways to improve
a product.
o Unusual Uses: Participants list creative or unusual uses for an
everyday object (e.g., a cardboard box).
o Supposing: Participants predict consequences of an improbable
scenario becoming real.

2. Figural Form: This version assesses creativity through drawing tasks.

The subtests include:
o Compose a Drawing: Participants create an original drawing.
 o Finish a Drawing: Participants complete an incomplete figure.
o Parallel Lines: Participants create a new drawing starting from a
set of parallel lines.

Key Dimensions Assessed by TTCT

Torrance emphasized four key dimensions that are evaluated across these tasks:

● Fluency: The ability to produce a large number of ideas or responses.

This reflects how easily ideas flow.
● Flexibility: The ability to generate ideas from different categories or shift
perspectives. It indicates the versatility of thought.
● Originality: The ability to produce unique or uncommon ideas. It
measures novelty in responses.
● Elaboration: The ability to develop, embellish, or improve ideas by
adding details.

Cognitive Processes and Creativity: Creativity involves cognitive processes

like selective encoding, selective comparison, and selective combination, which
are integral to the TTCT tasks and aimed at provoking creative thought.
Construct Validity: Research, including studies in Spain and Portugal, has
examined the TTCT's construct validity. While dimensions like fluency,
flexibility, originality, and elaboration are critical, the specific demands of the
TTCT tasks influence performance. Some studies suggest that elaboration is the
most consistent indicator of creativity across tasks, and the TTCT may be more
effective for assessing adult creativity than that of children.

4] Description of Passi test of creativity Verbal

and Non-verbal by B.K. Passi.
The Passi Test of Creativity (PTC), developed by B.K. Passi, is a
comprehensive tool designed to measure creativity in school children. The test
incorporates both verbal and non-verbal assessments, allowing for a
multifaceted evaluation of creative abilities. Here's a detailed description of the
PTC based on the provided information:
General Overview
The PTC aims to capture creativity as a multidimensional attribute,
encompassing verbal and non-verbal aspects. It focuses on several key factors:
 ● Seeing Problems
● Fluency
● Flexibility
● Originality
● Inquisitiveness
● Persistence

Structure of the Test

The PTC consists of six tests, categorized as follows:
1. Verbal Tasks:
oSeeing Problems Test: Measures sensitivity to problems using
common objects (shoes, pen, chair, post-card) and assesses
understanding within an eight-minute time limit.
o Unusual Uses Test: Asks participants to list as many creative uses
for a piece of cloth and a bottle, with a focus on originality within
eight minutes.
o Consequences Test: Involves imagining the consequences of
hypothetical scenarios (e.g., "If all houses start flying") and scoring
based on fluency and originality within eight minutes.
2. Mixed Verbal and Non-Verbal Tasks:
oTest of Inquisitiveness: Presents a metronome with an
accompanying prompt to generate questions within six minutes.
Responses can be given in any known language.
3. Non-Verbal Tasks:
o Square Puzzle Test (Test of Persistency): A performance test
where subjects must use plastic pieces to create a square,
emphasizing persistence over a maximum of 40 minutes.
o Blocks Test of Creativity: Participants use colored blocks to create
as many unique designs as possible within ten minutes. Scores are
based on fluency, flexibility, and originality of designs.

Administration and Scoring

● Administration: The tests can be administered individually or in groups,

and instructions are provided to ensure clarity. The responses can be
written in English, Hindi, or the subject's mother tongue.
● Scoring: Due to the divergent nature of responses, a specific scoring
system was developed. A panel of judges assessed the relevance and
categorization of responses, ensuring a fair evaluation.

Reliability and Validity

 ● Reliability: The test-retest reliability and split-half reliability methods
were employed to assess consistency. For instance, the Unusual Uses Test
had a reliability coefficient of 0.97.
● Validity: Concurrent validity was established by comparing PTC scores
with other creative behavior measures, and both convergent and
discriminant validity methods were used to validate the tests.

Norms
Based on a sample of 600 students, normative data (mean, median, standard
deviation) for different creativity measures were developed for the PTC,
allowing for meaningful comparisons across different groups.
Conclusion
The Passi Test of Creativity (PTC) is a robust instrument that evaluates
various dimensions of creativity in school children through a mix of verbal and
non-verbal tasks. By focusing on problem sensitivity, originality,
inquisitiveness, and persistence, it provides a comprehensive assessment of a
child's creative potential.