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ERIC Number: ED048376
Record Type: RIE
Publication Date: 1971-Feb
Pages: 11
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effects of Environment on Performance During Creativity Testing.
Edwards, Thomas M.
The performance of 131 urban sixth-grade students on the Uses Test of creativity was studied in four environments to determine the effects of testing condition variables and to find optimal testing procedures. Testing condition variables included the giving of grades vs. no grades and individual vs. group administration of the task. The four test environments included combinations of the above alternatives, all with the subjects doing independent written work. Both group testing and the giving of grades were associated with higher scores, and the Group-Grades combination was especially favorable. Of the two variables, grading had the stronger influence. Subjects given grades, when compared to those not given grades, had higher scores for total number of uses, unique uses, non-unique uses, and total time spent. Subjects tested in groups generated more non-unique uses and spent more time than those tested individually; differences on the other two measures were not significant. Interactions, where present, favored the Group-Grades testing condition. The Group-Grades condition also appears to have advantages over test environments used in previous studies. However, validation of the Uses Test in the Group-Grades environment has yet to be tried. Under the time-free conditions of the present study, time spent on the Uses Test correlated highly with all three performance scores; creativity scores also were independent of IQ. It is suggested that voluntary concentration time may be a key variable differentiating creative and uncreative students on a measure which is independent of IQ. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Uses Test of Creativity (Guilford)
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, New York, February 1971