Are All Remote Associates Tests Equal? An Overview of the Remote Associates Test in Different Languages.

The Remote Associates Test (RAT, CRA) is a classic creativity test used to measure creativity as a function of associative ability. The RAT has been administered in various different languages. Nonetheless, because of how embedded in language the test is, only a few items are directly translatable, and most of the time, the RAT is created a new in each language. This process of manual (and in two cases, computational) creation of RAT items is guided by the researchers' understanding of the task. This paper focuses on the question of whether RAT datasets administered in different languages within the literature are comparable. To answer this question, datasets acquired using different RAT stimuli are analyzed qualitatively and quantitatively. Kruskal-Wallis tests are conducted to find out whether there is a significant difference between any of the datasets for a given time frame. Pairwise Mann-Whitney post-hoc tests are then used to find out which pairs are different. Significant differences are observed between 18 dataset pairings regarding Accuracy and between 16 in terms of Response Time. The potential sources of these differences are discussed, together with what this means for creativity psychometrics and computational vs. manual creation of stimuli.

Scoring Divergent Thinking Tests by Computer With a Semantics-Based Algorithm.

Divergent thinking (DT) tests are useful for the assessment of creative potentials. This article reports the semantics-based algorithmic (SBA) method for assessing DT. This algorithm is fully automated: Examinees receive DT questions on a computer or mobile device and their ideas are immediately compared with norms and semantic networks. This investigation compared the scores generated by the SBA method with the traditional methods of scoring DT (i.e., fluency, originality, and flexibility). Data were collected from 250 examinees using the "Many Uses Test" of DT. The most important finding involved the flexibility scores from both scoring methods. This was critical because semantic networks are based on conceptual structures, and thus a high SBA score should be highly correlated with the traditional flexibility score from DT tests. Results confirmed this correlation (r = .74). This supports the use of algorithmic scoring of DT. The nearly-immediate computation time required by SBA method may make it the method of choice, especially when it comes to moderate- and large-scale DT assessment investigations. Correlations between SBA scores and GPA were insignificant, providing evidence of the discriminant and construct validity of SBA scores. Limitations of the present study and directions for future research are offered.

Creative Thinking of Deaf Children and its Related Factors / 中国心理卫生杂志

Objective：To explore the difference in creative thinking and the related factors between deaf children and normal children.Methods：Observation group(n=122)with the hearing disability students were selected from 4 special education schools.Control group(n=122)was come from 2 ordinary primary schools and 2 ordinary middle schools.The two groups were given both the New Creativity Test and the Combined Raven's Test.Results：(1)Deaf children got lower scores than normal children in verbal fluency[(7.76±0.75)vs.(12.98±0.59),P<0.001],verbal flexibility[(4.28±0.33)vs.(7.87±0.28),P<0.001],verbal originality [(7.16±0.89)vs.(11.35±0.72),P<0.001],figural flexibility[(9.69±0.35)vs.(11.10±0.31),P=0.003]and IQ[(101.05±1.196)vs.(105.01±1.102),P=0.030].Deaf children got higher scores than normal children in figural elaboration[(3.24±0.40)vs.(1.96±0.22),P=0.006].There was no significant difference in fluency and originality of figural task between the two groups.(2)Deaf children's scores of verbal fluency and verbal originality were positively correlated with their age(β=0.310,0.301;Ps<0.01).Deaf children's scores of verbal flexibility were positively correlated with length of bilingual education(β=0.308,P<0.001).Deaf children's scores of figural fluency,figural flexibility,figural originalityand figural elaboration were correlated positively with their age of sign language(β=0.321,0.308,0.228,0.456;Ps<0.05).Conclusions:(1)Deaf children are lower than normal children in verbal fluency,verbal flexibility,verbal originality,figural flexibility,and are higher in figural elaboration.There is no difference in figural fluency and originality between them.(2)Sign language is a major related factor to deaf children's figural creative thinking.