P. Torrance Creative Thinking Test

Constructing an image based on a graphic stimulus

Non-verbal booklet "A"

Subtest 1. Draw a picture

Test material: a) an oval figure (Fig. 4) made of colored paper. The color of the figure can be any, but of such saturation that it is possible to draw details not only outside, but also inside the outline; b) a blank sheet of paper; c) glue; d) colored pencils.

Instructions. You received a figure made of colored paper and glue. Come up with any picture of which this figure would be a part. It can be any object, phenomenon or story.

Using glue, place this shape on a blank sheet of paper wherever you like. And then complete it with pencils to get the picture you intended.

Try to come up with a picture that no one else could come up with. Add new details and ideas to your drawing to make it the most interesting and captivating story possible.

When you finish the drawing, come up with a title for it and write it at the bottom of the sheet. Make this name as unusual as possible. Use it to better tell the story you've created.

Start working on your drawing, making it different from others and writing the most complex and interesting story possible.

A comment. At the ninth minute, remind the children to finish and sign the title of the drawing, as well as their last name and class. After ten minutes, turn off the stopwatch and stop working on subtest 1.

Subtest 2. Finish the drawing

Test material: a) a simple pencil; b) a test form consisting of ten squares in which graphic contours of various shapes are depicted (Fig. 5).

Instructions. Unfinished figures are drawn on these sheets. If you add lines to them, you will get interesting objects or plot pictures. Try to come up with pictures or a story that no one else can come up with. Make it complete and interesting, add new ideas to it. Come up with an interesting title for each picture and write it at the bottom of the picture. (if children are upset that they cannot finish the task on time, say the following: “You all work differently. Some manage to draw all the pictures very quickly, and then go back to them and add details. Others manage to draw only a few, but from each drawings create very complex stories. Continue to work the way you like best, the way that is most convenient for you.") After ten minutes, turn off the stopwatch and stop working.

Subtest 3. Lines

Instructions. Build as many objects or plot pictures as possible from each pair of lines (Fig. 6). These lines should form the main part of your painting. Use a pencil to add lines to each pair to complete the picture. You can draw between the lines, above the lines, around the lines - anywhere.

Make up as many objects or pictures as possible. Try to make them as interesting as possible. Label each picture with a title.

After ten minutes the task is terminated. If the children were unable to write the names for their drawings, ask them for the names immediately after testing.

Verbal-sound creative thinking

Diagnostics of verbal-sound creative thinking consists of two tests conducted using tape recording.

In the first test - “Sound and Images” - familiar and unfamiliar sounds are used as acoustic stimuli for recognition and association (natural, synthetic and musical sounds are used).

The second test - “Onomatopoeia and Images” - contains various words, intonations reminiscent of various meaningful signs (creaking, crackling), imitating natural sounds inherent in some object, musical intonations, intonation complexes modeled on a synthesizer.

In both tests, the subject, after listening to a sound recording, writes what a particular sound is like. When answering, complete freedom is given to the child’s imagination.

Sound sequences are presented four times.

Processing of experimental data

Characteristics of the main indicators of creative thinking

1. Ease (fluency) - a quantitative indicator reflecting the ability to generate a large number of ideas (associations, images). It is measured by the number of results. 2. Flexibility - reflects the ability to put forward a variety of ideas, move from one aspect of a problem to another, and use different solution strategies.

the natural world;

animal world;

• mechanical;

  symbolic;

  decorative elements;

  specific (city, house, highway, yard);

  art;

  dynamic phenomena.

Originality - characterizes the ability to put forward ideas that are different from the obvious, normative ones. It is measured by the number of extraordinary and non-repetitive answers, images, ideas.

Elaboration (thoroughness, detail of images) - captures the ability for invention and constructive activity. It is measured by the number of essential and non-essential details in developing the main idea.

When processing experimental data, it is necessary to keep in mind that the reasons for low and high scores on all cognitive parameters of creativity may be different. Thus, low scores on the “fluency” factor may be associated with high detail and elaboration of ideas. High scores on this factor may indicate impulsiveness or superficial thinking. Low scores on the “flexibility” factor indicate rigidity of thinking or low awareness and weak motivation. Extremely high scores have a “negative connotation” and may indicate an inability to adhere to a single line of thinking. A high coefficient of originality is sometimes observed in mental and neurotic disorders.

Therefore, when processing empirical data, not only the quantitative result (scores) is important, but also the reasons for this result.

Non-verbal booklet "A"

Constructing an image based on a graphic stimulus. Adaptation of the test was carried out by N. V. Shumakova, E. I. Shelbanova, N. P. Shcherbo, employees of the “Creative Giftedness” Center of the Scientific Research Institute of OPP of the Academy of Pedagogical Sciences of the USSR.

Assessment of task completion for subtest 1 “Draw a picture”

Originality. When processing, a scale from 0 to 5 points is used, according to the frequency of occurrence of identical answers. Answers occurring in 5% or more cases receive 0 points. Obvious answers, such as “drop”, “pear”, “egg” are also evaluated.

Answers occurring in 4.00-4.99% are scored 1 point, in 3.00-3.99% - 2 points, in 2.00-2.99% - 3 points, in 1.00-1. 99% - 4 points. All other answers receive 5 points.

Answers that do not correspond to the task are not counted if the drawing is not associated with a colored figure.

Careful design. The processing of this indicator is based on two provisions: the first includes the concept of the simplest answer - minimal and primary. In the second, inventing and depicting details refers to the manifestation of creative ability, which determines the level of development of ideas.

When assessing the thoroughness of development, points are given for each significant detail (significant idea) that complements the original stimulus figure, both within its contour and beyond. In this case, the basic simplest answer must be significant, otherwise its elaboration is not assessed.

One point is given for each significant detail of the overall answer (each class of details is scored once and is not taken into account when repeated);

color if it complements the main idea;

shading (but not for each line, but for the general idea);

decoration, if it makes sense;

every variation of design (except for purely quantitative repetitions) that is significant in relation to the main answer;

every detail in the title beyond what is necessary. If a line divides a drawing into two significant parts, points are counted in both parts of the drawing. If a line represents a specific item (belt, scarf...), it is worth one point.

Assessment of task completion for subtest 2 “Finish the drawing”

Fluency. This indicator is determined by counting the number of completed figures. The maximum score is 10.

Flexibility. This indicator is determined by the number of different response categories. To define categories, both the pictures themselves and their names can be used (which sometimes does not coincide).

Originality and thoroughness of development is assessed in the same way as processing the task of subtest 1.

Assessment of task completion for subtest 3 “Line”

It is produced similarly to the first two technologies.

Extra bonus points for originality of the idea.

The following points are given:

1, For non-standard thinking and deviation from the generally accepted, which manifests itself in the combination of several original repeating figures (pairs of parallel lines) into a single drawing. P. Torrance refers to this as a manifestation of a high level of creative abilities. Such children see opportunities where they are hidden from others.

In this regard, it is necessary to award additional points for combining the original figures into blocks: combining two pairs of lines - 2 points; three to five pairs - 5 points, six to ten pairs - 10 points, eleven to fifteen pairs - 15 points, more than fifteen pairs - 20 points.

These bonus points are added to the total originality points for the entire third task.

2. For the aesthetic artistic components of the embodiment of the idea. Experimental studies have shown that artistically gifted children include aesthetic and artistic elements in completing tasks. These elements include primarily:

a) emotional expressiveness of embodiment (expression);

b) integrity of the composition at a high level of development.

It is extremely difficult to standardize these manifestations of creative abilities, since they reflect individual characteristics of a person; therefore, scoring is the prerogative of the experimenter together with an expert group - specialists in the field of aesthetic education and art education.

Individual mark sheet(according to the Thorens test, figure form A - construction of an image based on a graphic stimulus)

FULL NAME ______________________________________________________________

Date _______________________ Age ______________________

Class _________________________ Gender _________________________________

This test was first proposed by the American psychologist P. Torrance in 1962. The test is intended to diagnose creativity starting from preschool age (5-6 years). Complicated options can be used in other age groups (up to 17-20 years). The main task that P. Torrens set himself was to obtain a model of creative processes that reflects their natural complexity.

This method is based on the ability for divergent thinking (D. Guilford), for transformation and association, the ability to generate new ideas and develop them.

Twelve Torrance tests of creative productivity are grouped into verbal, visual, and auditory batteries. The first is designated as verbal creative thinking, the second is figurative creative thinking, the third is verbal-sound creative thinking.

P. Torrance's creative thinking test suggests the possibility of various options and modifications. Recently, many different adapted modifications of this test have appeared (A. M. Matyushkin, N. V. Shumakova, E. I. Shelbanova, N. P. Shcherbo, V. N. Kozlenko, E. E. Tunik, A. E. Simanovsky, T. A. Barysheva). Below is the “classic version” of the P. Torrance test.

Preparing for testing

The following aspects of performance must be considered before presenting the test.

Tests do not allow any changes or additions. Even small “improvisations” require re-standardization and validation of the test. You should also not increase the test execution time, since the normative data presented in the manual corresponds to the specified time limit.

During testing, it is necessary to create a favorable emotional atmosphere. The use of the words “test”, “check”, “exam” must be avoided, since an anxious, tense environment blocks freedom of creative expression. Testing takes place in the form of an exciting game, interesting tasks, in an environment that encourages children’s imagination and curiosity, and stimulates the search for alternative answers.

The optimal group size is 15-35 subjects. For younger children, the group size should be reduced to 10-15 people, and for preschoolers, individual testing is preferable.

The burden of completing the figurative form of the test is 30 minutes. Taking into account preparation, reading instructions, possible questions, it is necessary to allocate 45 minutes for testing.

If the instructions raise questions from the children, answer them by repeating the instructions in words that are more understandable to them.

Examples and illustrations of possible sample answers should be avoided. This leads to a decrease in originality and, in some cases, in the number of responses.

Verbal creative thinking (P. Torrance method)

Verbal booklet "A"

Tasks 1-7

Instructions. I invite you to complete exciting tasks. They all require your imagination to come up with new ideas and combine them in different ways. When completing each task, try to come up with something new and unusual that no one else can come up with. Then try to complement your idea so that you get an interesting story-picture.

The time to complete each task is limited, so try to use it well. Work quickly, but take your time. Try to think of ideas. If you manage to complete the task completely before the command about the expiration of time, sit quietly and wait until everyone is given permission to proceed to the next task. If you do not have time to complete a task within the allotted time period, proceed to the next one according to the general command. If you have any questions, silently raise your hand and I will come to you and provide the necessary clarification.

The first three tasks will be related to the picture you see (Fig. 1). These tasks allow you to find out whether you know how to ask questions and make guesses about certain events, their causes and consequences.

Look at the picture and think: what happened? What can you say with confidence looking at this picture? What else do you need to know to understand what happened, why it happened and how it could end?

Fig.1

Task 1. Ask questions

Instructions. Write all the questions that you can think of based on this picture (this and subsequent tasks are accompanied by a blank sheet of paper on which question numbers from 1 to 23 are written in a column). Ask all the questions necessary to understand what happened. Don't ask questions that can be answered by looking at a picture. Look at the picture as much as you want.

Task 2. Guess the reasons

Instructions. Try to find and write down as many reasons as possible for the event shown in the picture. You can start from those events that could have happened before the moment depicted in the picture, or long after it. Don't be afraid to speculate.

Task 3. Guess the consequences

Instructions. List as many possible outcomes of the event shown in the picture as possible. Write about what might happen immediately after the event, or what might happen in the distant future.

Task 4. Results of improvement

Instructions. You see a sketch (sketch) of a soft toy - an elephant (Fig. 2). Think about how you can change this toy elephant to make it more fun for children to play with. Write the most interesting and unusual ways to change it.

Fig.2

Task 5. Unusual methods of consumption (cardboard boxes)

Instructions. Most people throw away empty cardboard boxes, but these boxes can have thousands of interesting and unusual uses. Come up with as many interesting and unusual ways of using it as possible. Don't limit yourself to just the uses you've seen or heard about.

Task 6. Unusual questions

Instructions. This task requires you to come up with as many questions as possible about cardboard boxes. These questions should invite a wide variety of answers and attract interest to other boxes. Try to come up with the most unusual questions about the properties of cardboard boxes that usually don’t come to mind.

Task 7. Let's imagine

Instructions. Imagine this incredible situation: there are ropes attached to the clouds that hang down to the ground (Fig. 3). What's happened? Think about what possible events this will lead to, what consequences could there be? Make as many guesses and assumptions as possible. Write down your thoughts and guesses.

Appendix No. 7.

Torrens technique

F. AND. ABOUT. ___________________ _ date .___________________

AgeClassFloor __________

Expresstheirideas

Withwith helpdrawings!

Youto comeexecutethreeexcitingtasks. YouBy- requiredimaginationAndcreativecapabilitiesForTogo, tocome up withnewideasAndexpresstheirWithwith helpdrawings, image- grooms. Atexecutioneveryonetaskstrycome up withWhat- ThatinterestingAndunusual, whatwouldNotsmogcome up withnobodyanother, exceptyou. Try your bestsupplementAnddeveloptheirideasSo, toatyouturned outinterestingstories- Pictures. Youyou cangood- shocope withWiththesetasks. ButThe main thing, WhatYouyou'll get itatthisthe presentpleasure.

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CREATION FIGURE

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WhenYouyou'll finishminedrawing, come up withTohimNameAndwrite it downhisat the bottompages. Try your best, toNamewasinteresting, unusualand it helpedunderstandThat, WhatYoudrew.

Onperformancetasksis given 10 minutes. Try hardworkfast, Butwithoutsuperfluousrush. Ifatyouarosequestions, asktheirNow.

Get startedwork above pattern. Do It his Not similar on other, let Hewill tell exciting And unusual history.

3

UNFINISHED FIGURES

On these two pages drawn unfinished figures. If You dobayou see To him additional lines, at you can turn out to be interesting beforemeta or stories.

Try hard draw such Pictures, which would Not smog come up with nobody, except you. Do every picture detailed And interesting, adding To herdifferent details.

Come up with it interesting Name For everyone drawing And write his from below.

On performance tasks is given 10 minutes. Try hard work fast, but without superfluous rush. If at you arose questions, ask their Now.

Get started work above drawings.

4

5

REPEATING LINES

On these three pages depicted couples direct lines. Draw How Canmore items or stories, using these lines.

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Try hard come up with such drawings, which would Not smog come up with nobody, except you. Draw How Can more various pictures, express All ideas, which at you will appear.

Come up with it interesting Name For everyone drawing And write his from below.

On performance tasks is given 10 minutes. Try hard work fast, Butwithout superfluous rush. If at you arose questions, ask their Now.

Get started work above drawings.

6

7

TORRENCE TEST

Figurative battery

B LANK FIXATIONS RESULTS

F. AND. ABOUT._____________________ _ date____________________

Age Class_______________ Floor__________

Table 1. Summation primary results . Standard points

subtest

Fluency

Originality

Elaboration

Name

Closure

Imaginative creativity

Sum of points

Calculation standard points :

Table 2. Table translation raw points V generalized raw points by factor "Elaboration" .

1.

0-5

6-12

13-19

20-26

27-33

> 34

2.

0-8

9-17

18-28

29-39

40-50

> 51

3.

0-7

8-16

17-27

28-37

38-47

> 48

Graphical representation of results

Conclusion

__________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PSYCHOLOGIST___________________

T EATING TORRENCE

Verbal battery

B LANK FIXATIONS RESULTS

F. AND. ABOUT._____________________ _ date____________________

Age Class_______________ Floor__________

Table 1.

№ answer

Subtest number

1

2

3

4

5

6

7

Questions

Causes

Consequences

Item Upgrade

Unusual uses

Unusual questions

Unusual situations

0

Cat

0

Cat

0

Cat

0

Cat

0

Cat

0

0

Shift

Calculation of standard points:

Table 2. Results of primary processing

Fluency

Flexibility

Originality

VC

1

Verbal creativity

2

3

4

5

6

7

Sum of points

T-scores

Conclusion

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PSYCHOLOGIST ________________________

TORRENCE TEST

Verbal Part

B LANK ANSWERS

F. AND. ABOUT._____________________ _ date___________________

Age Class_______________ Floor__________

Before you are several exciting tasks. You will need imagination and creativity. With their help you can come up with new ideas and express themwords.

There are no “right” or “wrong” answers to these tasks. It's important that you comesmall as many ideas as possible and really enjoyed it. Try toyour ideas turned out to be interesting and unusual - ones that no one else would have come up withwho else but you!

The time to complete each task will be limited. Try to work fast, butwithout unnecessary haste.

If you write down all your ideas and the assignment time is not over yet, wait untilthe following instructions. Sometimes, during such a calm wait, things come to mind:new ideas that you can add to existing ones.

If you have questions while completing assignments, do not ask them from your seat. Underhand, and the leader will approach you.

Tasks №№ 1-3: Questions, Causes, Consequences.

In the first three tasks you need to show how well you can askquestions when you want to find out something, how well can you guess aboutcauses and consequences of various events.

Look at the picture on the next page. What's going on there? What can you talk aboutsay with confidence? What information are you missing to understand what's going on?What could be the reason for the hero's behavior? What could come of this next?

Now turn the page and complete the tasks. Each task is given 5 minutes. The start of work on each task will be announced by the presenter.

Task No. 1: Questions

On the Answer Form, write down as many questions as possible that would help you exactlyunderstand what is happening in the picture.

Don't ask questions that can easily be answered in the drawing itself.

Exercise №2: Causes

Why do you think what is shown in the picture happened? Figure out how we canbut there are more reasons for what is happening.

These may be events that happened recently. And also events that happened veryfor a long time. The main thing is that they caused what is shown in the picture.

List all possible reasons on your Answer Sheet. Be bold in your guesses andassumptions.

Task No. 3: Consequences

What might happen next? Come up with as many consequences of the picture as you can.on the image.

These may be events that will occur immediately after the situation depicted, or events in the distant future. The main thing is that they will be the result of what is drawn.

List all possible consequences on your Answer Sheet. Be bold in your guessesand assumptions.

Task No. 4: Upgrading an item

How can you change this toy elephant so that children (like yours)younger sister or brother) has it become more interesting to play with him?

Come up with the most successful, original and unusual ways to change the elephant. Not a devilworry about how difficult it will be to make your changes. Just think aboutHow can this toy be improved?

List all possible changes to the elephant on your Answer Sheet.

Exercise №5: Unusual uses

Why do people throw away empty cardboard boxes? After all, you can come up with thousandsinteresting and unusual ways to use them!

Try it! Think of interesting and unusual ways to use emptycardboard boxes - any size and in any quantity. Don't limit your fantazyu by what you once heard or saw.

Think of as many ways to use the boxes as you can and write them down on your Answer Sheet.

Task No. 6: Unusual questions

Now try to come up with as many questions as possible about these cardboard boxes. Come up with a wide variety of questions that would arouse interest in cardboard boxes.timidity among others. Try to ensure that the questions concern such properties of cardboard boxestimid ones that no one has ever thought about.

Write down all the questions you come up with on the Answer Sheet.

Task No. 7: Unusual situation

This situation will most likely never happen. However, you have to imagine thatit still happened. Let your imagination run wild. What amazing things would happen then? What consequences could this situation have?

Look at the picture below. It depicts this incredible situation: towards the cloudsropes are attached that hang down to the very surface of the earth. What could happen in this case?

Offer as many options as possible and write them down on the Answer Sheet.

In this work, along with the task of studying the theoretical foundations of imagination and creativity based on literature, we set ourselves the goal of identifying the level of creativity of the subjects. To do this, we used the Torrance technique, which is based on the ability for divergent thinking, transformation and association. Torrance's model of creativity is universal. The main indicators of creativity - fluency, flexibility, originality and elaboration - are clearly manifested in artistic activity at different age periods of personality development. Creative thinking test E.P. Torrens assumes the possibility of various options and modifications.

DESCRIPTION OF THE METHOD

Torrance uses several methods: the first is designated as a study of verbal creative thinking, the second - visual creative thinking, the third - verbal-sound creative thinking. We will focus on the study of creative thinking. Before presenting the test, the following aspects of the work must be taken into account: 1. tests do not allow any changes or additions. 2. During testing, it is necessary to create a favorable emotional atmosphere. 3. time to complete the test form is 10 minutes.

10 people participated in our study. The test is called “Finish the drawing.” Materials and equipment - a simple pencil and a test form consisting of 10 squares, which depict graphic contours of various shapes. Unfinished figures are drawn in the squares. If you add lines to them, you will get interesting objects or plot pictures. You need to come up with pictures or a story that no one else can come up with. You need to come up with a name for each picture and write it below.

After completing the study using the Torrance method, we turned to D. Johnson's express method. D. Johnson's Creativity Questionnaire is an express method for psychodiagnostics of creativity. The Creativity Questionnaire consists of eight characteristics of creative thinking and behavior. After conducting the Torrance test, we determined the level of creativity of our subjects and, after observing, were able to give each subject scores on 8 characteristics:

1. sensitivity to the problem, preference for complexity, the ability to sense subtle, contradictory features of the surrounding world;

2. the ability to put forward and express a large number of different ideas, images, hypotheses;

3. the use of various strategies for solving a problem, the ability to offer different types and categories of ideas;

4. the ability to complement an idea with various details;

5. originality, non-standard thinking, individual style;

6. ability to transform, develop images and ideas, ingenuity;

7. emotional interest in creative activity, interest, sense of humor, creative motivation;

8. independence of thinking, responsibility for a non-standard position, self-sufficient behavior.

ANALYSIS OF RESULTS. CONCLUSIONS

Since the main indicators of creativity are fluency, flexibility, originality and elaboration, we used these criteria to determine the assessment of the subjects’ creativity. Fluency - the score is determined by counting the number of completed figures and the maximum score is 10. Flexibility - the score is determined by the number of different categories of answers. Originality - when processing, a scale from 0 to 5 points is used, according to the frequency of occurrence of identical answers. Our study involved 10 people aged 16 to 20 years.

The data obtained using the Torrens method are presented in the table:

Four subjects showed a high level of creativity, scoring the maximum score on the criteria of fluency, flexibility of thinking and originality. Two of them showed greater speed in completing the task, but at the same time they were not distinguished by originality. The remaining four people were behind the others in time, but their drawings were varied, i.e. flexibility and some originality.

Experimental practice using the Torrens test allowed us, in accordance with the objectives of our study, to identify the creativity of the subjects. The Torrance method is convenient, simple, informative and suitable for various age levels of personality development. The test allows you to solve various problems, including in the field of diagnosing artistic and creative abilities.

Creativity test. The full version of E. Torrance’s method consists of 12 subtests grouped into three batteries. The first is intended for diagnosing verbal creative thinking, the second - for non-verbal creative thinking (visual creative thinking) and the third - for verbal-sound creative thinking. The nonverbal part of this test, known as the “Figural forms of the Torrance Test of Creative Thinking” (Figural forms), was adapted at the Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences in 1990 on a sample of schoolchildren.

A.N. Voronin attempted to adapt one of the subtests of the complete Torrance test – the “Complete Figures” subtest – on a sample of managers aged 23 to 35 years. The test was adapted in 1993-1994 in the laboratory for diagnosing abilities and PVC at the Institute of Psychology of the Russian Academy of Sciences. During adaptation, special emphasis was placed on identifying non-verbal creativity as a certain ability to “generate” a new, original product under conditions of minimal verbalization. In other words, the verbalization of the material with which the subject is working and the means of “generating” a new product is not necessary and is secondary. The designation by the subject of what is drawn with certain words is not significant when interpreting the results and is used only for a more complete understanding of the drawing.

The proposed version of the Torrance test is a set of pictures with a certain set of elements (lines), using which subjects need to complete the picture to some meaningful image. This version of the test uses 6 pictures selected from 10 original ones. According to A.N. Voronin, these pictures do not duplicate each other in their initial elements and give the most reliable results.

The diagnostic capabilities of the adapted version of the methodology allow us to evaluate the following 2 indicators of creativity:

1. originality,
2. uniqueness.

The indicators of “fluency” of execution, “flexibility”, “complexity” of the image, available in the full version of the Torrance “Picture Completion” test, are not used in this modification.

In the course of adapting this methodology, norms and an atlas of typical drawings were compiled for a sample of young managers, which made it possible to assess the level of development of creativity in this category of people.

The test can be carried out either individually or in a group.

Features of the testing procedure:

When conducting the test, it is necessary to take into account that creativity is fully manifested only in favorable conditions. Unfavorable functional conditions, difficult testing conditions, and an insufficiently friendly testing atmosphere sharply reduce the results. This requirement is common when testing any form of creativity, therefore, before testing creativity, they always try to create a favorable environment, minimize achievement motivation and orient test takers to demonstrate their hidden abilities. At the same time, it is better to avoid open discussion of the subject focus of the technique, that is, there is no need to report that creative abilities (especially creative thinking) are being tested. The test can be presented as a technique for “originality”, an opportunity to express oneself in an unusual activity, etc. If possible, testing time is not limited, approximately 1-2 minutes are allocated for each picture. At the same time, it is necessary to encourage test takers if they think for a long time or hesitate.

Instructions:

“In front of you is a form with 6 half-drawn pictures. You need to finish drawing them. You can finish drawing anything and any way you want. After completing the drawing, you need to give it a title and sign it on the bottom line.”

Stimulus material:

Interpretation:

The original Torrance test uses several measures of creativity. The most significant of them is originality, the dissimilarity of the image created by the subject from the images of other subjects. In other words, originality is understood as the statistical rarity of an answer. It should, however, be remembered that there are no two identical images, and, accordingly, we should talk about the statistical rarity of a type (or class) of drawings. The interpretation block contains various types of drawings and their conventional names, proposed by the author of the adaptation, which reflect some essential characteristics of the image. It is important that the conventional names of the drawings, as a rule, do not coincide with the names of the drawings given by the subjects themselves. In this, according to A.N. Voronin, the differences between verbal and non-verbal creativity are quite clearly manifested. Since the test is used to diagnose nonverbal creativity, the names of the pictures given by the subjects themselves are excluded from subsequent analysis and are used only as an aid to understanding the essence of the picture.

The “originality” indicator of a drawing is assessed based on its data array and calculated using the following formula:

,

where Or is the originality of this type of drawing; x – number of drawings of a different type; X max – the maximum number of drawings in a type among all types of drawings for a given sample of subjects.

The Torrance originality index was calculated as the average originality for all pictures. If the originality of the drawing was 1.00, then such a drawing was recognized as unique. Additionally, the uniqueness index was calculated, defined as the number of pictures for a given subject.

Along with the “originality” indicator, the full Torrens test uses the “fluency” indicator, defined as the number of drawings excluding repetitive ones (without significant variations) and irrelevant ones. Irrelevant are drawings that do not include lines of stimulus material or are not an integral part of the drawing. When adapting the methodology, this indicator turned out to be uninformative. In the presence of irrelevant drawings, as a rule, a process of transition from unoriginal drawings to original and unique ones was observed, that is, there was a process of transition to creative solutions that unfolded consistently over time. Much less often (1-2 cases) there was a misunderstanding of the instructions. In both of these cases, the standard test scoring procedure is not applicable and repeated testing is required to determine the level of creativity.

An indicator such as “flexibility” works quite well in the “Parallel Lines” subtest, where you need to complete twelve pairs of parallel lines to create a meaningful image. “Flexibility” in this case means having different types of images for each pair of lines and ease of transition from one type of image to another. In the case of various stimulus material offered for completion, such an indicator is hardly meaningful and, when defined as “the number of different categories of images,” is indistinguishable from originality. The indicator of the “complexity” of the image, understood as “the thoroughness of the development of the drawing, the number of additions to the main drawing, etc.,” characterizes rather some “visual” experience of the subject and certain personality traits (for example, epileptoidism, demonstrativeness) rather than characteristics of creativity. In this version of the test, the indicators “fluency” of execution, “flexibility”, and “complexity” of the image are not used.

The interpretation of test results for a given test depends quite heavily on the specifics of the sample, so adequate and reliable conclusions about an individual can only be obtained within this sample or a similar one. In this case, norms and an atlas of typical drawings for a sample of young managers are presented, and accordingly it is possible to fairly well assess the nonverbal creativity of people of this or a similar contingent. If the sample is very different from the proposed one, then it is necessary to analyze the results of the entire new sample and only then draw conclusions about individual people.

To assess the results of testing people belonging to the contingent of managers or similar to it, the following algorithm of actions is proposed.

It is necessary to compare the completed drawings with those available in the atlas and, if a similar type is found, assign to this drawing the originality indicated in the atlas. If the atlas does not contain this type of drawing, then the originality of this completed picture is considered 1.00. The originality index is calculated as the arithmetic average of the originality of all pictures.

Let the first drawing be similar to picture 1.5 of the atlas. Its originality is 0.74. The second picture is similar to picture 2.1. Its originality is 0.00. The third drawing does not resemble anything, but the elements originally proposed for completion are not included in the drawing. This situation is interpreted as avoidance of the task and the originality of this drawing is assessed as 0.00. The fourth picture is missing. The fifth drawing is recognized as unique (unlike anything in the atlas). Originality – 1.00. The sixth picture turned out to be similar to picture 6.3 and the originality was 0.67. Thus, the total score for this protocol is 2.41 / 5 = 0.48.

When assessing the originality of a given drawing, it should be taken into account that sometimes “typical” drawings appear in response to stimuli that are atypical for them. So, for picture 1 the most typical drawing is what we conventionally call “cloud”. The same type of drawing may appear in response to the stimulus material of pictures 2 or 3. Such cases of duplication are not given in the atlas and the originality of such drawings should be assessed based on the images available for other pictures. In our case, the originality of the “cloud” pattern that appeared in the second picture is assessed with 0.00 points.

The uniqueness index (the number of unique pictures) of this protocol is 1. Using the percentile scale constructed for these two indices, you can determine the place of a given person relative to the proposed sample and, accordingly, draw conclusions about the degree of development of his non-verbal creativity.