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dc.contributor.authorDiakidoy, Irene-Anna N.en
dc.contributor.authorSpanoudis,George C.en
dc.creatorDiakidoy, Irene-Anna N.en
dc.creatorSpanoudis,George C.en
dc.date.accessioned2017-07-27T10:21:39Z
dc.date.available2017-07-27T10:21:39Z
dc.date.issued2002
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37245
dc.description.abstractThe purpose of this study was to examine the extent to which domain‐specific components, such as content and type of task, influence divergent thinking and creativity by comparing the performance of 112 ninth‐grade students on two parallel divergent‐thinking tests. The Verbal Forms of the Torrance Tests of Creative Thinking (TTCT) represented the domain‐independent measures, while two forms of a Creativity in History Test (CHT), whose items corresponded closely to those of the TTCT, served as the content‐specific measures. The results indicated that both content‐specific and task‐specific factors have significant effects on divergent‐thinking and creative performance. Implications concerning the definition of creativity as a construct and its measurement are discussed.en
dc.sourceJournal of Creative Behavioren
dc.titleThe issue of domain specificity in creativity testing: A comparison of performance on a general divergent-thinking test and a parallel content-specific test.en
dc.typeinfo:eu-repo/semantics/article
dc.description.volume36
dc.description.startingpage41
dc.description.endingpage61
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Ψυχολογίας / Department of Psychology
dc.type.uhtypeArticleen
dc.contributor.orcidDiakidoy, Irene-Anna N. [0000-0003-3650-8108]


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