Kupers Elisa, Van Dijk Marijn, Lehmann-Wermser Andreas
Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands.
Department of Developmental Psychology, University of Groningen, Groningen, Netherlands.
Front Psychol. 2018 Nov 8;9:2095. doi: 10.3389/fpsyg.2018.02095. eCollection 2018.
Creativity is a relevant yet elusive concept, and consequently there is a large range of methods to assess creativity in many different contexts. Broadly speaking, we can differentiate between creativity measures on the level of the person (such as the Torrance tests), the level of the creative product (consensual assessment), and the level of the creative process. In the recent literature on children's creativity, 80% of the studies employed measures on either the person or the product level (Kupers et al., submitted). However, for parents, teachers, and employers who wish to stimulate creativity, insight in the (often socially embedded) creative process is badly needed. This move from the inter-individual to the intra-individual level of assessment is furthermore in line with research in many other domains in psychology. Although there is some research focusing more on detailed descriptions of creative processes, the studies are usually purely qualitative and therefore highly context-specific, making generalization difficult. In this paper, we present a newly developed coding frame as a systematic, generic, micro-level measure of creativity. What is unique about this coding frame is that it can be applied to observations of creative processes in many different contexts, and for different kinds of creative tasks. The core of the instrument is that it allows us to assess the two core components of creativity - novelty and appropriateness on an ordinal 4-point scale, at each moment during the creative process. The coding frame can be applied in three steps. The first step is to determine the unit of analysis, that is, the level of detail in which the creative process is assessed. The second step and third steps are coding the units on two ordinal scales of novelty and appropriateness, respectively. In order to illustrate the versatility of our instrument, we apply it to two cases of very different creative processes: a musical composition task (open-ended) and a scientific reasoning task (closed- ended). Last, we demonstrate the possibilities for analyzing this type of dense intra-individual measurements of creativity (time series analysis and state space grids) and discuss the future research that is needed to fully validate the instrument.
创造力是一个既相关又难以捉摸的概念，因此在许多不同情境下有大量评估创造力的方法。广义而言，我们可以在个体层面（如托兰斯测试）、创造性产品层面（共识评估）和创造性过程层面区分创造力测量方法。在最近关于儿童创造力的文献中，80%的研究采用了个体层面或产品层面的测量方法（库佩斯等人，待发表）。然而，对于希望激发创造力的家长、教师和雇主来说，深入了解（通常嵌入社会的）创造性过程非常必要。这种从个体间评估层面到个体内评估层面的转变也与心理学许多其他领域的研究一致。尽管有一些研究更侧重于对创造性过程的详细描述，但这些研究通常纯粹是定性的，因此高度依赖具体情境，难以进行概括。在本文中，我们提出了一种新开发的编码框架，作为一种系统、通用、微观层面的创造力测量方法。这个编码框架的独特之处在于它可以应用于许多不同情境下对创造性过程的观察，以及不同类型的创造性任务。该工具的核心是它使我们能够在创造性过程的每个时刻，以4级顺序量表评估创造力的两个核心组成部分——新颖性和适宜性。编码框架可以分三步应用。第一步是确定分析单位，即评估创造性过程的详细程度。第二步和第三步分别是在新颖性和适宜性两个顺序量表上对单位进行编码。为了说明我们工具的通用性，我们将其应用于两个非常不同的创造性过程案例：一个音乐创作任务（开放式）和一个科学推理任务（封闭式）。最后，我们展示了分析这种密集的个体内创造力测量（时间序列分析和状态空间网格）的可能性，并讨论了充分验证该工具所需的未来研究。
