Creativity

=__Type notes on Creativity here!!__ Just click on "edit this page" above and type under or add to!= =Remember to click SAVE at right on top or bottom when finished typing!= = = --Founder of the Future Problem Solving Program and award winner for much work in creativity of gifted children (D.JLove)**
 * __E. Paul Torrance__- Torrance Tests for Creativity ** ** Measures fluency, originality, elaboration, abstractness of titles, and resistance to premature closure (M. Hill)
 * **Category** ||  || **Example(s)** ||
 * Ability to see or sensitivity to proboems ||  || Can state difficulties or deficiencies in common products or in social institutions, make judgement that desired goals in a described situation have not been achieved. ||
 * Fluency of thinking ||  || Able to think well and effortlessly ||
 * Word Fluency ||  || Can easily state words containing a given letter or combination of letters ||
 * || Word fluency ||  || Can easily state words containing a given letter or combination of letters ||
 * || Associational fluency ||  || Can easily state synonyms for a given word ||
 * || Expressional fluency ||  || Can easily write well-formed sentences with a specified content. ||
 * || Ideational fluency ||  || Can easily produce ideas to fulfill certain requirements, for example to name objects that hare hard, white and edible, or to write an appropriate title for a given story. ||
 * Flexibility of thinking ||  || Can easily abandon old ways of thinking and adopt new ones. ||
 * || Spontaneous flexibility ||  || Can produce a great variety of ideas. For example in suggesting uses for a brick, subject can jump among categories, from building material to weight to missile to source of red powder. ||
 * || Adaptive flexibility ||  || Can generalize requirements of a problem to find a solution. For example, in a problem of forming squares using a minimum number of lines, can abandon the usual idea that all squares have to be the same size. ||
 * Originality ||  || Comes up with ideas that are statistically unusual ||
 * || Remote associations ||  || Forms associations between elements that are remote from each other in time, or remote from each other logically ||
 * || Responses are judged to be clever ||  ||   ||
 * Redefinition - gives up old interpretations of familiar objects and uses them in new ways ||  || Which of the following objects could best be used to make a needle: pencil, radish, shoe, fish, carnation? (fish - use bone) ||
 * elaboration - can fill in details given a general scheme ||  || Given a general task, fill in the detailed steps. Given two simple lines, draw a more complex object/ ||
 * Tolerance of ambiguity ||  || Willingness to accept some uncertainty in conclusions, not using rigid categories ||
 * Interest in convergent thinking ||  || Thinking towards one right answer, as in solving a mathematical problem stated in a textbook ||
 * Interest in divergent thinking ||  || Open-ended thinking, where there is not a single right answer ||
 * Originality ||  || Comes up with ideas that are statistically unusual ||
 * || Remote associations ||  || Forms associations between elements that are remote from each other in time, or remote from each other logically ||
 * || Responses are judged to be clever ||  ||   ||
 * Redefinition - gives up old interpretations of familiar objects and uses them in new ways ||  || Which of the following objects could best be used to make a needle: pencil, radish, shoe, fish, carnation? (fish - use bone) ||
 * elaboration - can fill in details given a general scheme ||  || Given a general task, fill in the detailed steps. Given two simple lines, draw a more complex object/ ||
 * Tolerance of ambiguity ||  || Willingness to accept some uncertainty in conclusions, not using rigid categories ||
 * Interest in convergent thinking ||  || Thinking towards one right answer, as in solving a mathematical problem stated in a textbook ||
 * Interest in divergent thinking ||  || Open-ended thinking, where there is not a single right answer ||
 * elaboration - can fill in details given a general scheme ||  || Given a general task, fill in the detailed steps. Given two simple lines, draw a more complex object/ ||
 * Tolerance of ambiguity ||  || Willingness to accept some uncertainty in conclusions, not using rigid categories ||
 * Interest in convergent thinking ||  || Thinking towards one right answer, as in solving a mathematical problem stated in a textbook ||
 * Interest in divergent thinking ||  || Open-ended thinking, where there is not a single right answer ||
 * Interest in convergent thinking ||  || Thinking towards one right answer, as in solving a mathematical problem stated in a textbook ||
 * Interest in divergent thinking ||  || Open-ended thinking, where there is not a single right answer ||
 * Interest in divergent thinking ||  || Open-ended thinking, where there is not a single right answer ||