Acar
Biographic Data
| ID | 47743 |
|---|---|
| NAME | Acar |
| FAMILY NAME | Acar |
| SIGNATURE | ACAR |
| AFFILIATIONS | University of North Texas |
| ORCID | 0000-0003-4044-985X |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Psycholinguistics of divergent thinking prompts predict the originality of elementary students’ responses
In the continued effort to identify creative talent, divergent thinking (DT) assessments are commonly employed to objectively assess aspects of individual creative ability. Despite their common usage, the selection of DT prompts remains unstandardized. This is concerning because it is unclear if all prompts can be employed equally or if certain characteristics associated with the acquisition and usage of said prompt in a given language affect the…
Problem finding and divergent thinking
Problem finding (PF) and divergent thinking (DT) are essential components in most creative cognition models.Since the PF and DT literature has suggested that these two constructs are associated to some extent, the current study aimed to meta-analytically evaluate the relationship between the two.It also aimed to examine the performance differences between DT and PF.Regarding the association between PF and DT, a two-level multivariate model with 1…
Creativity Assessment, Research, and Practice in the Age of Artificial Intelligence
Measurement tools and approaches have played a vital role in advancing creativity research, similar to their role in other scientific disciplines. Precise measurement is crucial for accurate hypothesis testing and comparing different theories. Recently, the field of creativity has reached a significant milestone with advancements in artificial intelligence (AI). AI has the potential to revolutionize creativity assessment methods, offering cost re…
“My Brain Said That … ”
Despite decades of research, the creative process remains to be fully understood, and most theories and empirical evidence focus on adults’ creativity. Without understanding children’s creative processes, the generalizability of these theories is questionable, which is crucial for teaching, learning, and parenting. However, studying children’s creative processes is challenging because of their still-developing meta-cognition, which is an essentia…
Understanding elementary students’ creativity as a trade-off between originality and task appropriateness
The Impact of Setting, Time of Day, and Giftedness on Divergent Thinking Test Scores
Students may not express their creativity uniformly, across all settings and under all conditions. Creativity is sensitive to expected evaluations, for example, and likely to vary when the individual is alone, in a small group, or in a large group. Quite a bit of research has demonstrated that certain conditions can be created to support creative thinking by students. The present study focused on two key factors that may impact divergent thinking…
The relationship between socioeconomic status and analytical, practical, and creative intelligence
Automated Scoring of Figural Tests of Creativity with Computer Vision
In this three‐study investigation, we applied various approaches to score drawings created in response to both Form A and Form B of the Torrance Tests of Creative Thinking‐Figural (broadly TTCT‐F) as well as the Multi‐Trial Creative Ideation task (MTCI). We focused on TTCT‐F in Study 1, and utilizing a random forest classifier, we achieved 79% and 81% accuracy for drawings only ( r = .57; .54), 80% and 85% for drawings and titles ( r = .59; .65),…
Development and Validation of the Cebeci Test of Creativity
This study presents the Cebeci Test of Creativity (CTC), a novel computerized assessment tool designed to address the limitations of traditional open‐ended paper‐and‐pencil creativity tests. The CTC is designed to overcome the challenges associated with the administration and manual scoring of traditional paper and pencil creativity tests. In this study, we present the first validation of CTC, demonstrating strong internal and external validity a…
Examining the Idea Density and Semantic Distance of Responses Given by AI to Tests of Divergent Thinking
Research suggests that generative AI (GAI) responds to divergent thinking (DT) prompts with multiple ideas, some of which seem to be original. The present investigation administered 55 DT tasks to three GAI services (Bard, GPT 3.5, and GPT 4.0). Instead of examining individual responses, an Idea Density algorithm was used to assess the output. This algorithm quantifies the ideas within responses, controlling for the number of words. A subset of t…
Along the Convergent–Divergent Continuum
Creativity tests, like creativity itself, vary widely in their structure and use. These differences include instructions, test duration, environments, prompt and response modalities, and the structure of test items. A key factor is task structure, referring to the specificity of the number of responses requested for a given prompt. Classic creativity assessments often use divergent thinking tasks, which allow for multiple responses. In contrast, …
Validation of Arabic Version of Runco Ideational Behavior Scale
This empirical investigation examined the cross-cultural usefulness of a measure of creative potential, namely the short form of the Runco Ideational Behavior Scale (RIBS). The RIBS has been used in several investigations and existing data show it to be a reliable criterion measure, usually with a two-factor structure. Scores from the RIBS correlated with tests of divergent thinking (DT); however, the RIBS is much easier to administer. Both DT an…
Measuring original thinking in elementary school
Testing the Domain Specificity of Creativity with Kaufman Domains of Creativity Scale
Domain‐specificity is a topic of debate within the field of creativity. To shed light on this issue, we conducted a meta‐analysis of cross‐domain correlations based on the Kaufman Domains of Creativity Scale (K‐DOCS). To evaluate the model fit of one general factor versus two factors that encompass the primary K‐DOCS subscales (Scholarly, Everyday, Artistic, Scientific, and Performance), we employed the one‐stage meta‐analytic structural equation…
Performance and Perception of Creativity and Academic Achievement in Elementary School Students
Creativity can be assessed using various methods, including divergent thinking performance, self‐ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self‐efficacy, teacher‐rated originality, academic achievement in reading and mathematics…
Are Bilinguals More Creative Than Monolinguals? A Meta‐Analysis
This study synthesizes quantitative research on the relationship between creativity and bilingualism. Extant literature underlines the role of developmental, cognitive, and socio‐cultural factors to explain the nature of the relationship between creativity and bilingualism. While decades of research frequently indicate a positive link, contrary or mixed evidence has also been documented, necessitating a comprehensive analysis of existing quantita…
The link between digital gaming and creativity
This study explored the relationship between digital gaming and creativity by conducting a meta-analysis of effect sizes using data from 78 effect sizes in 19 studies encompassing 3, 172 samples. We employed a two-level multivariate model with a robust variance estimator and conducted separate analyses for between-subject and within-subject designs. For the between-subject designs, the mean effect size was r = .109, 95% [−0.036, 0.249], indicatin…
Beyond semantic distance
Exploration of discriminant validity in divergent thinking tasks
Does the Task Structure Impact the Fluency Confound in Divergent Thinking? An Investigation with TTCT-Figural
Fluency confound (FC) has been a widely studied issue in divergent thinking (DT) tasks. In this study, the impact of DT task structure on FC was examined by focusing on activity level data from Torrance Tests of Creative Thinking (TTCT) – Figural. The TTCT-Figural involves two different task structures. Prompts in Activities 1 and 2 are designed for a single response each, for a total of 11, whereas Activity 3 allows for up to 30 responses throug…
Assessing the Robustness of the Factor Structure of TTCT-Figural
Numerous primary studies and a recent meta-analytic confirmatory factor analysis (Meta-CFA; Said-Metwaly, Fernández-Castilla, Kyndt, & Van den Noortgate, 2018) have shown that Torrance Tests of Creative Thinking – Figural (TTCT-F) consists of two factors. However, recent research has raised questions regarding factor analysis of the TTCT-F due to poor discriminant validity and artificial clustering of indices. Additionally, the original meta-anal…
Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment
Creative potential is one of the most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several useful methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are in the natural environment (i.e., outside of s…
What Makes Children's Responses to Creativity Assessments Difficult to Judge Reliably
Open‐ended verbal creativity assessments are commonly administered in psychological research and in educational practice to elementary‐aged children. Children's responses are then typically rated by teams of judges who are trained to identify original ideas, hopefully with a degree of inter‐rater agreement. Even in cases where the judges are reliable, some residual disagreement on the originality of the responses is inevitable. Here, we modeled t…
Socio‐Economic Status and Creativity
In the present study, we examined the relationship between socio‐economic status (SES) and creativity through a meta‐analysis of 885 effect sizes from 151 samples in 117 studies. Analyses of a multivariate model with a robust variance estimator showed a small positive correlation between creativity and SES ( r = .120, 95% CI [0.086, 0.154]). Further analyses with four groups of moderators (i.e., creativity measure, SES indicator, sample character…
Are the Verbal TTCT Forms Actually Interchangeable
One of the best‐known and most frequently used measures of creative idea generation is the Torrance Test of Creative Thinking (TTCT). The TTCT Verbal, assessing verbal ideation, contains two forms created to be used interchangeably by researchers and practitioners. However, the parallel forms reliability of the two versions of the TTCT Verbal has not been examined for over 50 years. This study provides a long‐needed evaluation of the parallel for…
Automated Scoring of Figural Tests of Creativity with Computer Vision
In this three‐study investigation, we applied various approaches to score drawings created in response to both Form A and Form B of the Torrance Tests of Creative Thinking‐Figural (broadly TTCT‐F) as well as the Multi‐Trial Creative Ideation task (MTCI). We focused on TTCT‐F in Study 1, and utilizing a random forest classifier, we achieved 79% and 81% accuracy for drawings only ( r = .57; .54), 80% and 85% for drawings and titles ( r = .59; .65),…
Along the Convergent–Divergent Continuum
Creativity tests, like creativity itself, vary widely in their structure and use. These differences include instructions, test duration, environments, prompt and response modalities, and the structure of test items. A key factor is task structure, referring to the specificity of the number of responses requested for a given prompt. Classic creativity assessments often use divergent thinking tasks, which allow for multiple responses. In contrast, …
Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement
This article presents the results of the 50-year follow-up of the longitudinal study E. Paul Torrance initiated 5 decades ago. The Torrance Test of Creative Thinking (TTCT) was administered in the late 1950s and personal and public achievement data were obtained 50 years later and used as criteria in analyses reported here. These showed that TTCT scores were moderately correlated with personal, but not with public, achievement. However, an intera…
Divergent Thinking as an Indicator of Creative Potential
Divergent thinking (DT) tests are very often used in creativity studies. Certainly DT does not guarantee actual creative achievement, but tests of DT are reliable and reasonably valid predictors of certain performance criteria. The validity of DT is described as reasonable because validity is not an all-or-nothing attribute, but is, instead, a matter of degree. Also, validity only makes sense relative to particular criteria. The criteria strongly…
Divergent thinking
Why Do Teachers Connect Better With Some Students Than Others? Exploring the Influence of Teachers’ Creative-Thinking Preferences
Teacher–student connection is influenced by several factors and one possible factor is teachers’ creative - thinking preferences (CTP). The present study investigated the extent to which teachers’ CTP predicts their view of favorable student characteristics. Teachers’ CTP was measured by FourSight that featured four preferences: clarifying, ideating, developing, and implementing. Two hundred seventy-five teachers in the United States completed th…
What should people be told when they take a divergent thinking test? A meta-analytic review of explicit instructions for divergent thinking
Birth Order and Divergent Thinking
This article is a meta-analysis examining the association of birth order and divergent thinking (DT). The main purpose was to examine how ordinal position (only, first, middle, or last-born) is related to creativity. Results showed that first-borns had higher DT scores than later-born children
Creativity and Well‐being
Creativity and well‐being are popular subjects in psychological and organizational studies. The recent literature presented mixed perspectives about the nature of the relationship between the two. Whereas the mad‐genius hypothesis, which was often explored among eminently creative individuals, seems to imply a negative relationship between the two, trends in the field of creativity, such as everyday creativity and general psychology (i.e., positi…
Are the Verbal TTCT Forms Actually Interchangeable
One of the best‐known and most frequently used measures of creative idea generation is the Torrance Test of Creative Thinking (TTCT). The TTCT Verbal, assessing verbal ideation, contains two forms created to be used interchangeably by researchers and practitioners. However, the parallel forms reliability of the two versions of the TTCT Verbal has not been examined for over 50 years. This study provides a long‐needed evaluation of the parallel for…
Divergent Thinking and Evaluative Skill
Evaluative skill, the ability to accurately assess ideas in terms of originality or creativity, is a critical component of creativity. It involves discarding bad ideas and discerning ideas that are worthwhile to pursue. In light of the growing research on the association between individuals’ evaluative skill and divergent thinking (DT), a research synthesis is needed to clarify discrepant results. Therefore, we examined the relationship between D…
Beyond semantic distance
Exploration of discriminant validity in divergent thinking tasks
Does the Task Structure Impact the Fluency Confound in Divergent Thinking? An Investigation with TTCT-Figural
Fluency confound (FC) has been a widely studied issue in divergent thinking (DT) tasks. In this study, the impact of DT task structure on FC was examined by focusing on activity level data from Torrance Tests of Creative Thinking (TTCT) – Figural. The TTCT-Figural involves two different task structures. Prompts in Activities 1 and 2 are designed for a single response each, for a total of 11, whereas Activity 3 allows for up to 30 responses throug…
Assessing the Robustness of the Factor Structure of TTCT-Figural
Numerous primary studies and a recent meta-analytic confirmatory factor analysis (Meta-CFA; Said-Metwaly, Fernández-Castilla, Kyndt, & Van den Noortgate, 2018) have shown that Torrance Tests of Creative Thinking – Figural (TTCT-F) consists of two factors. However, recent research has raised questions regarding factor analysis of the TTCT-F due to poor discriminant validity and artificial clustering of indices. Additionally, the original meta-anal…
Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment
Creative potential is one of the most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several useful methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are in the natural environment (i.e., outside of s…
What Makes Children's Responses to Creativity Assessments Difficult to Judge Reliably
Open‐ended verbal creativity assessments are commonly administered in psychological research and in educational practice to elementary‐aged children. Children's responses are then typically rated by teams of judges who are trained to identify original ideas, hopefully with a degree of inter‐rater agreement. Even in cases where the judges are reliable, some residual disagreement on the originality of the responses is inevitable. Here, we modeled t…
Socio‐Economic Status and Creativity
In the present study, we examined the relationship between socio‐economic status (SES) and creativity through a meta‐analysis of 885 effect sizes from 151 samples in 117 studies. Analyses of a multivariate model with a robust variance estimator showed a small positive correlation between creativity and SES ( r = .120, 95% CI [0.086, 0.154]). Further analyses with four groups of moderators (i.e., creativity measure, SES indicator, sample character…
Validation of Arabic Version of Runco Ideational Behavior Scale
This empirical investigation examined the cross-cultural usefulness of a measure of creative potential, namely the short form of the Runco Ideational Behavior Scale (RIBS). The RIBS has been used in several investigations and existing data show it to be a reliable criterion measure, usually with a two-factor structure. Scores from the RIBS correlated with tests of divergent thinking (DT); however, the RIBS is much easier to administer. Both DT an…
Measuring original thinking in elementary school
Testing the Domain Specificity of Creativity with Kaufman Domains of Creativity Scale
Domain‐specificity is a topic of debate within the field of creativity. To shed light on this issue, we conducted a meta‐analysis of cross‐domain correlations based on the Kaufman Domains of Creativity Scale (K‐DOCS). To evaluate the model fit of one general factor versus two factors that encompass the primary K‐DOCS subscales (Scholarly, Everyday, Artistic, Scientific, and Performance), we employed the one‐stage meta‐analytic structural equation…
Performance and Perception of Creativity and Academic Achievement in Elementary School Students
Creativity can be assessed using various methods, including divergent thinking performance, self‐ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self‐efficacy, teacher‐rated originality, academic achievement in reading and mathematics…
Are Bilinguals More Creative Than Monolinguals? A Meta‐Analysis
This study synthesizes quantitative research on the relationship between creativity and bilingualism. Extant literature underlines the role of developmental, cognitive, and socio‐cultural factors to explain the nature of the relationship between creativity and bilingualism. While decades of research frequently indicate a positive link, contrary or mixed evidence has also been documented, necessitating a comprehensive analysis of existing quantita…
The link between digital gaming and creativity
This study explored the relationship between digital gaming and creativity by conducting a meta-analysis of effect sizes using data from 78 effect sizes in 19 studies encompassing 3, 172 samples. We employed a two-level multivariate model with a robust variance estimator and conducted separate analyses for between-subject and within-subject designs. For the between-subject designs, the mean effect size was r = .109, 95% [−0.036, 0.249], indicatin…
Problem finding and divergent thinking
Problem finding (PF) and divergent thinking (DT) are essential components in most creative cognition models.Since the PF and DT literature has suggested that these two constructs are associated to some extent, the current study aimed to meta-analytically evaluate the relationship between the two.It also aimed to examine the performance differences between DT and PF.Regarding the association between PF and DT, a two-level multivariate model with 1…
Creativity Assessment, Research, and Practice in the Age of Artificial Intelligence
Measurement tools and approaches have played a vital role in advancing creativity research, similar to their role in other scientific disciplines. Precise measurement is crucial for accurate hypothesis testing and comparing different theories. Recently, the field of creativity has reached a significant milestone with advancements in artificial intelligence (AI). AI has the potential to revolutionize creativity assessment methods, offering cost re…
“My Brain Said That … ”
Despite decades of research, the creative process remains to be fully understood, and most theories and empirical evidence focus on adults’ creativity. Without understanding children’s creative processes, the generalizability of these theories is questionable, which is crucial for teaching, learning, and parenting. However, studying children’s creative processes is challenging because of their still-developing meta-cognition, which is an essentia…
Psychology (29 works) · Creativity in Education and Neuroscience (27 works) · Creativity (24 works) · Social Psychology (24 works) · Cognitive psychology (15 works) · Developmental psychology (14 works) · Education, Achievement, and Giftedness (14 works) · Computer Science (10 works) · Mathematics education (10 works) · Divergent thinking (9 works)