El test de creatividad (TCI)evaluando la creatividad mediante una tarea de encontrar problemas

  1. Manuela Romo 1
  2. Vicente Alfonso-Benlliure 2
  3. Maria-Jose Sanchez-Ruiz 3
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 Lebanese American University
    info

    Lebanese American University

    Beirut, Líbano

    ROR https://ror.org/00hqkan37

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Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2016

Volumen: 22

Número: 2

Páginas: 93-101

Tipo: Artículo

DOI: 10.1016/J.PSE.2016.01.005 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

Los tests de pensamiento divergente no atienden generalmente a la naturaleza compleja de la creatividad y se centran en el producto final o solución del problema, obviando fases previas del proceso creativo como la búsqueda y formulación del problema. El presente estudio adopta el modelo de problem-finding y plantea una nueva medida de la creatividad para ninos ˜ de educación primaria (6-12 anos). ˜ Se expone la fundamentación teórica así como el proceso de diseno, ˜ construcción y validación de la prueba a través de diferentes estudios. El Test de Creatividad Infantil (TCI) evalúa el proceso creativo a partir de una tarea estructurada en dos fases: formulación y solución del problema. El test considera no sólo el resultado final (un dibujo) sino las fases previas que llevan a alcanzarlo. Los resultados muestran una fiabilidad y validez satisfactorias de las puntuaciones de la prueba. Se concluye que el TCI tiene unas propiedades psicométricas robustas y puede ser una herramienta útil para predecir el comportamiento creativo de los ninos ˜ en educación primaria.

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