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In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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In this article, we present a subtest of the Aurora Battery, Metaphors, a new measure for the identification of gifted students. Metaphors is an assessment of analytical thinking in the verbal domain with an open-ended response format, an alternative to the conventional achievement measures or analytical assessments in multiple-choice format often used for giftedness identification. The comprehension of metaphors requires a combination of comparative, categorical, and evaluative thinking, and an ability to map meanings—literal and figurative—from one word to another. In this article, we first show that performance on Metaphors can contribute to the identification of giftedness, and we identify the items that seem to contribute to this discrimination most effectively (Study 1). Next, the comparative terms of each subtest item were characterised according to two key aspects—the concreteness and similarity of their comparative terms (Study 2). Results showed that gifted children may be better identified when these aspects are considered. New perspectives on metaphor processing in gifted students and premises for the identification of giftedness are then discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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Achieving creativity in the real-world depends on multiple individual and environmental factors. Among them, divergent thinking (DT) has long been considered a key ingredient of creativity and an essential criterion for predicting real-life creative outcomes. However, the link between DT and creative achievement (CA) has yielded heterogeneous results, as outlined by a prior meta-analysis on the DT–CA link published in 2008. Given several limitations of this meta-analysis and the large body of relevant studies that have been published since then, the present article aimed to offer an updated and methodologically rigorous meta-analytical examination of the DT–CA link. A total of 766 effect sizes from 70 studies encompassing 14,901 subjects were analyzed using a meta-analytic three-level model. The results showed that DT was positively, albeit weakly, linked to CA, with only 3% of shared variance. Moderator analyses indicated that this link was robust to variations in DT and CA measures used, gender, educational level, measurement interval between DT and CA, and country of study, but differed by DT task modality, CA domain, and intellectual giftedness. Specifically, the strength of the DT–CA link was significantly larger for (a) verbal DT tasks, (b) CA in the performance domain, and (c) gifted subjects. A significant interaction effect was also found between CA domain and intellectual giftedness, with the DT–CA link being strongest among gifted subjects in the performance domain. Implications of these results for the study and measurement of creativity are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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