Creative Thinking Ability: Domain Generality and Specificity

Abstract

The relationship between domain-general and domain-specific creative thinking ability was examined in 3 studies using structural equation modeling. Learning disability, ethnicity, gender, and age/grade were included in the model to test their differential effects on general and specific creative thinking. In Study 1 (N = 130), learning disability, grade (high school, college), and gender were included in the model in addition to the 2 latent variables (general and specific creative thinking ability). In Study 2, with elementary students (N = 108), ethnicity, grade (4th, 5th, and 6th graders), and gender were included. In Study 3, with preschool children (N = 71), age and gender were included. In all 3 studies, domain-general and domain-specific creative thinking ability were found to be distinguishable yet related, and the former had a causal effect on the latter. Age/grade level, gender, ethnicity, and learning disability status discriminated the 2 constructs—general and specific creative thinking ability. We concluded that different life experiences (schooling and culture) may have stronger impacts on domain-specific creative thinking than domain-general creative thinking.

Notes

Note. N = 130. TACT = Tel Aviv Creativity Test; ARLPS = Ariel Real Life Problem Solving; LD = Students with learning disability; Non-LD = Students without learning disability.

Note. N = 108. TACT = Tel Aviv Creativity Test; ARLPS = Ariel Real Life Problem Solving.

Note. N = 71. TACT = Tel Aviv Creativity Test; RLPS = Ariel Real Life Problem Solving. Age is continuous variable (3.33. to 5.33 years old), but grouped in this table to simplify the presentation.