Quest for the Holy Grail of Psychometric Creativity: The Links with Visual Thinking Ability and IQ

References

• Albert, R. S. (1990). Identity, experiences, and career choice among the exceptionally gifted and eminent. In M. A. Runco & R. S. Albert (Eds.). Theories of creativity. (pp. 14–34). London: Sage Publications.
   Google Scholar
• Amabile, T. M. (1983). The social psychology of creativity. New York: Springer-Verlag.
   Google Scholar
• Baer, J. (1993). Creativity and divergent thinking: A task-specific approach. New Jersey: Lawrence Erlbaum Associates.
   Google Scholar
• Baer, J. (1994). Why you shouldn’t trust creativity tests. Educational Leadership, Dec. 93/Jan. 94, 80–83.
   Google Scholar
• Baldwin, A. Y. & Vialle, W. (1999). The many faces of giftedness: Lifting the masks. Belmont, CA: Wadsworth Publishing.
   Google Scholar
• Barron, F. (1972). Artists in the making. New York: Seminar Press.
   Google Scholar
• Barrow, J. D. (1995). The artful universe. Oxford: Clarendon Press.
   Google Scholar
• Benjafield, J. G. (1992). Cognition. New Jersey: Prentice Hall International.
   Google Scholar
• Bern, S. L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155–162.
   PubMed Web of Science ®Google Scholar
• Borland, J. H. (1996). Gifted education and the threat of irrelevance. Journal for the Education of the Gifted. 16, 129–147.
   Google Scholar
• Chase, W. G. (Ed.). (1973). Visual information processing. New York: Academic press.
   Google Scholar
• Chomsky, N. (1986). Knowledge of language: Its nature, origin and use. New York: Praeger.
   Google Scholar
• Cohen-Shalev, A. (1993). The development of artistic style: Transformations of a creator’s core dilemma. Human Development, 36, 106–116.
   Web of Science ®Google Scholar
• Colangelo, N. & Davis, G. A. (Eds.) (2003). Handbook of gifted education (3rd ed.). Boston: Allyn & Bacon.
   Google Scholar
• Cooper, S. (2005). Gifted indigenous programmes: Unmasking potential in minority cultures. Gifted Education international, 19 (2), 114–125.
   Google Scholar
• Cowie, E. (1992). Fusion thinking: a theoretical discourse on creativity. Paper presentation at the Fifth International Conference on Thinking, Townsville, July 1992.
   Google Scholar
• Cropley, A. J. (1997). Creativity: a bundle of paradoxes. Gifted and Talented International, 12, 8–14.
   Google Scholar
• Cropley, A. J. (1999). Creativity and cognition: Producing effective novelty. Roeper Review, 21, 253.
   Google Scholar
• Cropley, A. J. (2000). Defining and measuring creativity: Are creativity tests worth using? Roeper Review, 23, 72–79.
   Google Scholar
• Cropley, A. J. (2001). Creativity in education and learning: A guide for teachers and educators. London: Kogan Page.
   Google Scholar
• Cropley, A. J. & Urban, K. K. (2000). Programs and strategies for nurturing creativity. In K. A. Heller, F. J. Monks, R. J. Stemberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 485–498). New York: Elsevier.
   Google Scholar
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
   Google Scholar
• Csikszentmihalyi, M. & Wolfe, R. (2000). New conceptions and research approaches to creativity: Implications of a systems perspective for creativity in education. In K. A. Heller, F. J. Monks, R. J. Stemberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., 81–94). Oxford, U.K.: Elsevier Science.
   Google Scholar
• Dabrowski, K. (1964). Positive disintegration. London: Gryf.
   Google Scholar
• Davis, G. A. & Rimm, S. B. (1989). Education of the gifted and talented (2nd Ed.). Boston: Pearson.
   Google Scholar
• Davis, G. A. & Rimm, S. B. (2003). Education of the gifted and talented (5th. Ed.). Boston: Pearson.
   Google Scholar
• Delisle, J. (1992). Guiding the social and emotional development of gifted youth. White Plains, NY: Longman.
   Google Scholar
• Edwards, B. (1986). Drawing on the artist within: How to release your hidden creativity. Glasgow: William Collins Sons.
   Google Scholar
• Eysenck, H. J. (1986). The biological basis of intelligence. In A. Cropley, K. K. Urban, H. Wagner & W. Wieczerkowski. (Eds.). Giftedness: A continuing world-wide challenge. Proceedings of the 6th World Conference on gifted children held in Hamburg, 1985. New York: Trillium Press.
   Google Scholar
• Finke, R. A., (1996). Imagery, creativity and emergent structure. Consciousness and Cognition: An International Journal, 5, 381–393.
   PubMed Web of Science ®Google Scholar
• Finke, R. A., Ward, T. B. & Smith, S. M. (1992). Creative cognition: Theory, research and applications. Cambridge, MA: MlT Press.
   Google Scholar
• Fishkin, A. S. & Johnson, A. S. (1998). Who is creative? Identifying children’s creative abilities. Roeper Review. 21, 40–46.
   Google Scholar
• Gallagher, J. J. (2003). Issues and challenges in the education of gifted and talented students. In N. Colangelo & G. Davis (Eds.). Handbook of gifted education (3rd ed., pp. 11–23). Boston: Allyn & Bacon.
   Google Scholar
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
   Google Scholar
• Gardner, H. (1987). The mind’s new science: A history of the cognitive revolution. New York: Basic Books.
   Google Scholar
• Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud. Einstein, Picasso, Stravinsky, Eliot, Graham and Gandhi. New York: Basic Books.
   Google Scholar
• Gardner, H. (1997). The first seven and the eighth. Educational Leadership. 55, 8–13.
   Web of Science ®Google Scholar
• Gardner, M. (1982). Aha! Gotcha: Paradoxes to puzzle and delight. New York: W.H. Freeman.
   Google Scholar
• Geake, J. (2000). Brain science: Implications for education? Paper presented to the Sth National Conference for the Education of the Gifted and Talented, Brisbane. July 2-5, 2000.
   Google Scholar
• Geake, J. (2002). Advances in neuroscience. Eminent Australian’s Keynote Address to the Conference of the Australian Association for the Education of the Gifted and Talented. Sydney, August 20–24, 2002.
   Google Scholar
• Geake, J. & O’Boyle, M. W. (2000). On educating the very able in mathematics: A sampling of current empirical research. Paper delivered to the Maths 2000 Festival, University of Melbourne, January 9–13.
   Google Scholar
• Getzels, J. W. & Csikszentmihalyi, M. (1976). The creative vision: A longitudinal study of problem finding in art. New York: John Wiley & Sons.
   Google Scholar
• Getzels, J. W. & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted children. New York: John Wiley.
   Google Scholar
• Getzels, J. W. & Jackson, P. W. (1963). The highly intelligent and the highly creative adolescent. In C. W. Taylor & F. Barron (Eds.). Scientific creativity: its recognition and development. New York: John Wiley and Sons.
   Google Scholar
• Glover, J. A., Ronning, R. R. & Reynolds, C. R. (Eds.). (1989). Handbook of creativity. New York: Plenum Press.
   Google Scholar
• Grant, B. (2002). Looking through the glasses: J.D. Salinger’s wise children and gifted education. Gifted Child Quarterly, 46. 6–14.
   Web of Science ®Google Scholar
• Hall, E. G. (1985). Longitudinal measures of creativity and achievement for gifted IQ groups. The Creative Child and Adult Quarterly, 10:,7–16.
   Google Scholar
• Han, Ki-Soon & Marvin, C. (2002) Multiple creativities? Investigating domain-specificity of creativity in young children. Gifted Child Quarterly, 46, 99–108.
   Google Scholar
• Hattie, J. & Rogers, H. J. (1986). Factor models for assessing the relation between creativity and intelligence. Journal of Educational Psychology, 78, 482–485.
   Web of Science ®Google Scholar
• Heller, K. A., Monks, F. J., Sternberg, R. J. & Subotnik, R. F. (Eds.). (2000). International handbook of giftedness and talent (2nd ed.). Oxford, UK: Elsevier Science.
   Google Scholar
• Hcrtjcr, K. (1986). Doubly gifted: The author as visual artist. New York: Harry N. Abrams.
   Google Scholar
• Hoffman, D. D. (1998). Visual intelligence: How we create what we see.New York: W.W. Norton and Company.
   Google Scholar
• Hunsaker, S. L. & Callahan, C. M. (1995). Creativity and giftedncss: Published instrument uses and abuses. Gifted Child Quarterly, 39, 110–114
   Web of Science ®Google Scholar
• Fellen, H. G. & Urban, K. K. (1989). Assessing creative potential worldwide: The first cross-cultural application of the test for creative thinking-drawing production (TCT-DP). Gifted Education International, 6, 78–86.
   Google Scholar
• Kandinsky, W. (1979). Point and line to plane. Dover publications: New York. Originally published in 1926.
   Google Scholar
• Kandinsky, W. (1981). Sound (Translated and with an introduction by E. R. Napier.). Binghamton, NY: Yale University.
   Google Scholar
• Kaufman, J. C. & Baer, J. (2004). The amusement park theoretical (APT) model of creativity. The Korean Journal of Thinking and Problem Solving. 14 (2), 15–25.
   Google Scholar
• Kellogg, R. (1970). Analysing children’s art. California: Mayfield Publishing.
   Google Scholar
• Khatcna, J. (1992). Gifted: Challenge and response for education. Illinois: F.E. Peacock.
   Google Scholar
• Kirshccnbaum, R. J. (1998). The creativity classification system: An assessment theory’. Roeper Review, 21, 20–27.
   Google Scholar
• Kurtzmann, L. A. (1967). A study of school attitudes, peer acceptance and personality of creative adolescents. Exceptional Children, 157–162.
   Google Scholar
• Lissitz, R. W. & Willhoft, J. L. (1985). A methodological study of the Torrance Test of Creativity. Journal of Educational Measurement, 22. 1–12.
   Web of Science ®Google Scholar
• Vlaker, C. J. (1985). Curriculum development for the gifted. Rockville, MD: Aspen Systems.
   Google Scholar
• McCabe, M. P. (1991). Influence of creativity and intelligence on academic performance. The Journal of Creative behavior, 25 (2): 116–122.
   Web of Science ®Google Scholar
• VlcCann, M. (1998). The creativity-IQ interface: Old questions and new answers. In Reach for the sky: Proceedings of the 7 National Conference for the education of the gifted and talented, Hobart, Tasmania.
   Google Scholar
• VIcCann, M. (1999). Figures of Sound: The creativity-IQ interface. Paper presented to the 13th World Conference for Gifted and Talented Children, Istanbul, Turkey.
   Google Scholar
• McCann, M. (2001). Visual thinking: The theory and practice of university enrichment programs for gifted children. Paper presented to the 14th Biennial Conference of the World Council for Gifted and Talented Children. Barcelona, August, 2001.
   Google Scholar
• VlcCann, M. (2003). A study of visual intelligence and the influence of a visual enrichment program on measures of IQ and creativity on students nominated as gifted. Unpublished Doctoral thesis: The University of Adelaide.
   Google Scholar
• VlcKim, R. H. (1980). Thinking visually: A strategy manual for problem solving. California: Dale Seymour.
   Google Scholar
• Vlilbrath, C. (1998). Patterns of artistic development in children: Comparative studies of talent. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Miller, A. I. (1998). The gift of creativity. Roeper Review, 21, 51–54.
   Google Scholar
• Mitzel, H. E. (Ed). (1982). Encyclopedia of educational research. New York: The Free Press.
   Google Scholar
• Morelock, M. J. & Feldman, D. H. (2000). Prodigies, savants, and Williams Syndrome: Windows into talent and cognition. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 227–242). Oxford, U.K.: Elsevier Science.
   Google Scholar
• Nickerson, R. S., Perkins, D. N. & Smith, E. E. (1985). The teaching of thinking. New Jersey: Lawrence Erlbaum Associates.
   Google Scholar
• O’Boyle, M. W. (2000). Neuroscientific research findings and their potential application to gifted educational practice. Australasian Journal of Gifted Education, 9 (1), 6–10.
   Google Scholar
• O’Connor, N. & Hermelin, B. (1987). Visual memory and motor programmes: Their use by idiot savant artists and controls. British Journal of Psychology, 78, 307–323.
   PubMed Web of Science ®Google Scholar
• Penrose, R. (1989). The Emperor ’s new mind: Concerning computers, minds and the laws of physics. Oxford: Oxford University Press.
   Google Scholar
• Perkins, D. N. (1992). Smart schools: From training memories to educating minds. New York: The Free Press.
   Google Scholar
• Phillipson, S. (2000). An organisational theory of creativity and its relationship with intelligence. Unpublished Doctoral thesis: Flinders University of South Australia.
   Google Scholar
• Picchowski, M. (1997). Emotional giftedness: An expanded view. Paper presented at the 9th Conference of the World Council for Gifted and Talented Children. Seattle, WA, July 2-9, 1997.
   Google Scholar
• Piirto, J. (1999). Talented children and adults: Their development and education. New York: MacMillan Publishing Company.
   Google Scholar
• Piirto, J. (2004). Understanding creativity. Arizona: Great Potential Press, Inc.
   Google Scholar
• Plucker, J. A. & Runco, M. A. (1998). The death of creativity measurement has been greatly exaggerated: Current issues, recent advances and future directions in creativity assessments. Roeper Review, 21, 36–39.
   Google Scholar
• Renzulli, J. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.). Conceptions of giftedness. (pp. 53–92) New York: Cambridge University Press.
   Google Scholar
• Renzulli, J., Smith L. H., White, A. J., Callahan, C. M. & Haryman, R. K. (1997). Scalesfor rating the behavioral characteristics of superior students. Mansfield Center, CT: Creative Learning Press.
   Google Scholar
• Ritchhart, R. (2001). From IQ to IC: A dispositional view of intelligence. Roeper Review, 23, 153–150.
   Google Scholar
• Rucker, R. (1985). Thefourth dimension and how to get there. London: Penguin.
   Google Scholar
• Rudowicz, E., Kitto, J. & Lok, D. (1999). Measurement of selected features of creative thinking in Hong Kong Primary school children. Paper submitted to the 13th International Conference of the World Council for Gifted and Talented Children, Istanbul, Turkey.
   Google Scholar
• Runco, M. A. (1991). The evaluative, valuative and divergent thinking of young children. The Journal of Creative Behavior, 25 (4), 311–319.
   Web of Science ®Google Scholar
• Runco, M. A. (1992). Children’s divergent thinking and creative ideation. Developmental Review, 12, 233–264.
   Web of Science ®Google Scholar
• Runco, M. A. (1993). Divergent thinking, creativity and giftedness. Gifted Child Quarterly, 37, 16–22.
   Web of Science ®Google Scholar
• Runco, M. A. & Albert, R. S. (1990). Theories of creativity. London: Sage Publications.
   Google Scholar
• Runco, M. A. & Dow, G. T. (2004). Assessing the accuracy of judgements of originality on three divergent thinking tests. The Korean Journal of Thinking and Problem Solving. 14 (2), 5–14.
   Google Scholar
• Schank, R. (1988). The creative attitude: Learning to ask and answer the right questions. New York: Macmillan.
   Google Scholar
• Shaughnessy, M. F. (2002). A reflective conversation with Robert J. Sternberg about giftedness, gifted education, and intelligence. Gifted Education International, 16. (3), pp. 201–207.
   Google Scholar
• Sisk, D. & Torrance, E. P. (2001). Spiritual intelligence: Developing higher consciousness. New York: Creative Education Foundation Press.
   Google Scholar
• Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
   Google Scholar
• Sternberg, R. J. (1990). Wisdom: Its nature, origins and development.New York: Cambridge University press.
   Google Scholar
• Sternberg, R. J. (Ed.). (1999). Handbook of creativity. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Sternberg, R. J. (2000). Patterns of gifledness: A triarchic analysis. Roeper Review, 22, 231–235.
   Google Scholar
• Sternberg, R. J. (2003). Wisdom and education. Gifted Education International. 17, 233–248.
   Google Scholar
• Sternberg, R. J. (2004) WICS: A new model of giftedness. Paper presented at the 8th Asia-Pacific Conference on Giftedness-Rebirth of giftedness in the trans-modern society: Vision, values and leadership, Daejeon, Korea, July.
   Google Scholar
• Sternberg, R. J. & Davidson, J. (Eds.). (1986). Conceptions of giftedness. Cambridge: Cambridge University Press.
   Google Scholar
• Sternberg, R. J. & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for gifted education. Gifted Child Quarterly, 46, 265–277.
   Web of Science ®Google Scholar
• Sternberg, R. J. & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1–31.
   Web of Science ®Google Scholar
• Sternberg, R. J. & Lubart, T. I. (1993). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37, 7–15.
   Web of Science ®Google Scholar
• Sternberg, R. J. & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: The Free Press.
   Google Scholar
• Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
   Google Scholar
• Torrance, E. P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice hall.
   Google Scholar
• Torrance, E. P. (1966). Torrance Tests of Creative Thinking: Norms-technical manual. Princeton, NJ: Personnel Press.
   Google Scholar
• Torrance, E. P. (1972). Predictive validity of the Torrance Tests of Creative Thinking. Journal of Creative behavior, 6, 236–252.
   Web of Science ®Google Scholar
• Torrance, E. P. (1981). Empirical validation of criterion-referenced indicators of creative ability through a longitudinal study. Creative Child and Adult Quarterly, 6, 146–150.
   Google Scholar
• Tufte, E. R. (1997). Visual explanations: Images and quantities, evidence and narrative. Cheshire, Connecticut: Graphics Press.
   Google Scholar
• Urban, K. K. (1999). The Test of Creative Thinking - Drawing Production. Paper presented to the 13th World Conference for Gifted and Talented Children, Istanbul, Turkey.
   Google Scholar
• Urban, K. K. & Jellen, H. G. (1986). Assessing creative potential via drawing production: the Test for Creative Thinking-Drawing Production (TCT-DP). In A. J. Cropley, K. Urban, H. Wagner, & W. Wicczerkowski (Eds.) Giftedness: A continuing world-wide challenge. New York: Trillium Press.
   Google Scholar
• Urban, K. K. & Jellen, H. G. (1993). Manual for the Test for Creative Thinking - Drawing Production. Hanover, Germany: University of Hanover.
   Google Scholar
• Urban, K. K. & Jellen, H. G. (1996). Manual for the Test for Creative Thinking - Drawing Production. Frankfurt: Swets Test Services.
   Google Scholar
• Wallace, B. (2005). Editorial. Gifted Education International, 19 (2), 88.
   Google Scholar
• Wallach, M. A. & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. New York: Holt, Rinehart & Winston.
   Google Scholar
• Weinstein, J. B. & Bobko, P. (1980). The relationship between creativity and androgyny when moderated by an intelligence threshold. Gifted Child Quarterly, 24, 162–165.
   Web of Science ®Google Scholar
• Winner, E. & Martino, G. (2000). Gifledness in non-academic domains: The case of the visual arts and music. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 95–110). Oxford, UK: Elsevier Science.
   Google Scholar