1 Creative giftedness: How to find it and how to develop it Todd Lubart LATI: Laboratoire Adaptations Travail Individu Psychology Institute Paris Descartes University it Sorbonne Paris City University it
A little background: Homo habilis (- 2 million years) Cave Art (- 40000 years)
The creative gifted: A resource for humanity that seems hard to detect
Creativity: it a 21 st century competency 2010 IBM international study(n=1541) Creativity is the top capacity sought in close collaborators 2013 Adobe survey, 4000 1 st 12 teachers and parents, (USA, UK, Germany, Australia) 85-90% parents, 65-87 % teachers : creativity needed for future economy 89% teachers, 87% parents (USA) wish to see more attention to creativity in schools OECD international study, 15 countries, 2016-2018, PISA2021 World Economic Forum 2018: Creativity in the top 3 capaities for employability
Creativity: the ability to generate new productions that are meaningful in their context Creative potential = the latent state of being able to generate new productions that are meaningful in their context
Potential - The ability to develop, achieve or succeed a desired future state - A latent state of what may come to be (seed) may be become a big walnut tree The walnut may be also become part of a salad part of the ground soil a souvenir of a nature walk part of a science experiment on Mars part of a toy
Ribot (1900*) : Did you say Creative potential? Every normal person creates more or less. He/She can in ignorance invent something that was already invented a thousand time; if it is not a creation for the species, it remains one for the individual. We restrain invention unduly on only attributing it to great inventers. Types of creativity : Artistic, Numerical, Scientific, Practical/mechanic, Commercial, Utopian/moral * See Mouchiroud & Lubart (2018) T. Ribot. In V. Glaveanu (Ed.) Creativity Reader. Oxford University Press.
Multivariate Creative Potential: approach Creators Cognitive factors Specific abilities Knowledge Conative factors Specific traits Motivation Creative potential according to the domain Affective factors Emotion traits Emotion states Environment Culture Creative Production (achievement - talent) Sternberg & Lubart (1995), Lubart et al., (2003/2015)
Creative Potential, P-E fit and Big C Jean François Millet Vincent Van Gogh
A two mode process Ingredients and Creative Process Each mode associated with certain ingredients that facilitate it The modes and ingredients are deployed in specific ways for each domain and task
Divergent-Exploratory??? Stimulus???
The Divergent-Exploratory Mode of thinking A set of internal factors are relevant: Cognition: Selective encoding, Flexibility, Knowledge, Personality: Perseverance, Openness, Non-conformity Motivation: Novelty-seeking Emotion: Positive emotion
Convergent-Integrative
The Convergent-Integrative Mode of thinking A set of internal factors are relevant: Cognition: Selective comparison(analogies, metaphors), selective combination (bisociation, janusian thinking, ), evaluation Personality: Perseverance, Non-conformity, risk taking, Ambiguity tolerance, Motivation: Need for Achievement, Need for Order Emotion: Negative emotion
Creative Potential and the limits of measurement tools
Creative Potential: Some 20 th century measures RAT (blue bread wine) (birthday line surprise)
N=154 french children (grade 3 and 5) TCT-DP, scored according to Urban & Jellan, Statistical originality, judges scores
EPoC, a new battery to evaluate creative potential (Lubart Lubart, Barbot & Besançon, 2011) Developed from 2000 2010, based on research on children s development of creative thinking 2011: Artistic-graphic and Literary-Verbal domains normed on a French population 2013: Versions in English, Arabic, German, Turkish, Slovenian, Croatian, Portuguese, Chinese, Polish (and other languages under development) 2014: Extension to Social, Math, Science, Music & Body- Movement Domains 2015: OECD research use in 10 countries
How does EPoC work? Have the child show what they can produce when they engage the creative process in a domain-specific, meaningful task. Solicit both divergent-exploratoryexploratory and convergent-integrative thinking, the two main parts of the creative e process. Solicit children s creative thinking on two separate occasions, with two distinct contents from the target domain.
Assessment Issues - Put the child in a creative activity it simulator - Each task can be decomposed into task specific, domain specific, and general creativity it components - Task specificity stems from the ingredients that are involved and the way these ingredients enter the creative process
Individual Test Administration 2 sessions of 20 min per domain, several days apart Each session, DV and CV tasks Scoring = 10 minutes per domain assessed Fluency (Divergent) + judges ratings (Integrative)
Examples of productions Divergent-exploratory exploratory
Examples of productions Convergent - Integrative
30/07/16
7 30/07/16
EPoC in Brazil 4 judges 635 elementary school children, Convergent-integrative EPoC tasks Interjudge agreement Alphas >.80
Novice judge training (n=39) vs. control novice group (n=40) Compared C d to experts (6 art tteachers) EPoC convergent integrative drawings 3 rating steps n1= 14, n2= 14, n3 = 20 Some results Non trained judges alpha =.78, trained judges=.91 Correlations with experts, non-trained =.49, trained=.79 (effect size = 1.0) Training influenced basic concepts leading to coherent judgments
EPoC interpretation: overview Two levels of interpretation : Efficiency 7 categories for each factor - Very limited - Limited -Weak average -Average -Strong average -Superior -Highly superior
EPoC Scoring: overview
EPoC Scoring: overview
e1 e2 e3 e4 Trou Serrure Personnages Nbre Debuts Nbre Fins,78 EPoC : Construct validity,77,85 IV,34 DV,62,72 CFA consistent with the theoretical model + replication in Hong Kong,29,30 e5 e6 Dess Abstrait Dessin Concret,70,81 IG,35 χ² = 32,5; dl = 14, p <.05 ; χ² /dl =2,3; NFI =.94 ; CFI =.97 ; e7 Nbre Dessin2,77,32 AGFI =.91 ; RMR =.021 ; RMSEA =.079 e8 Nbre Dessin1 30/07/16,93 DG
The structure of creative ability is similar across cultures for EPoC but shows differences for WKCT (WDV & WDF: mono > multi, China vs France) (N= 540)
Barbot, Besançon & Lubart (2016) The generality-specificity of creativity. Learning and Individual Differences N=482 Grades 1 to 5, french school children
EPoC Domains Graphic-Artistic: Abstract and Concrete Verbal-literary: Titles and Characters Science: Natural and Human sciences Social: Peers, Others/ Dyad, Group Math: Numbers, Figures Musical: Instruments, Objects Corporal-Kinesthetic: Individual, Collective
EPoC Verbal Session (form A or B) Session 1 Type of task DE : story endings CI : title Session 2 DE : story beginnings y g g CI : characters
EPoC Social Session (form A or B) Session 1 Type of task DE : dyad find CI : group find Session 2 DE : group convince CI : dyad convince
EPoC Science Session (form A or B) Session 1 Type of task DE : natural science CI : natural science Session 2 DE : human science CI : human science
Musical creativity
Test EPoC of mathematical creativity (co-developed d with Jacques Gé Grégoire) Divergent Figures In 10, make as many different assemblies of five shapes using squares and triangles Numbers In 10, make as many as possible calculations that result in 6 using at least 3 different numbers and 2 operations in each calculation Convergent In 10, drag 20 shapes (squares and rectangles) on a grid, making a larger shape where each simple shape touches two other shapes and with as much sides as possible In 10, invent a calculation that results in 2, using all the numbers from 1 to 9, and two operations at least once.
Algebra: Divergent thinking
Algebra: Convergent thinking
Figures: Divergent thinking
Figures: Convergent thinking
Examples of low and high responses for the Numbers divergent task Sample: Hungary, N=341 Fluency (number of calculations produced in 10 ) Mean: 13.5 Standard deviation: 8.7 Minimum: 1 Maximum: 54 Originality Low (High frequency): 5 + 4-1 = 8 High (Frequency 1%): (2 + 6) x 2-8 = 8
Examples of low and high responses for the Figures divergent task Fluency (number of figures produced in 10 ) Mean: 22.8 Standard deviation: 12.0 Minimum: 1 Maximum: 69 Originality Low (High frequency): Originality High (Frequency 1%):
Test EPoC of mathematical a creativity High correlations between fluidity and originality in the divergent tasks were expected being consistent with the creative process model. Moderate correlations between Numbers and Figures divergent tasks are coherent with the definition of creativity specific to each domain. Correlations Numbers Figures fluency Figures originality originality Numbers fluency.89.62.51 Numbers originality.56.48 Figures fluency.82
Creativity vs. Intelligence - Binet and being smart at school - School expertise and IQ - Studies relating IQ and creativity -21 st century competencies critical thinking creative thinking collaboration communication
Homo Sapiens :: Homo Creativus intelligence :: creativity it an expert :: an inventeur correlations r (IQ, creativity) = 0.10 -- 0.20, Kim (2005): 0.174 r (school grades, creativity) -0.20 -- +0.10, Gadja, Karwowski & Beghetto (2017): 0.215
EPoC : Relation to Intelligence Sample : N= 79: 46 girls and 33 boys, 7 to 8 years old, in second grade Criterion : WISC-4 EPoC WISC4 Compréhension verbale (ICV) Raisonnement perceptif (IRP) Mémoire de travail (IMT) Vitesse de traitement (IVT) Quotient intellectuel total (QIT) DG DV IG IV.14.16.21.26 -.24 -.07.11.06 -.15 -.07.19.09 -.23.13.28.10 -.14.07.28.21
High Potentiel (gifted) high high intellectual potential creative potential
EPoC Scoring: overview
Developing creativity Four main approaches training activities (example: mental flexibility, openness, divergent thinking) General school curriculum (Montessori, Freinet, ) Training creativity skills (techniques forcreativity) Role modelling teachers behavior favoring creativity OECD international study (2015 2017): USA, France, Brazil, UK (Wales), Hungary, Netherlands, India, Thailand, Russia,
Results - Creativity training study 7 6 5 EPo oc score 4 pre post 3 2 1 30/07/16 Control DE Exp DE Control CI Exp CI task and condition
Differential pedagogical g programs
Summary of the main points - Creative potential: a complex concept - Creative potential requires several ingredients, that enter in the creative process - Creative potential can be assessed, in an efficient way - Creative potential can be developed through education focusing on divergent-exploratory, t and convergent-integrative t ti aspects
Thank you Todd.lubart@parisdescartes.fr
Creativity it in children Micro «c» : idea creative for cild, serves in development Mini «c» : production recognized creative by peers, in school Pro «c» : production recognized as creative in professional domain Big «C» : eminent creativity, recognized as creative beyond professional domain
67 Elèves: Comment Favoriser la créativité Mesurer la créativité Prise de conscience, développement de la capacité créative Activités : Projets valorisant la créativité Partage des réponses, critères de jugement
68 Enseignants: Favoriser la créativité Enseigner la créativité : techniques de pensée créative Activités permettant à développer les ressources cognitives, conatives et affectives Organisation de l environnement de class Enseigner de manière créative : être un «Role Model Creative Profiler (pour enseignants): www.creativeprofiler.com