Publication: Qué procesos creativos intervienen en la realización de pruebas de pensamiento divergente.
Authors
Ferrando Prieto, Mercedes ; Prieto Sánchez, María Dolores ; Ferrándiz García, Carmen
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Facultades de la UMU::Facultad de Educación
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Publisher
Universidad de Almería
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DOI
https://doi.org/10.25115/ejrep.v21i60.7809
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info:eu-repo/semantics/article
Description
Abstract
Introducción.La psicología cognitiva ha sido capaz de identificar algunos de los procesos creativos claves que ayudan al pensamiento en la solución original y valiosa de problemas. Según la psicología cognitiva no existe un único proceso mental que dé lugar a soluciones creativas, sino que la creatividad surge del uso combinado de estos procesos. El objetivo de esta investigación es indagar sobre qué procesos están más relacionados con un alto rendi-miento en las pruebas de pensamiento divergente. Método.Para ello un total de 122 alumnos de edades comprendidas entre 12 y 17 años (M=14.22; DT=1.44) cumplimentaron distintas tareas de pensamiento divergente que valoran las dimensiones de fluidez, flexibilidad, originalidad y elaboración.Se utilizaron trespruebas de la Prueba de Imaginación Creativa, PIC(Artola et al., 2008); y la tarea de líneas paralelas del Test de Torrance (Torrance, 1974). Además, cumplimentaronla prueba Procesos Cogniti-vos Asociados a la Creatividad, CPAC (Miller, 2014) que valoran las dimensiones: genera-ción de ideas; pensamiento metafórico y analógico; manipulación de ideas; imaginación; in-cubación; y flujo de ideas. Resultados.Los resultados mostraron algunas correlaciones significativas pero muy débiles entre los procesos imaginación y fluir con algunas de las dimensiones del pensamiento diver-gente. Se establecieron dos grupos de alumnos: aquellos con mayor rendimiento creativo y aquelloscon menor rendimiento creativo; y se realizaron análisis de diferencia de medias. Se encontró que no existían diferencias entre ambos grupos de alumnos.Discusión y conclusiones.No habiendo encontrado ningún proceso creativo con más impacto sobre el pensamiento divergente, se discute la hipótesis de Pringle y Sowden (2007) que afir-ma que las personas creativas no se caracterizan pore el tipo de procesos que utilizan, sino por su facilidad para cambiar de un proceso a otro.
Introduction. Cognitive psychology has been able to identify some of the key creative pro-cesses that help Thought in original and useful problem solving. According to cognitive psy-chology, there is no single mental process that gives rise to creative solutions, but creativity arises from the combined use of these processes. The objective of this study is to inquire about which processes are more related to a high performance in divergent thinking tasks. Method. To do so, a total of 122 students aged between 12 and 17 years (M=14.22; SD=1.44) took part in this study. They completed three task from Prueba of Imaginación Creativa, (Ar-tola et al., 2008); and the task of parallel lines from the Torrance Test of Creative Thinking (Torrance, 1974). In addition, they answered the questionnaire Cognitive Processes Associat-ed with Creativity, CPAC (Miller, 2014) that value the dimensions: generation of ideas; met-aphorical and analogical thinking; manipulation of ideas; imagination; incubation; and flow of ideas. Results. The results showed some significant but very weak correlations between the pro-cesses of imagination and flow with some of the dimensions of divergent thinking. Two group students were established: those with the highest creative scores and those with the lowest creative scores; then mean difference analysis was carried out. It was found that differences between both groups of students did not exist. Discussion or Conclusion. Having found no creative process with more impact on divergent thinking, Pringle and Sowden’s (2007) hypothesis is discussed; which states that creative people are not characterized by the type of processes they use, but by their facility in shifting process.
Introduction. Cognitive psychology has been able to identify some of the key creative pro-cesses that help Thought in original and useful problem solving. According to cognitive psy-chology, there is no single mental process that gives rise to creative solutions, but creativity arises from the combined use of these processes. The objective of this study is to inquire about which processes are more related to a high performance in divergent thinking tasks. Method. To do so, a total of 122 students aged between 12 and 17 years (M=14.22; SD=1.44) took part in this study. They completed three task from Prueba of Imaginación Creativa, (Ar-tola et al., 2008); and the task of parallel lines from the Torrance Test of Creative Thinking (Torrance, 1974). In addition, they answered the questionnaire Cognitive Processes Associat-ed with Creativity, CPAC (Miller, 2014) that value the dimensions: generation of ideas; met-aphorical and analogical thinking; manipulation of ideas; imagination; incubation; and flow of ideas. Results. The results showed some significant but very weak correlations between the pro-cesses of imagination and flow with some of the dimensions of divergent thinking. Two group students were established: those with the highest creative scores and those with the lowest creative scores; then mean difference analysis was carried out. It was found that differences between both groups of students did not exist. Discussion or Conclusion. Having found no creative process with more impact on divergent thinking, Pringle and Sowden’s (2007) hypothesis is discussed; which states that creative people are not characterized by the type of processes they use, but by their facility in shifting process.
Citation
Ferrando Prieto, M., Prieto Fernández, M. D., & Ferrándiz García, C. (2023). Qué procesos creativos intervienen en la realización de pruebas de pensamiento divergente. Electronic Journal of Research in Education Psychology, 21(60), 309-326. https://doi.org/10.25115/ejrep.v21i60.7809
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