创造力与智力：中产阶级和Head Start儿童的测试刺激研究

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"这篇资源是一组关于智力、创造力和可教育智能障碍儿童表现能力的学术论文集合。讨论了不同层次的代表性和不同社会背景（如中产阶级和Head Start项目儿童）下的测试刺激方法。文章涵盖了对特殊教育学生创造性思维能力的研究，以及如何识别和评估创造力的多种方法。" 在这些论文中，Smith (1967)探讨了在普通年级中可教育智能障碍儿童的创造性思维能力，指出这是一个值得深入研究的领域。Taylor (1959)在编辑的《创造力：第二次天赋儿童会议论文集》中强调了识别创造性个体的重要性，这表明对创造力的理解和识别是教育领域的一个关键议题。Taylor和Holland (1962)进一步发展并应用了创造力测试，这在教育研究中具有重要意义，因为评估创造力是理解和培养这种能力的关键步骤。 Torrance (1962)提出了Torrance创造性思维测试，这是一种标准化工具，旨在衡量个体的创新思维能力，为评估儿童和青少年的创造力提供了标准和指导。Tisdall (1962)关注的是智力迟滞儿童的创造性思维，表明即使在这些挑战群体中，也能观察到生产力思维的表现。Guilford、Wilson和Christensen (未给出具体年份)的工作则聚焦于个体差异在原创性上的测量，这是理解创造力多维度的重要组成部分。 Yamamoto (1966)通过同伴提名标准评价了高中的创造力测量，这种方法引入了社交互动和同伴视角来评估创造力，为评估增加了新的维度。而早期的文献，如Psychological Bulletin (1953)和Journal of Psychology (1964)中的研究，可能涉及了创造力评估的历史发展和理论框架。这些论文揭示了在智力、创造力和性能能力方面的深入研究，特别是针对特殊教育群体，强调了创造力测试和识别的重要性，并提供了评估工具和方法的发展。这些研究对于理解不同背景下的儿童潜能开发和教育策略有着深远的影响。

INTELLIGENCE,

CREATIVITY,

AND

PERFORMANCE

ABILITIES

ERIR PUPILS

309

SMITH,

Creative thinking abilities of educable mentally handicapped children in t,he regular

grades.

American JOuT)tal of hfetital L)efLcieticy,

1967,

71,

571-575.

TAYLOR,

Identifying the creative individual.

€3.

Torrance

(Ed.),

Creativity proceedings

the

second Mimesofa Co?rference on gifLed childreii.

Minneapolis: University of Minnesota Press,

1959.

TAYLOR,

C. and HOLLAND,

Development and application of tests of creativity.

Review

Educa-

tioiral Research,

1962,

32,

91-102.

TISDALL,

Product,ive thinking in retarded children.

Exceptional Children,

1962,

2.9,

36-41.

TORRANCIC,

The Il‘orrauce Il’esls of Creative ‘I’hiirking:

Norms,

Technical Manual and Scoring

Guide.

WILSON,

It.,

GUILFORD,

and

CHRISTI’:NSI’:N,

The nieasiiremeiit of individual differelices

ill

origi-

nality.

YAMAMOTO,

Evaluation of some creativit,y measures in a high school with peer nominations cri-

teria.

Princeton,

N.J.

Personnel Press,

1966.

Psychological Bulletin,

1953,

60,

362-370.

Journal

Psychology,

1964,

58,

285-293.

TEST

STI

4ULI

REPRESENTATIONAL LEVE WITH MIDDLE CLASS

AND HEAD START CHILDREN

MARCIA

SELLAND

KIERSCHT

AND

PETER

11.

VIETZE

George Peabody College

Low income and middle income

and 5-year old children were shown stimuli

in three forms: objects, colored pictures, and black and white line drawings

taken from commonly used assessment instruments, and were asked to label

the

stimuli. Results indicated that both groups of children labeled the objects

more successfully than the pictures, although this discrepancy was greater for

the low income children. In addition, order of presentation influenced labeling

performance. These results suggest that attention be paid to the representa-

tional level of materials used with young children in testing and educational

settings.

In a study comparing scores obtained on the Peabody Picture Vocabulary

Test (PPVT) (Dunn,

1965)

and the Slosson Intelligence Test (SIT) (Slosson,

1964)

Raskin, Offenbach and Black

(1974)

found that nursery school and third-grade

children obtained significantly higher scores on the

SIT

than on the PPVT. Although

factors contributing to this difference were not discussed, the authors concluded

that “care should be taken when the

SIT

used

for

intellectual screening.” (p.

67)

Lamp and Traxler

(1973)

reported that the

SIT

had a high level of predictive

validity for a Head Start population. Conclusions based on their study indicated,

“that the SIT is a valid screening instrument for use in assessing intelligence and

predicting reading ability of young disadvantaged children.” (p.

29)

The present studies were carried out to determine whether differences in the

composition of the

SIT

and PPVT might be responsible for the results reported by

Raskin, et al. and by Lamp and Traxler. Perusal of the two tests revealed that

the PPVT

composed entirely of representational items (two-dimensional black

and white line drawings), while the

SIT

has

minimum of representational items.

There is evidence to indicate that Head Start children have difficulty in clas-

sifying representational material, i.e. pictures, that

not experienced when objects,

Requests for reprints should be sent to Marcia

Kierscht, Demonstration and Research Center,

George Peabody College

for

Teachers,

Box

151,

Nashville, Tenn.

37203.

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