Some information-processing models of creative writing

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Hypothesized 5 dimensions that represent teachers' judgments of creativity of students' essay compositions: productivity, novelty, figures of speech, flexibility, and elaboration. Three models were compared for integrating dimensional information into conceptual judgments of creativity. Essays written by 38 11th graders were scored on the 5 hypothesized dimensions and presented to 66 teachers, who judged essay creativity. Results indicate that teachers' judgments were reliable and that 4 of the 5 dimensions correlated with rated creativity. Comparison of information-processing models indicates that an additive difference model predicted teachers' judgments better than Euclidean or city-block models. Modest differences in judging creativity were evident as a function of the expected ability of the essay author. A theoretical model is proposed for representing creativity judgment, and a dimensional approach to grading essay examinations in the classroom is sketched. (20 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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