托兰斯创造性思维测验(TTCT)零创意表的普遍性评价——以非裔美国大学生为例

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2021-05-19 DOI:10.1177/00169862211012964

Selcuk Acar, Marcus J. Branch, Cyndi Burnett, John F. Cabra

{"title":"托兰斯创造性思维测验(TTCT)零创意表的普遍性评价——以非裔美国大学生为例","authors":"Selcuk Acar, Marcus J. Branch, Cyndi Burnett, John F. Cabra","doi":"10.1177/00169862211012964","DOIUrl":null,"url":null,"abstract":"Originality is scored based on standard zero-originality lists (ZOLs) in the Torrance Tests of Creative Thinking (TTCT). The applicability of those ZOLs to diverse groups has not been examined. We examined the consistency of TTCT-Figural’s sample-based (SB) ZOLs and the published ZOLs based on a sample of predominantly African American college students (n = 464 and n = 493 for Forms A and B, respectively). Then, we scored 193 forms using SB-ZOLs and published ZOLs. Compared with the old ZOLs, the updated ZOLs yielded more consistent results with the SB-ZOLs when a 3% cutoff is used for Activity 3. However, the new ZOLs made more improvement in Form A than Form B and in Activity 2 than Activities 1 and 3. Further studies are needed to determine if the inconsistencies stem from cultural differences or the method of updating the ZOLs. The results are discussed in terms of the implications for gifted identification.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Assessing the Universality of the Zero Originality Lists of the Torrance Tests of Creative Thinking (TTCT)-Figural: An Examination With African American College Students\",\"authors\":\"Selcuk Acar, Marcus J. Branch, Cyndi Burnett, John F. Cabra\",\"doi\":\"10.1177/00169862211012964\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Originality is scored based on standard zero-originality lists (ZOLs) in the Torrance Tests of Creative Thinking (TTCT). The applicability of those ZOLs to diverse groups has not been examined. We examined the consistency of TTCT-Figural’s sample-based (SB) ZOLs and the published ZOLs based on a sample of predominantly African American college students (n = 464 and n = 493 for Forms A and B, respectively). Then, we scored 193 forms using SB-ZOLs and published ZOLs. Compared with the old ZOLs, the updated ZOLs yielded more consistent results with the SB-ZOLs when a 3% cutoff is used for Activity 3. However, the new ZOLs made more improvement in Form A than Form B and in Activity 2 than Activities 1 and 3. Further studies are needed to determine if the inconsistencies stem from cultural differences or the method of updating the ZOLs. The results are discussed in terms of the implications for gifted identification.\",\"PeriodicalId\":47514,\"journal\":{\"name\":\"Gifted Child Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2021-05-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Gifted Child Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00169862211012964\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Child Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00169862211012964","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 3

摘要

独创性是基于托伦斯创造性思维测试(TTCT)中的标准零独创性列表(ZOLs)进行评分的。尚未审查这些特定目标对不同群体的适用性。我们检验了TTCT-Figural基于样本(SB)的ZOLs和基于主要是非裔美国大学生样本(表格a和B分别为n = 464和n = 493)的已发表ZOLs的一致性。然后，我们使用SB-ZOLs对193个表单进行评分并发布ZOLs。与旧的ZOLs相比，当活动3使用3%的截止值时，更新的ZOLs与SB-ZOLs的结果更加一致。然而，新项目在表格A比表格B、活动2比活动1和活动3的改善更大。需要进一步的研究来确定这种不一致是否源于文化差异或更新ZOLs的方法。研究结果讨论了对天才识别的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Assessing the Universality of the Zero Originality Lists of the Torrance Tests of Creative Thinking (TTCT)-Figural: An Examination With African American College Students

Originality is scored based on standard zero-originality lists (ZOLs) in the Torrance Tests of Creative Thinking (TTCT). The applicability of those ZOLs to diverse groups has not been examined. We examined the consistency of TTCT-Figural’s sample-based (SB) ZOLs and the published ZOLs based on a sample of predominantly African American college students (n = 464 and n = 493 for Forms A and B, respectively). Then, we scored 193 forms using SB-ZOLs and published ZOLs. Compared with the old ZOLs, the updated ZOLs yielded more consistent results with the SB-ZOLs when a 3% cutoff is used for Activity 3. However, the new ZOLs made more improvement in Form A than Form B and in Activity 2 than Activities 1 and 3. Further studies are needed to determine if the inconsistencies stem from cultural differences or the method of updating the ZOLs. The results are discussed in terms of the implications for gifted identification.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.