There are a huge number of different methods of psychodiagnostics of a person's creative abilities. The most popular of these is the Torrens test.

Creativity according to Torrens (from the Latin creatio - creation) is a sensitivity to tasks, deficits and gaps in knowledge, the desire to combine diverse information; creativity identifies problems associated with disharmony of elements, looks for their solutions, puts forward assumptions and hypotheses about the possibility of solutions; checks and refutes these hypotheses, modifies them, rechecks them, and finally substantiates the result.

E. Torrens developed 12 tests grouped into a verbal, visual and sound battery. The non-verbal part of this test, known as the Torrens Figural Form, was adapted by the Research Institute of General and Pedagogical Psychology of the APN in 1990. Another part of the test - "Completion of pictures" (Complete Figures) was adapted in 1993-1994 in the laboratory for the diagnosis of abilities and the PHC of the Institute of Psychology of the Russian Academy of Sciences.

The figured test by E. Torrens brought to your attention is intended for adults, schoolchildren and children from 5 years old. This test consists of three tasks. Answers to all tasks are given in the form of drawings and captions to them.

The time for completing the task is not limited, since the creative process involves the free organization of the temporary component of creative activity. The artistic level of performance in the drawings is not taken into account.

Torrens creativity test, diagnostics of creative thinking:

Instruction - description for the Torrens test, stimulus material:

Subtest 1. "Draw a picture."

Draw a picture, while taking a colored oval spot cut out of colored paper as the basis for the drawing. The color of the oval is up to you. The stimulus figure has the shape and size of an ordinary chicken egg. You also need to give a name to your drawing.

Subtest 2. "Completion of the figure."

Draw ten unfinished stimulus figures. And also come up with a title for each picture.

Subtest 3. "Duplicate lines."

The stimulus material is 30 pairs of parallel vertical lines. Based on each pair of lines, you need to create some kind of (non-repeating) pattern.

Processing of results.

Processing the results of the entire test involves the evaluation of five indicators: "fluency", "originality", "elaboration", "resistance to closure" and "abstractness of names".

Key to the Torrens test.

"Fluency"- characterizes the creative productivity of a person. Scored only in subtests 2 and 3 according to the following rules:

1. For evaluation, it is necessary to count the total number of answers (drawings) given by the tested.

2. When calculating the indicator, only adequate responses are taken into account.

If a drawing, due to its inadequacy, does not receive a score for "fluency", then it is excluded from all further calculations.

The following drawings are considered invalid:

· drawings in which the proposed stimulus (an unfinished drawing or a pair of lines) was not used as an integral part of the image.

· drawings that are meaningless abstractions with a meaningless name.

· meaningful, but repeated several times, drawings are considered as one answer.

3. If two (or more) unfinished figures in subtest 2 are used to create one picture, then the number of points corresponding to the number of figures used is awarded, as this is an unusual answer.

4. If two (or more) pairs of parallel lines in subtest 3 are used to create one picture, then only one point is awarded, since one idea is expressed.

"Originality"- the most important measure of creativity. The degree of originality testifies to the originality, uniqueness, and specificity of the creative thinking of the person being tested. The indicator of "originality" is calculated for all three subtests in accordance with the rules:

1. The score for "originality" is based on the statistical rarity of the answer. Ordinary, frequently occurring answers are rated at 0 points, all others at 1 point.

2. The picture is judged, not the title!

3. The overall score for originality is obtained by adding the scores for all the drawings.

List of answers for 0 points for "originality":

Note: If the list of non-original answers answers “human face” and the corresponding figure is turned into a face, then this drawing receives 0 points, but if the same unfinished figure is turned into a mustache or lips, which then become part of the face, then the answer is rated 1 score.

· Subtest 1 - only the subject that was drawn on the basis of a colored glued figure is evaluated, and not the plot as a whole - a fish, a cloud, a cloud, a flower, an egg, animals (entirely, a torso, a muzzle), a lake, a person's face or figure.

· Subtest 2. - note that all unfinished figures have their own numbering, from left to right and top to bottom: 1, 2, 3, ..10.

1. - number (numbers), letter (letters), glasses, human face, bird (any), apple.

2. - a letter (letters), a tree or its parts, a person's face or figure, a panicle, a slingshot, a flower, a number (numbers).

3. - number (numbers), letter (letters), sound waves (radio waves), wheel (wheels), month (moon), human face, sailing ship, boat, fruit, berries.

4. - a letter (letters), waves, a snake, a question mark, a person's face or figure, a bird, a snail (a worm, a caterpillar), an animal's tail, an elephant's trunk, a number (numbers).

5. - number (numbers), letter (letters), lips, umbrella, ship, boat, person's face, ball (ball), dishes.

6. - vase, lightning, thunderstorm, step, ladder, letter(s), number(s).

7. - number (numbers), letter (letters), car, key, hammer, glasses, sickle, scoop (ladle).

8. - number (numbers), letter (letters), girl, woman, face or figure of a person, dress, rocket, flower.

9. - number (numbers), letter (letters), waves, mountains, hills, lips, animal ears.

10. - number (numbers), letter (letters), Christmas tree, tree, branches, bird's beak, fox, human face, animal muzzle.

· Subtest 3: a book, a notebook, household appliances, a mushroom, a tree, a door, a house, a fence, a pencil, a box, a person's face or figure, a window, furniture, dishes, a rocket, numbers.

"abstract name"- expresses the ability to highlight the main thing, the ability to understand the essence of the problem, which is associated with the thought processes of synthesis and generalization. This indicator is calculated in subtests 1 and 2. The assessment takes place on a scale from 0 to 3.

· 0 points: Obvious titles, simple titles (names) stating the class to which the drawn object belongs. These names consist of one word, for example: "Garden", "Mountains", "Bun", etc.

· 1 point: Simple, descriptive names that describe specific properties of the drawn objects, which express only what we see in the drawing, or describe what a person, animal, or thing is doing in the drawing, or from which the names of the class to which the object belongs are easily deduced. - “Murka” (cat), “Flying seagull”, “Christmas tree”, “Sayans” (mountains), “The boy is sick”, etc.

· 2 points: Imaginative descriptive titles "Mysterious Mermaid", "SOS", titles describing feelings, thoughts "Let's play"...

· 3 points: abstract, philosophical names. These names express the essence of the drawing, its deep meaning "My echo", "Why leave from where you will return in the evening."

"Short circuit resistance"- displays "the ability to remain open to novelty and variety of ideas for a long time, to postpone the final decision long enough in order to make a mental leap and create an original idea." Only counted in subtest 2. Score from 0 to 2 points.

· 0 points: the figure is closed in the fastest and easiest way: using a straight or curved line, solid hatching or shading, letters and numbers is also equal to 0 points.

· 1 point: The solution is superior to a simple closing of the figure. The test subject quickly and simply closes the figure, but then complements it with details from the outside. If details are added only inside a closed figure, then the answer is 0 points.

· 2 points: the stimulus figure does not close at all, remaining an open part of the drawing, or the figure closes with a complex configuration. Two points are also awarded if the stimulus pattern remains an open part of a closed pattern. Letters and numbers - respectively 0 points.

"Development» - reflects the ability to develop thoughtful ideas in detail. Scored in all three subtests. Evaluation principles:

· 1. One point is awarded for each significant detail of the picture that complements the original stimulus figure, while details belonging to the same class are evaluated only once, for example, a flower has many petals - all petals are considered as one detail. For example: a flower has a core (1 point), 5 petals (+1 point), a stem (+1), two leaves (+1), petals, core and leaves are shaded (+1 point) total: 5 points for the drawing.

· 2. If the drawing contains several identical objects, then the elaboration of one of them is evaluated + one more point for the idea to draw other similar objects. For example: there may be several identical trees in the garden, identical clouds in the sky, etc. One additional point is given for each significant detail of flowers, trees, birds and one point for the idea to draw the same birds, clouds, etc.

· 3. If the items are repeated, but each of them has a distinctive detail, then one point must be given for each distinctive detail. For example: there are many flowers, but each has its own color - one new point for each color.

· 4. Very primitive images with minimal "development" are evaluated at 0 points.

Interpretation of test results Torrensa .

Sum the scores for all five factors (fluency, originality, abstractness of title, resistance to closure, and sophistication) and divide that sum by five.

The result obtained means the next level of creativity according to Torrens.

Today, professionals are in demand who can think broadly, connect theory with practice, and quickly respond to constantly changing conditions.

Flexibility of thinking, initiative, willingness to change, openness to new experience, the desire to transform the surrounding reality are the qualities necessary to achieve success in various fields of activity.

Unfortunately, the modern system of domestic education teaches something completely different - to be an obedient performer, meekly obeying the rules of the system. It turns out a double-edged sword - either you fit into the system and obey the rules, or you break the rules and show creative activity. How can one not recall Einstein and other geniuses who were known as losers at school.

Creativity is what our brain is designed for, that's what it can do.

Tatyana Vladimirovna Chernigovskaya, Russian biologist, linguist, semiotician and psychologist, doctor of philological and biological sciences, professor

Creativity as the purpose of the brain. Lecture by T.V. Chernihiv

People with such characteristics as openness to new experiences, curiosity and nonconformity generate creative ideas. These personality traits are much stronger determinants of creativity than intelligence, school performance, or motivation. A creative person asks questions, thinks about the problem in various scenarios, and uses seemingly unrelated information to solve the problem.

The personal characteristics of a creative person are also: high self-esteem, self-confidence, motivation to achieve success, purposefulness, developed critical thinking.

Being creative means digging deeper, looking better, correcting mistakes, talking to a cat, diving into the depths, walking through walls, setting the sun on fire, building a castle in the sand, welcoming the future.

Paul Torrance, American psychologist, creator of tests for creativity

Creativity, according to Torrens, is characterized by the emergence of sensitivity to problems, lack of knowledge, their disharmony, the search for a suitable solution, the formulation of hypotheses, their testing and correction, and, finally, the formulation of the best result. In search of the most appropriate definition of creativity, Torrens considered up to fifty formulations. As a result, he defined it as a natural process, generated by the actual need of the individual to relieve tension that arises in a situation of uncertainty.

In tests aimed at diagnosing creativity, there are three key dimensions of creative thinking:

• speed (productivity). It is determined by the number of answers and consists in the ability to quickly produce many ideas (sometimes banal and of the same type, among which non-standard ones stand out);
• flexibility (plasticity) - the ability to come up with a variety of ideas, find several different ways to solve a problem, transform old ideas and ideas;
• originality - non-standard creative thinking, determined by the number of rare, unique, unusual ideas compared to the majority opinion.

The higher these indicators, the higher the overall level of creativity of the individual.

To diagnose non-verbal creativity, a brief test of figurative thinking "Incomplete Figures" (authorship of Torrens) is often used. A person is invited to complete a number of figures in a short period of time. The task is given to come up with something original, unusual, which no one could invent before. The experimenter evaluates the idea and the amount of detail, the artistic level of execution is not important.

Verbal creativity is assessed by a number of verbal tests, among which tasks are offered from the category: “incredible situations”, “unusual use of an object”, “improvement of an object”, etc.

The results obtained in the tests of verbal and figurative creativity must be correlated with each other, so you can get a fairly versatile characterization of the creative abilities of the individual. A high overall index of creativity may indicate a developed creativity. However, one student may have higher originality of ideas with a small total number of answers, while another may have a preponderance of diverse ideas, among which only some claim to be original.

Tasks from such tests can also be used as training ones, discussing the results obtained with the child, opening up new facets of solutions, offering room for imagination.

Every child potentially has creative abilities, they can and should be developed.

These can be classes on the development of creativity, aimed at freeing oneself from stereotypes of thinking, developing skills for generating non-standard ideas. Creativity trainings allow you to look at familiar things from an unexpected angle, enjoy the creative process, discover new facets of your personality.

Or you can simply develop observation skills together with your child, look for and find non-standard things in life. Ask questions and come up with hypothetical situations, consider options and find a suitable one for a particular case.

“Resourcefulness is a great thing,” as the famous inventor Baron Munchausen said. It was the flexibility of thinking and the ability to look at things from the other side more than once rescued this literary hero from trouble. His exploits bring a smile and at the same time strengthen the reader's belief that a way out of any situation can be found.

The best example for a child is his parent. By acting unconventionally, you show the child that in the same situation you can act differently, and the problem can have many solutions.

(H. Sievert)

Resourcefulness (n scale)

You will be offered some tasks, solving which you can check whether you can "overshadow". If you intend to perform some tasks collectively, then you need to appoint a "secretary". Other members of the group will only act as "suppliers of ideas". You can also work on your own. Any idea is acceptable and acceptable. Try to complete tasks as quickly as possible. Use a stopwatch to control.

Exercise. In the left column of the table (on the next page) there are many rulers (blank lines). In each of these lines you must write one word. All words must have the same initial two letters. For example, as is the case for words that begin with "c": fresh, free, holy, pork, etc.

Spelling and word length do not play a big role. You just need to write legibly. Now mark the time. You have one minute to complete each column.

H scale score (resourcefulness)

Count the lines containing the given words. Add up the results of the three tasks. Divide the result by 1.5. The maximum you can get is 60 points.

0-20 points. This task was given to you with great difficulty. Test scores are well below average and on a "real" test that determines your fitness for the job, you would be classified as very weak. You need to practice regularly with other initial letters. 21-40 points. Your results are average. The assessment of the results of the "real" testing will be average. The more points you get, the better your result. With practice, you will undoubtedly achieve better results without effort. You should practice with this test using other initial letters.

41-60 points. Undoubtedly, you understood that in solving this task, in addition to resourcefulness, the speed of writing is important. After all, you can spend no more than two seconds on one word. This is extremely difficult. In addition, when making a note, you must think about other words, that is, practically, think and write in parallel (and not sequentially, as is usually the case).

Test "Determining the level of creativity"

The test allows you to assess the level of creativity, the ability to make non-standard decisions.

Instructions: Choose one of the proposed behaviors in these situations.

1. Do you think that the world around can be improved:

b) no, he is already good enough;

c) Yes, but only to a certain extent.

2. Do you think that you yourself can participate in changes in the world around you:

a) yes, in most cases;

c) yes, in some cases.

3. Do you think that your ideas would bring significant benefits in the field of activity in which you plan to work:

b) yes, under favorable circumstances;

c) only to some extent.

4. Do you think that in the future you will be useful to society:

a) yes, for sure;

b) it is unlikely;

c) maybe.

5. When you decide to do something, you draw up some plan of your actions:

b) you often think that you will not be able to;

c) Yes, often.

6. Do you feel the desire to do something that you absolutely do not know:

a) yes, the unknown attracts you;

b) the unknown does not interest you;

c) whatever the case.

7. You have to do something unfamiliar. Do you feel the desire to achieve perfection in it:

b) I am satisfied with what I managed to achieve;

c) yes, but only if you like it.

8. If you like a business that you don’t know, do you want to know everything about it:

b) no, you want to learn only the most basic;

c) no, you just want to satisfy your curiosity.

9. When you fail, then:

a) you persist for a while, contrary to common sense;

b) give up on this idea, because you understand that it is unrealistic;

c) you keep doing your job, even when it becomes obvious that the obstacles are insurmountable.

10. In your opinion, a profession should be chosen based on:

a) their capabilities, future prospects for themselves;

b) stability, significance, profession, need for it;

c) the benefits it will provide.

11. When traveling, could you easily navigate the route that you have already traveled?

b) no, I'm afraid to go astray;

c) yes, but only where I liked and remembered the area.

12. Immediately after a conversation, can you remember everything that was said:

a) yes, without difficulty;

b) I can’t remember everything;

c) I remember only what interests me.

13. When you hear a word in an unfamiliar language, you can repeat it syllable by syllable without error, even without knowing its meaning:

a) yes, no problem

b) yes, if the word is easy to remember;

c) I will repeat, but not quite right.

14. In your free time, do you prefer:

a) stay alone, think;

b) be in the company;

c) you do not care whether you will be alone or in the company.

15. You are doing something. You decide to stop this activity only when:

a) the job is finished and seems to you perfectly done;

b) you are more or less satisfied;

c) You haven't done everything yet.

16. When you are alone:

a) you like to dream about some, maybe even abstract things;

b) at any cost you try to find a specific occupation for yourself;

c) sometimes you like to dream, but about things that are connected with your affairs.

17. When an idea captures you, then you will think about it:

a) no matter where and with whom you are;

b) you can only do it in private;

c) only where it will not be too noisy.

18. When you defend some idea:

a) you can refuse it if you listen to the convincing arguments of your opponents;

b) stay with your opinion;

c) change your mind if the resistance is too strong.

KEY TO THE TEST

Calculate the points you have scored in this way:

for the answer "a" - 3 points;

for the answer "b" - 1;

for the answer "c" - 2.

RESULT

Questions 1, 6, 7, 8 - define the boundaries of your curiosity;

questions 2, 3, 4, 5 - faith in yourself;

questions 9 and 15 - constancy;

The test is aimed at determining the creative potential of the individual.

10 points - your compliance with what is said is very high.

9-6 points - significant compliance.

5 points - in this sense, you are somewhere in the middle.

4-2 points - in this part your level is below average.

1 point - this is not typical for you at all.

Questionnaire text

Are you inquisitive? Are you doubting the obvious? Are you worried about what, how, why, why not? Do you love collecting information?

Are you observant? Do you notice changes taking place around you?

Do you accept other people's points of view? When you disagree with someone, are you able to understand the person with whom you disagree? Can you look at an old problem in a new way?

Are you ready to change your point of view? Are you open to new ideas? If someone makes additions to your idea or makes changes to it, are they ready to accept them? Are you looking for new ideas instead of sticking to your old ones?

Do you learn from your mistakes? Can you recognize your failure while still not giving up? Do you understand that until you give up, all is not lost?

Do you use your imagination? Do you say to yourself: “What will happen if…”?

Do you notice similarities between things that seem to have nothingth common?(For example, what do a desert plant and a tenacious person have in common?) Do you use things in new ways (like a glass as a flower vase)?

Do you believe in yourself? Do you go into business with the confidence that you can do it? Do you consider yourself capable of finding solutions to problems?

Do you try to refrain from judging other people,other people's ideas, new situations? Do you wait until you have enough information to come to a definite conclusion?

10. Do you tend to find interest in any business? Will you do what looks stupid from the outside? Do you believe in yourself enough to be adventurous and take risks? Do you offer solutions that might be rejected by others, or do you usually not substitute?

Calculate the amount of points you have scored and determine your indicator of creativity:

80-100 points - the potential is very high.

60-80 points - you are a creative person.

40-60 points - you are no worse than most.

20-40 points - you are not as creative as most people.

10-20 points - you should attend circles with a creative focus.

Test "Creativity" (2)

Target. Evaluation of creative imagination, the speed of thought processes and the breadth of vocabulary.

Instruction. After the signal "Attention!" I will name and write three words on the blackboard. Your task is to write as soon as possible the maximum number of phrases so that each of them includes all three words. For example, the words are given: "rain", "field", "earth". They could be combined into such phrases: “The rain in the field soaked the ground well”, “After the rain, the ground became wet, and I did not go for a walk in the field”, “It has not rained for a month, and the earth in the field has become like a stone.”

Each phrase must be written on a new line. When I say "Dash", put a clear line at the place where my team will find you. Write quickly, but in normal handwriting so that it is easy to read. When I give the command "Stop!", stop writing and turn the paper over. "Attention!"... Words are called. The experimenter marks the time. After 10 minutes, the experimenter gives the command "Stop!".

Processing of results. Each phrase is evaluated on a five-point system:

5 is a witty original combination.

4 - the correct, logical combination of words.

3 - perhaps, and so it is possible.

2 - two words are connected, and the third is illogical.

1 - a meaningless combination of words.

These scores can be reduced to a single creative imagination score, which is equal to the sum of the scores divided by the number of sentences written in 10 minutes.