From the author: Creativity... how much creative there is in this word. In 2012, I defended my Ph.D. thesis on the topic “Development of creative abilities and creative potential of primary school children,” where I used P. Torrance’s projective test as a diagnostic material. This article was posted on the blog of the Inclusive Center for Applied Psychology “ABA Land” “Creativity – it means digging deeper, looking better, correcting mistakes, talking to a cat, diving into the depths, walking through walls, lighting up the sun, building a castle in the sand, welcoming the future." P. Torrens CREATIVITY AS AN INDICATOR OF GIFTED Determining a child's giftedness is a difficult task in which it is necessary to use both the results of a psychological examination and information about the child’s school and extracurricular activities obtained by interviewing parents, teachers and peers. Only such an integrated approach to diagnosis is recognized by all scientific concepts, while the issue of the structure and factors of development of giftedness remains controversial. Numerous psychological studies have changed the initial ideas about a high IQ (intelligence quotient) as the only criterion for outstanding achievements, demonstrating the critical role of creativity and the personal sphere, interests and special abilities, as well as environment and learning as conditions for the development of giftedness. In most scientific concepts, giftedness and the prerequisites for its development are associated with the child’s creative capabilities and abilities, defined as creativity. Creativity can manifest itself in thinking, communication, and certain types of activities. It can characterize the personality as a whole and (or) its individual abilities. A person’s creative capabilities are not directly and directly related to his ability to learn; they are not always reflected in intelligence tests. On the contrary, creativity can be stimulated not so much by the diversity of existing knowledge as by receptivity to new ideas that break established stereotypes. Creative solutions often come at a moment of relaxation, diffused rather than intense attention, although prepared by a previous persistent search. An example of such an “insight” is the discovery by D.I. Mendeleev of the periodic table of elements in a dream after 15 years of persistent and intense work. An important stage in the psychodiagnostics of human creative potential was the work of the American psychologist J. Guilford, who identified two types of thinking: convergent (sequential, logical, unidirectional) and divergent (alternative, deviating from logic). Most psychodiagnostic tests of creativity are focused on identifying abilities for divergent thinking. These tests do not require a specific number of answers. There are no right or wrong solutions, the degree of their compliance with the idea is assessed, and the search for non-trivial, unusual and unexpected solutions is encouraged and stimulated. Among the creators of theories and tests of creativity for children, the most famous is another American psychologist who devoted his entire life to this problem. This is Paul Torrens. Research on creativity was started by him in 1958, but long before that it was prepared by his practical work as a teacher and psychologist with gifted children and adults. CREATIVITY was defined by P. Torrance as the process of the emergence of sensitivity to problems, lack of knowledge, their disharmony, incongruity, etc. .d.: fixing these problems; searching for their solutions, putting forward hypotheses; testing, changing and re-testing hypotheses; And. finally, formulating and communicating the result of the decision (1974). In order to more accurately define what creativity is, Torrance examined at least about fifty formulations. As a result, he settled on defining creativity as a natural process that is generated by a person’s strong need to relievetension arising from situations of uncertainty or incompleteness. Considering creativity as a process makes it possible to identify both creative abilities and the conditions that enable and stimulate this process, as well as evaluate its products (results). CREATION OF CREATIVITY TESTS P. Torrens tests were developed in connection with educational problems as part of a long-term research program aimed at creating methods of working with students that would stimulate their creativity. When creating tests, the author sought to obtain models of creative processes that reflect their natural complexity. But the main goal of the research by P. Torrance and his colleagues was to prove the reliability and predictive validity (validity) of creative thinking tests. These studies, lasting 7, 12 and 22 years, led to improvements in the original versions of the 1958-1966 tests. in the direction of increasing their reliability and validity, the variety of indicators (versions 1974, 1979, 1984). In addition, the following characteristics were identified for assessing the creative achievements of those who demonstrated high test scores: 1) the number of achievements in the natural and human sciences, the arts , organizational activity (leadership) during school, determined by the subject himself from a list of 25 types; 2) a similar indicator of achievements after leaving school; 3) an indicator of creative lifestyle (determined by the subject himself from a list of 22 types of creative behavior); 4) assessment of creative achievements by independent experts 5) expert assessment of professional plans. In order to explain the role of creative abilities in understanding, predicting and developing creativity, P. Torrens proposed a model of three partially intersecting circles corresponding to creative abilities, creative skills and creative motivation. A high level of creative achievement can only be expected if all these three factors coincide. In other words, in the absence of creative motivation (striving for something new, commitment to a task, etc.), a high level of creative ability cannot guarantee creative achievement in either art or science , nor in other types of activities, even with full mastery of the latest technologies. And vice versa, the presence of appropriate motivation and mastery of the necessary knowledge and skills in the absence of creative opportunities cannot lead to a creative result, providing only performing skills. Important conditions for the creative realization of gifted children are also, firstly, support for their hobbies from adults, secondly, the level of their intellectual abilities, and thirdly, the experience of living and studying in other countries (early acquisition of foreign languages). The first position was confirmed in studies conducted by scientists from different countries. For example, even teenagers who consider independence a necessary condition for the stability of their hobbies emphasize the importance of support for their interests (“but without pressure”) from their parents. At the same time, the stability of children’s interests and extracurricular hobbies is an important, but often ignored, characteristic of their creative productivity. Like P. Torrens, most psychologists include among the mandatory signs of giftedness the intellectual development of a child above the average age level, since only this level provides the basis for creativity productivity. At the same time, a combination of an above-average level of intelligence development with a high level of creative thinking is considered more favorable for predicting the development of giftedness and creative achievements than even a very high level of development of only one of these aspects. And finally, observations of gifted children have demonstrated a beneficial effect on their early development acquaintance with various types of behavior, speech, learning, which contributes to the formation of a more versatile view of the world, a more flexible approach to problems,actualization of various forms of self-expression. BRIEF CHARACTERISTICS OF P. TORRENCE TESTS Torrence tests are intended for use for the following purposes: researching the development of giftedness in students; individualization of education in accordance with the needs of gifted children and its organization in special forms: experimentation, independent research, discussions; development of correctional and psychotherapeutic programs for gifted children, with learning problems; assessment of the effectiveness of programs and teaching methods, educational materials and aids: tests allow you to monitor changes in the abilities themselves, and not just the final results of learning; search and identification of children with hidden creative potential that is not detected by other methods. The tests are grouped into verbal (verbal), visual (figured, drawing), sound and motor batteries, reflecting various manifestations of creativity in terms of fluency (speed), flexibility, originality and elaboration of ideas and suggest the use of such batteries in general in survey practice. Selective use of only one or a few tests from these batteries significantly reduces the effectiveness and value of diagnosis. Detailed guidelines for testing and quantitative data processing have been developed for each form. All tasks are intended for children from kindergarten to high school. Special attention was paid when creating tests to make them interesting and attractive for children of all ages. Therefore, to ensure reliable results, the environment during testing is very important, which should in no case be tense or nervous. It is necessary to ensure full contact between the experimenter and the children, a climate of trust and safety, encouragement of imagination and creative freedom. At the same time, you cannot give Direct instructions: what is right and what is wrong, but it is very important to achieve a complete understanding of the instructions. The most widely used are verbal and figure tests. VERBAL TESTS include seven tasks of 5 - 10 minutes each. each and takes a total of 45 minutes. The “Ask and Guess” task is one of the clearest models of creative thinking, aimed at identifying curiosity, sensitivity to the new and unknown, and the ability to make probabilistic forecasts. When performing it, you need to ask questions about a picture depicting a situation, try to guess what preceded this situation (its causes) and what will happen in the future (consequences). Curiosity is expressed in the quantity and quality of questions that reflect the subject’s ability to go beyond the situation depicted in the picture, and putting forward hypotheses about the causes and consequences of events simulates scientific creativity. The task “Improving a toy” is one of the most complex and revealing observations. It is of great interest to children and has a high degree of validity. The “Unusual Use” task is a modification of the well-known Guilford test. In this task, it can be difficult for subjects to overcome rigidity - to get away from trivial answers. Rigidity is manifested in the fact that the subject is fixed on only one method of action, for example, he suggests using boxes only in the usual function: as containers in which objects can be placed. The task “Unusual Questions” - represents a variant of the first task, but with a stronger emphasis on unusual questions The task “Incredible situations” requires imagination and imagination. The subject is faced with an incredible situation and must imagine possible ways out of it. Although this task is one of the most impressive, many children find it impossible to complete. FIGURE TESTS consist of three tasks, each of which takes 10 minutes to complete, i.e. 30 minutes. in total. The "Draw a Picture" task is an original test of using a specific element as a starting point for creating a picture. This element representsis a colored spot, the shape of which resembles fairly ordinary objects. The artistic level of drawings is not assessed in the tests; the most important thing is the idea. The task “Unfinished Figures” was constructed by the author from several other tests. It is known from Gestalt psychology that unfinished figures evoke a desire to complete them in the simplest way. Therefore, in order to create an original answer, it is necessary to counteract this desire. All ten figures differ from each other, but impose certain stable images. The “Repetitive Figures” task is similar to the previous one, but the stimulus material represents the same figures, so the subject must constantly overcome the rigidity of thinking and put forward a variety of ideas. For most cases of diagnosing creative thinking, it is recommended to base your judgment on the analysis of individual indicators of the verbal and figurative test batteries in their relationship with each other. Under this condition, a fairly versatile characterization of individuality can be obtained. But the total score on each scale or on both scales together gives a fairly stable index of overall creative potential, which can be useful. The reliability of such a summary indicator is higher, since the same person can show his potential in the total number of answers without their detail, and in the careful development of a small number of ideas, and in coming up with a few, but highly original solutions. CREATIVITY INDICATORS FLUENCY indicator ( speed, productivity) reflects the ability to generate a large number of ideas, expressed in verbal formulations or in the form of drawings, and is measured by the number of results that meet the requirements of the task. Productivity may vary between batteries and between different jobs within the same battery. This metric is useful primarily because it provides insight into other metrics. Impulsive, trivial and even stupid answers can lead to a high score on this scale. However, such responses result in low scores on flexibility, originality, and elaboration. Low fluency scores can be associated with detailed responses in drawing tasks, but can also be observed in inhibited, inert or insufficiently motivated subjects. The FLEXIBILITY index assesses the ability to put forward a variety of ideas, move from one aspect of a problem to another, and use a variety of problem-solving strategies. It is sometimes useful to evaluate this indicator in relation to fluency, since the same indicator of diversity can be observed with a different total number of ideas put forward. Low indicators of flexibility may indicate rigidity (viscosity) of thinking, low awareness, limited intellectual development or low motivation. High scores suggest opposing characteristics, but extremely high flexibility may reflect the subject's shifting from one aspect to another and an inability to maintain a consistent line of thought. The interpretation of this indicator is the same in verbal and nonverbal tests, but its meanings may not be the same. Flexibility in views and actions with images is not associated with the ease of changing aspects in the verbal sphere. ORIGINALITY characterizes the ability to put forward ideas that differ from the obvious, banal or firmly established. Those who score high on originality are usually characterized by high intellectual activity and non-conformity. They are capable of making large mental leaps or cutting corners when searching for a solution, but this does not mean impulsiveness; originality of solutions implies the ability to avoid obvious and trivial answers. When analyzing, it can be interesting to correlate the indicator of originality with indicators of fluency and elaboration. In this case, a wide variety of combinations can be found. It should be borne in mind that extremely high originality of answers can be observed in some mental or neurotic disorders.Therefore, once again it is necessary to emphasize the need for a comprehensive examination. The indicator of DEVELOPMENT, detailing of ideas is used only to evaluate figure tests, but many researchers consider it quite useful. High values ​​of this indicator are typical for students with high academic performance, for those who are capable of inventive and constructive activities. Since the completion of tasks is limited in time, it can be useful to correlate this indicator with the fluency indicator. A person who develops every idea in detail obviously sacrifices their quantity. Elaboration of responses appears to reflect a different type of productivity in creative thinking and can be both an advantage and a limitation, depending on how it manifests itself. The difference between the two aspects of creativity can be represented, on the one hand, as creativity in the field of creation new ideas and, on the other hand. - as creativity in their development - the creation of new industries and activities. Thus, an inventor (Thomas Edison, Nikola Tesla) proposes an original way to solve a technical or other problem, and an entrepreneur (Henry Ford, Lee Iacocca) actually implements it and finds a market application for it. The crew members of the racing car also distribute tasks among themselves: the navigator outlines the way to pass the track, that is, solves the problem theoretically, and the pilot overcomes obstacles in practice. The individual characteristics of students can be assessed by comparing data from verbal and figure tests. Children who score low on verbal scales and high on figurative scales often have difficulty on intelligence tests and in school, although some teachers intuitively classify them as gifted. Among children who are more educated and perform well in school, the opposite cases are often found: high levels of creativity in the verbal sphere and low indicators in the visual-figurative sphere. In addition to tests to determine creativity, special questionnaires and questionnaires with lists of situations, feelings, and forms of behavior characteristic of children can be used. creative people. These questionnaires can be addressed both to the subject himself and to the people around him. To analyze creative achievements, expert assessments are usually used: scientists - for scientific works, artists - for paintings and drawings, engineers - for technical inventions. The standards for such assessments are always based on public judgment.SHORT TEST. FIGURE FORMThe task “Finish the drawing” is the second subtest of the figural battery of tests of creative thinking by P. Torrance. The test can be used to study the creative talent of children, from preschool age (5-6 years old) to high school graduation (17 - 18 years old) . Test takers must give answers to the tasks of these tests in the form of drawings and captions. If children cannot write or write very slowly, the experimenter or his assistants should help them label the drawings. In this case, it is necessary to strictly follow the child’s plan. PREPARATION FOR TESTING Before presenting the test, the experimenter must read the instructions completely and carefully consider all aspects of the work. The tests do not allow any changes or additions, as this changes the reliability and validity of the test indicators. The use of the words “test”, “exam”, “check” must be avoided in all explanations and instructions. If the need arises, it is recommended to use words: exercises, drawings, pictures, etc. During testing, it is unacceptable to create an anxious and tense environment for an exam, testing, or competition. On the contrary, one should strive to create a friendly and calm atmosphere of warmth, comfort, trust, encourage the imagination and curiosity of children, and stimulate the search for alternative answers. Testing should be carried out in the form of an exciting game. This is very important for the reliability of the results. It is necessary to provide all students with test items, pencils or pens. Everything unnecessary should be removed. To the experimenterIt is necessary to have instructions, a sample test, and a clock or stopwatch. Do not test large groups of students at the same time. The optimal group size is 15-35 people, i.e. no more than one class. For younger children, the group size should be reduced to 5 - 10 people, and for preschoolers it is preferable to conduct individual testing. During testing, the child must sit at the table alone or with an experimenter's assistant. The test takes 10 minutes. Together with preparation, reading instructions, distributing sheets, etc., 15 - 20 minutes should be allotted for testing. When testing preschoolers and primary schoolchildren, experimenters should have a sufficient number of assistants to help with the preparation of captions for the drawings. Before distributing sheets with tasks, The experimenter must explain to the children what they will do, arouse their interest in the tasks and create motivation to complete them. To do this, you can use the following text, which allows for various modifications depending on specific conditions: 'Guys! It seems to me that you will greatly enjoy the work ahead of you. This work will help us find out how well you can invent new things and solve different problems. You will need all your imagination and ability to think. I hope you give your imagination free rein and that you enjoy it." If the figure test needs to be repeated, you can explain it to students in the following way: "We want to know how your ability to come up with new things, your imagination, and your problem-solving skills have changed. You you know that we measure our height and weight at certain intervals to find out how much we have grown and gained weight. We do the same thing to find out how your abilities have changed. We are going to measure them today and after some time. , so that this is an accurate measurement, so try to show everything that you are capable of. indicating the date, this is important when conducting repeated tests.) Preschoolers and primary schoolchildren need help in indicating this information. In this case, it will be better if you enter the data in advance and arrange the sheets with the columns already filled out for the children. After these preparations, you can start reading the following instructions: “You have to complete exciting tasks. All stumps will require your imagination to come up with new ideas and combine them in different ways. When completing each task, try to come up with something new and unusual that no one else in your group (class) can come up with. Then try to complement and complete our idea so that you get an interesting story-picture. The time for completing the task is limited. , so try to use it well. Work quickly, but take your time. If you have any questions, silently raise your hand and I will come to you and give you the necessary clarification." The test task is formulated as follows: “On these two pages there are unfinished figures drawn. If you add additional lines to them, you will get interesting objects or story pictures. You have 14 minutes to complete this task. Try to come up with a picture or story that no one else can't come up with. Make it complete and interesting, add new ideas to it. Come up with an interesting title for each picture and write it below the picture." If students are worried that they will not finish the task on time, reassure them by telling them the following: "I am. I noticed that you all work differently. Some manage to draw all the drawings very quickly, and then return to them and add some details. Others manage to draw only a few, but create very complex stories from each drawing. Keep working the way you wantyou like, whichever way is more convenient for you." If the children do not ask questions after the instructions, you can proceed with the task. If the instructions raise questions, try to answer them by repeating the instructions in words that are more understandable to them. Avoid giving examples or illustrations of possible sample answers! This leads to a decrease in originality and, in some cases, in the total number of answers. Strive to maintain a friendly, warm and relaxed relationship with children. Although the instructions indicate that the tasks consist of two pages, some children overlook this fact and do not discover the second page. Therefore, you should. specifically remind the children about the second page with tasks. It is necessary to monitor the time very carefully, using a stopwatch. After 10 minutes, the tasks stop and the sheets are quickly collected. If the children were unable to write the names for their drawings, find out these names from them immediately after testing. Otherwise, you will not be able to reliably evaluate them. For this, it is convenient to have several assistants, which is especially important when testing younger children.* These instructions must be presented strictly according to the text, without allowing any changes. Even minor modifications to the instructions require re-standardization and validation of the text. MEASUREMENTS AND PROCESSING OF RESULTS An important condition for high test reliability is careful study of the test indicator evaluation index and the use of the given standards as the basis for judgments. MEASUREMENT PROCEDURES 1. Read the manual. You must be clearly aware of P. Torrance's concept of creative thinking: the content of indicators of fluency, flexibility, originality and thoroughness in developing ideas as characteristics of this process.2. First you need to determine whether the answer is worth counting, that is, whether it is relevant to the task. Those answers that do not correspond to the tasks are not taken into account. Answers that do not fulfill the main condition of the task - to use the original element - are considered irrelevant. These are those answers in which the subject's drawing is in no way connected with the unfinished figures.3. Processing responses. Each relevant idea (i.e., a drawing that includes the original element) should be assigned to one of the response categories. Using these lists, determine response category numbers and ORIGINALITY scores. Write them down in the appropriate columns. Then the points for the DEVELOPMENT of each answer are determined, which are entered in the column reserved for these indicators of task completion. Indicators of the categories of originality and elaboration of answers are recorded in the form, on the line corresponding to the figure number. Omissions (absence) of answers are also recorded there.4. The FLUENCY score for a test can be obtained directly from the last answer number if there were no missing or irrelevant answers. Otherwise, you should count the total number of responses taken into account and write this number in the appropriate column. To determine the FLEXIBILITY score, cross out duplicate response category numbers and count the remaining ones. The total score for ORIGINALITY is determined by adding all the points in this column without exception. The total indicator of DEVELOPMENT of answers is determined in a similar way. CHECKING THE RELIABILITY OF MEASUREMENTS. From time to time, it is recommended to compare the data from your own processing of tests with the data from processing the same tests by a more experienced experimenter. All inconsistencies should be identified and discussed. It is recommended to calculate the correlation coefficients between the indicators obtained by two researchers when processing 20 - 40 protocols. Another way to check reliability would be to re-run the experimental materials by the same researcher after one or more weeks. When using processing forms, these types of controls will not take much time. TEST SCORING INDEX. Fluency. This indicator is determined by counting the number of completed figures. The maximum score is 10.FLEXIBILITY. This indicator is determined by the number of differentresponse categories. To determine the category, both the pictures themselves and their names can be used (which sometimes does not coincide). For those responses that cannot be included in any of the categories on this list, new categories should be used and designated "XI". "X2", etc. However, this will be required very rarely. ORIGINALITY. The maximum score is 2 points for non-obvious answers with a frequency of less than 2%, the minimum is 0 points for answers with a frequency of 5% or more, and 1 point is counted for answers occurring in 2-4.9% of cases. Bonus points for originality of answer. The question always arises about assessing the originality of answers in which the subject combines several original figures into a single drawing. P. Torrance considers this a manifestation of a high level of creativity, since such answers are quite rare. They indicate unconventional thinking and deviation from the generally accepted. The instructions for the test and the separateness of the original figures in no way indicate the possibility of such a solution, but at the same time they do not prohibit it. P. Torrens considers it necessary to award additional points for originality for combining the original figures into blocks: for combining two drawings ......................... .............. 2 points for combining three to five pictures ........................... ....... 5 points for combining six to ten drawings ........................ 10 points. These bonus points are added to total points for originality of the entire task. DEVELOPMENT. When assessing the thoroughness of developing responses, points are given for each significant detail (idea) that complements the original stimulus figure, as within the boundaries of its contour. and beyond. Wherein. however, the basic, simplest answer must be significant, otherwise its elaboration is not assessed. One mark is given for:• Each significant detail of the overall answer. In this case, each class of parts is evaluated once and is not taken into account when repeated. Each additional detail is marked with a dot or cross once.• .Color. if it complements the main idea of ​​the answer.• Special shading (but not for each line, but for the general idea) - shadows, volume, color.• Decoration, if it makes sense in itself.• Each design variation (except for purely quantitative repetitions) , significant but in relation to the main answer. For example, identical objects of different sizes can convey the idea of ​​space.• Rotation of the picture by 90' or more, unusual angle (view from the inside, for example), going beyond the definition of most of the picture.• Every detail in the title beyond the required minimum. If a line divides the picture into two significant parts, count the points in both parts of the figure and sum them up. If a line represents a specific item - a seam, a belt, a scarf, etc., then it is worth 1 point. Below are three examples of scoring points for the elaboration of answers. You should study them carefully. LIST No. 1. Answers to the task indicating category numbers and scores for originality 1.0 points (5% or more answers) (24) Abstract pattern (37) Face, human head (1) Glasses (8) Bird (flying), seagull1 point (from 2% to 4.99%) (10) Eyebrows, human eyes (33) Wave, sea (4) Animal (muzzle) (4) Cat, cat (21) Obchako, cloud (58 ) Supernatural beings (10) Heart (“love”) (4) Dog (8) Owl (28) Flower (37) Human, man (31) Apple 2. About points (5% in more answers) (24) Abstract pattern (64) Tree and its parts (67) Slingshot (28) Flower1 point (from 2% to 4.99%) (41) Letter: Ж, У, etc. (13) House, building (60) Sign, symbol, index (8) Bird: footprints, legs (45) Number (37) Person 3.0 points (5% or more answers) (24) Abstract pattern (53) Sound and radio waves (37) Human face (9) Sailing ship, boat ( 31) Fruits, berries1 points (from 2% to 4.99%) (21) Wind, clouds, rain (7) Balloons (64) Tree and its parts (49) Road, bridge (4) Animal or its face ( 48) Carousels, swings (68) Wheels (67) Bow and arrows (35) Moon (27) Fish, fish (48) Sleigh (28) Flowers 4.O points (5% or more answers) (24)Abstract pattern (33) Wave, sea (41) Question mark (4) Snake (37) Human face (4) Animal tail, elephant trunk1 point (from 2% to 4.99%) (4) Cat, cat (32) Chair, chair (36) Spoon, ladle4) Mouse (38) Insect, caterpillar, worm (1) Glasses (8) Bird: goose, swan (27) Shell (58) Supernatural creatures (1) Smoking pipe (28) Flower5.O points (5% or more answers) (24) Abstract pattern (36) Dish, vase. bowl (9) Ship, boat (37) Human face (65) Umbrella1 point (from 2% to 4.99%) (33) Pond, lake (47) Mushroom (10) Lips, chin (22) Basket, basin ( 31) Lemon, apple (67) Bow (and arrows) (33) Ravine, pit (27) Fish (25) Egg6.O points (5% or more answers) (24) Abstract pattern (15) Staircase, steps (37) ) Human face1 point (from 2% to 4.99%) (33) Mountain, rock (36) Vase (64) Tree, spruce (19) Jacket, jacket, dress (66) Lightning, thunderstorm (37) Person: man , woman (28) Flower7. About points (5% or more answers) (24) Abstract pattern (18) Car (36) Key (62) Sickle1 point (from 2% to 4.99%) (47) Mushroom (36 ) Ladle, ladle (43) Lens, magnifying glass (37) Human face (36) Spoon, ladle • (62) Hammer (1) Glasses (18) Scooter (60) Symbol: hammer and sickle (48) Tennis racket 8. O points (5% or more answers) (24) Abstract pattern (37) Girl, woman (37) Person: head or body1 point (from 2% to 4.99%) (41) Letter: U, etc. (36) Vase (64) Tree (11) Book (19) T-shirt, lattier (2) Rocket (58) Supernatural beings (28) Flower (67) Shield 9. About points (5% more answers) (24) Abstract pattern (33 ) Mountains, hills (4) Animal, its ears (41) Letter M1 point (from 2% to 4.99%) (4) Camel (4) Wolf (4) Cat, cat (4) Fox (37) Human face (4) Dog (37) Person: figure 10. About points (5% or more answers) (24) Abstract pattern (8) Goose, duck (64) Tree, spruce, twigs (37) Human face (4) Fox1 point (from 2% to 4.99%) (63) Pinocchio (37) Girl (8) Bird (58) Supernatural beings (45) Numbers (37) Man, figure LIST No. 2. Categories of answers, the originality of which is estimated at 2 points( 18) Car: car, racing car, truck, cart, trolley, tractor.(3) Angels and other divine beings, their parts, including wings.(1) Accessories: bracelet, crown, wallet, monocle, necklace, glasses, hat .(20) Clothesline, cord.(41) Letters: single or in blocks, punctuation marks.(7) Balloons: single or in a garland.(39) Kite.(33) Geographical objects: coast, waves, volcano, mountain, lake, ocean, beach, river, cliff.(34) Geometric shapes: square, cone, circle, cube, rectangle, rhombus, triangle.(24) Decorative composition: all types of abstract images, ornaments, patterns.(64) Tree: all types of trees, including Christmas tree, palm tree. (49) Road and road systems: road, road signs and indicators, bridge, intersection, overpass. (4) Animal, its head or muzzle: bull, camel, snake , cat, goat, lion, horse, frog, bear, mouse, monkey, deer, pig, elephant, dog. (5) Animal: tracks. (53) Sound waves: tape recorder, radio waves, radio, walkie-talkie, tuning fork, TV. (65) Umbrella. (63) Toy: rocking horse, doll, cube, puppet. (62) Tools: pitchfork, rake, bell-bottom, hammer , axe.(46) Stationery and school supplies: paper, cover, folder, notebook(11) Book: one or a stack, newspaper, magazine.(68) Wheels: wheel, rim, bearing, tire, steering wheel.(50) Room or parts of the room: floor, wall, corner. (22) Container: tank, can, barrel, bucket, tin can, jug, hat box, box. (9) Ship, boat: canoe, motor boat, cutter, steamship, sailboat .(12) Box: box, bag, gift, bundle.(54) Space: astronaut.(16) Bonfire, fire.(23) Cross: Red cross, Christian cross, grave.(40) Ladder: extension, stepladder, ladder.(2) Aircraft: bomber, glider, rocket, airplane, satellite.(32) Furniture: buffet, wardrobe, bed, armchair, desk, table, chair, ottoman.(43) Mechanisms and devices: computer, lens, microscope, press, robot, miner's hammer. (44) Music: harp, drum, accordion, bell, notes,piano, grand piano, whistle, cymbals. (6) Balls: basketball, tennis, baseball, volleyball, dirt balls, snowballs. (59) Ground transport - see Car, do not introduce a new category. (38) Insect: butterfly, flea, praying mantis, caterpillar, beetle, bug, ant, fly, spider, bee, firefly, worm. (35) Celestial bodies: Ursa Major, Venus, lunar eclipse, star, Moon, meteorite, comet, Sun. (21) Cloud, cloud: different types and shapes. (39) Shoes: boots, felt boots, boots, slippers, slippers. (19) Clothes: trousers, long johns, jacket, men's shirt, coat, jacket, dress, robe, shorts, skirt. (67) Weapons: rifle, bow and arrows, machine gun, cannon, slingshot, shield.(48) Recreation: bicycle, skating rink, ice slide, parachute tower, swimming board, roller skates, sled, tennis(29) Food: bun, cupcake, candy, lollipop, scone, ice cream, nuts, cake, sugar, toast, bread. (66) Weather: rain, raindrops, snowstorm, rainbow, sun rays, hurricane. (36) Household items: vase. hanger, toothbrush, saucepan, ladle, coffee maker, broom, cup, brush.(8) Bird: stork, crane, turkey, chicken, swan, peacock, penguin, parrot, duck, flamingo, chicken.(26) Entertainment: singer , dancer, circus performer. (47) Plants: thickets, bushes, grass. (27) Fish and sea animals: guppies, goldfish, whale, octopus. (58) Supernatural (fairy-tale) creatures: Aladdin, Baba Yaga, demon, vampire , witch. Hercules, devil, monster, ghost, fairy, devil.(42) Lamp: magic lantern, lamp, candle, street lamp, lantern, electric lamp.(60) Symbol: badge, coat of arms, banner, flag, price tag, check, emblem (52) Snowman.(57) Sun and other planets: see Celestial bodies.(55) Sports: running track, baseball field, horse racing, playground, football goal.(13) Building: house, palace, building, hut, kennel, skyscraper, hotel, pagoda, hut, temple, church. (15) Building, its parts: door, roof, window, floor, wall, pipe. (14) Building material: board, stone, brick, slab, pipe. (17) Reed and products made from it. (51) Shelter, shelter (not a house): canopy, trench, tent, awning, hut. (31) Fruits: pineapple, orange, banana, fruit bowl, cherry, grapefruit, pear , lemon, apple.(28) Flower: daisy, cactus, sunflower, rose, tulip.(45) Numbers: single or in a block, mathematical symbols.(61) Clock: alarm clock, hourglass, stopwatch, sundial, timer. (37) Man, his head, face or figure: girl, woman, boy, nun, man, certain person, old man. (56) Stick man: see Man. (8) Man, parts of his body: eyebrows, hair , eye, lips, bone, legs, nose, mouth, hands, heart, ear, tongue. (25) Egg: all types, including Easter, fried eggs. INTERPRETATION OF TEST RESULTS1. Fluency or productivity. This indicator is not specific to creative thinking and is useful primarily because it allows you to understand other indicators of CTTM. The data shows (see Table I) that the majority of children in grades 1-8 complete between seven and ten tasks, and the majority of high school students complete between eight and ten tasks. The minimum number of completed tasks (less than 5) is most often found in adolescents (grades 5-8).2. Flexibility. This indicator assesses the diversity of ideas and strategies, and the ability to move from one aspect to another. Sometimes it is useful to correlate this score with a fluency score, or even to calculate an index by dividing the flexibility score by the fluency score and multiplying by 100%. Let us recall that if a subject has a low indicator of flexibility, then this indicates the rigidity of his thinking, a low level of awareness, limited intellectual potential and (or) low motivation.3. Originality. This indicator characterizes the ability to put forward ideas that differ from the obvious, well-known, generally accepted, banal or firmly established. Those who receive high values ​​​​of this indicator are usually characterized by high intellectual activity and non-conformity. Originality of solutions presupposes the ability to avoid easy,.