Abstract
Since Guilford addressed the American Psychological Association in 1950 and called for an academic movement for the study of creativity, an encouraging amount of research has advanced and deepened our understanding of this elusive concept. Measuring creativity has been both passionately pursued and dubiously criticized. The presenter will address a multifaceted approach to assessing creativity in the foreign language classroom by looking specifically at personality, process, and the product. The personality component will be addressed by using a five-factor model adapted for the Japanese environment and more specifically looking at openness to experience, as well as, a motivational questionnaire. The presenter will also discuss the traditional divergent thinking tests and the more recent consensual assessment technique for measuring a creative product such a poem, drawing, or collage. Finally looking at creativity from a cognitive linguistic perspective the presenter will introduce a metaphorical competence assessment technique that explores conceptual combination and extension, as a possible way to measure ideational thought. Metaphorical language has often been regarded as a stumbling stone for foreign language learners and just how creativity interacts with metaphorical ability is something that needs to further researched, as metaphors are beginning to be viewed as ubiquitous and an integral part of all languages.
Author Information
Brian Birdsell, Hirosaki University, Japan
Paper Information
Conference: ACP2014
Stream: Psychology
This paper is part of the ACP2014 Conference Proceedings (View)
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To cite this article:
Birdsell B. (2014) Cornering the Muses: A Multifaceted Approach to Assessing Creativity ISSN: 2187-4743 – The Asian Conference on Psychology and the Behavioral Sciences 2014: Official Conference Proceedings https://doi.org/10.22492/2187-4743.20140020
To link to this article: https://doi.org/10.22492/2187-4743.20140020
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