Prominent definitions and theories of 'Creativity' provide core data for themes that
frame the Creative Process Assessment Matrix (CPAM). Its framework is based on Wallas'
stages of the creative process and the P theory (Person, thinking Process, Press/Persuasion and
Product). The CPAM's structure and content was derived from current, reliable and valid
research. Issues relating to assessment procedures, as well as psychological factors (blockers
and stimulators) gave rise to the Creative Assessment Test Questionnaire (CATQ#4),
containing questions that document creative assessment prerequisites. Recognized
creativity tests (Word-Association, Instances and TCT-DP) were evaluated to determine whether
they successfully address and test for relevant creative process criteria. Results
indicated that all three tests only addressed a minority of CPAM's 60-point criteria.
CPAM offers understanding of the environmental impact and influence on creativity,
and renders it measurable. Finally, the CPAM measures the setting, sensory stimulation and
what postulates the initial spark of creativity. / Psychology of Education / M. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/15758 |
| Date | 11 1900 |
| Creators | Botha, Vanessa Ann |
| Contributors | Strydom, I. (Irene) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (318 leaves) |
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