The measure of originality in CREA test responses

Abstract The aim was to study a new scoring procedure for the CREA Test, complementary to the traditional, that considers the originality of the productions. The new procedure and corresponding analyzes were defined for three groups (children, adolescents and adults) and for the three stimuli of the CREA. The sample included 505 participants (188 children, 108 adolescents and 209 adults) living in Cordoba, Argentina. The new procedure included three categories of questions: very frequent, frequent and unique, each categories had different scoring. A descriptive analysis of typologies and a correlational analysis of the scores were performed according to the two procedures. Also, the paper presented a case study of people asking unique questions. The results showed very high consistency of measurements and correlations between two procedures for the three groups and the three stimuli. There were significant associations between the levels of creativity defined by both procedures. The unique questions represented between 1 and 4% of the total, stimulus A is the one that most promotes the formulation of unique questions. The authors proposed to use of the alternative system in groups that obtain low scores with the traditional system and when a differential analysis of the originality is required. Authors discussed theoretically relations between quantity and originality and proposed future lines of research.