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Divergent Thinking Responses : = An Evaluation of Substantive Validity Under Multiple Scoring Approaches.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Divergent Thinking Responses :/
其他題名:	An Evaluation of Substantive Validity Under Multiple Scoring Approaches.
作者:	Smith, Kendal.
面頁冊數:	1 online resource (161 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-01, Section: B.
Contained By:	Dissertations Abstracts International86-01B.
標題:	Personality psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798383207369

Divergent Thinking Responses : = An Evaluation of Substantive Validity Under Multiple Scoring Approaches.
Smith, Kendal.

Divergent Thinking Responses :An Evaluation of Substantive Validity Under Multiple Scoring Approaches. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: B.

Thesis (Ph.D.)--University of North Texas, 2024.

Includes bibliographical references

Divergent thinking (DT) tasks that solicit responses to open-ended stimuli are the most common form of assessment used in creativity research. Intended to measure creative potential, these tasks present researchers with multiple choices throughout administration and scoring that often result in widely varying scores. This study used a combined dataset from 9 independent samples (N = 1,066) containing DT responses (n = 15,935) to the alternate uses task to evaluate substantive validity under different scoring approaches. Human ratings of creative quality were compared to 11 additional quality scores based on statistical infrequency and semantic distance. Psychometric analyses were supplemented by review of response content to assess conceptual and operational correspondence. Results revealed several inconsistencies between and within scoring approaches, including considerable subjectivity required to group semantically equivalent responses before applying objective frequency rules; low reliability estimates for statistically unique responses; dictionary uses for some prompts scored as unique under 5% and 10% infrequency thresholds; variation in semantic distance scores of responses with similar meanings; and large within-subject differences across scoring types. Substantive review also indicated that how the creative dimension of appropriateness is operationalized can play a sizable role in score differences, such as treatment of responses featuring randomness, humor, fantasy, or cultural references. Recommendations for expanded reporting practices to support substantive validity in future DT research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383207369Subjects--Topical Terms:

1180475
Personality psychology.
Subjects--Index Terms:

Divergent thinkingIndex Terms--Genre/Form:

554714
Electronic books.

Divergent Thinking Responses : = An Evaluation of Substantive Validity Under Multiple Scoring Approaches.
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504 $a Includes bibliographical references
520 $a Divergent thinking (DT) tasks that solicit responses to open-ended stimuli are the most common form of assessment used in creativity research. Intended to measure creative potential, these tasks present researchers with multiple choices throughout administration and scoring that often result in widely varying scores. This study used a combined dataset from 9 independent samples (N = 1,066) containing DT responses (n = 15,935) to the alternate uses task to evaluate substantive validity under different scoring approaches. Human ratings of creative quality were compared to 11 additional quality scores based on statistical infrequency and semantic distance. Psychometric analyses were supplemented by review of response content to assess conceptual and operational correspondence. Results revealed several inconsistencies between and within scoring approaches, including considerable subjectivity required to group semantically equivalent responses before applying objective frequency rules; low reliability estimates for statistically unique responses; dictionary uses for some prompts scored as unique under 5% and 10% infrequency thresholds; variation in semantic distance scores of responses with similar meanings; and large within-subject differences across scoring types. Substantive review also indicated that how the creative dimension of appropriateness is operationalized can play a sizable role in score differences, such as treatment of responses featuring randomness, humor, fantasy, or cultural references. Recommendations for expanded reporting practices to support substantive validity in future DT research are discussed.
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