The World Health Organization, identifies in the document Life skill education in school the fundamental psychosocial competences in order to effectively face the demands and challenges of everyday life (WHO, 1993). Creativity, that is the ability to look at problems or situations from different perspectives, finding solutions different from traditional ones, creating an unique and original idea or product (Guilford, 1950), is one of the life skills that in recent decades has gained increasing interest; in fact, it presents itself as a very topical yet complex subject to be investigated. The present study aims to select and compare evaluation tests of creative thinking validated in scientific literature that focus attention also on the non-verbal dimension of creativity. Relevant studies were identified by searching the Web of Science, Pubmed, Scopus and Science Direct databases. The study wants to demonstrate, in the light of scientific evidence, that the non-verbal dimension of creativity, often little considered and investigated, is instead full of interesting information on the creative thinking of the child. The movement, the finalized action/the graphic design are elements united by the purpose of soliciting operational behaviours and mental behaviours, aimed at activating equally the dynamics of creative thought. The analysis of the literature shows that the study of the non-verbal dimension of creative thinking can be a useful investigative tool both to have a more complete picture of creativity and to analyse the potentialities through a channel, sometimes more developed than the verbal one and the resources of children with certified disabilities.
Non verbal dimension of creative thinking test: a brief review.
Cristiana D'Anna
;Vincenza Barra;Filippo Gomez Paloma
2020-01-01
Abstract
The World Health Organization, identifies in the document Life skill education in school the fundamental psychosocial competences in order to effectively face the demands and challenges of everyday life (WHO, 1993). Creativity, that is the ability to look at problems or situations from different perspectives, finding solutions different from traditional ones, creating an unique and original idea or product (Guilford, 1950), is one of the life skills that in recent decades has gained increasing interest; in fact, it presents itself as a very topical yet complex subject to be investigated. The present study aims to select and compare evaluation tests of creative thinking validated in scientific literature that focus attention also on the non-verbal dimension of creativity. Relevant studies were identified by searching the Web of Science, Pubmed, Scopus and Science Direct databases. The study wants to demonstrate, in the light of scientific evidence, that the non-verbal dimension of creativity, often little considered and investigated, is instead full of interesting information on the creative thinking of the child. The movement, the finalized action/the graphic design are elements united by the purpose of soliciting operational behaviours and mental behaviours, aimed at activating equally the dynamics of creative thought. The analysis of the literature shows that the study of the non-verbal dimension of creative thinking can be a useful investigative tool both to have a more complete picture of creativity and to analyse the potentialities through a channel, sometimes more developed than the verbal one and the resources of children with certified disabilities.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.