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CREATE . CREATIVE
A cognitive measure of creativity

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TEA Editions
INTELLIGENCE.
 Purpose: Appreciation of creative
intelligence through a cognitive evaluation
of individual creativity according to the CREA
question generation indicator, in the
theoretical context of problem searching
and solution. TES
Application: Individual or collective.

Scope of application: Children,

adolescents and adults.

Application time: approximately

10 minutes.

■ Material: Manual, 3 types of copy

(A, B, and C), pencil or pen,
stopwatch.
For Haensly and Reynolds (1989) intelligence
and creativity are actually two facets of the
same singular and unique function that
originates in mental
capacity.
 HOW TO EVALUATE
THE
It is possible through
CREATIVE
an indirect
measurement of it.
ABILITY?
This is achieved by
measuring a variable
that forces the cognitive
system to act on the
mechanisms that
participate in a creative
activity, which allows us
to obtain an indirect
reference of how much
it is capable of putting in.
THE QUESTIONS AND
THE
CREATIVITY

The question is considered as a product of

reason or the cognitive system and from
there its special characteristic of driving a
response is valued.
 CREATE, A COGNITIVE
MEASURE
OF CREATIVITY.
The CREA uses the
subject's ability to formulate
questions as a procedure for
measuring creativity.

1
It is not about observing how many questions can be asked,
but how many good questions , so that it serves as an
indicator of creative activity.
CREA APPLICATION
We proceed by asking the subject to ask as many
questions as possible about a Sheet
stimulus.
C (6-9 years), sheets A and
C (10 – 11 years) and sheets A, B
and C (12 years and older).
Time begins to be counted once eye contact is established
with the figure.

At the end of the application time (4 minutes) the end of

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the test will be indicated, allowing ductm

youcloutto finish a question
that you were writing. er MN
SHEET “A”
SHEET “B”
SHEET “C”
 CORRECTION
Check if the subject has followed the guideline and has written a
question on each line.
Initially all the questions asked are considered correct except
for:
Repeated questions: How old are they? How old are they?
Decontextualized questions: What color is the horse?
Questions without justification: What? When? Where?
All questions that involve the use of at least one cognitive
scheme raised by the picture are considered correct, even if the
objects and similar questions are confused (How old is he?
When were they born?) and those far away What are fritters
made of? Would Louis XV have a telephone?
We proceed with those questions that include two or more basic
questions in their formulation (considered with double or triple
scoring). They are when more than one verb, adverb or any
other form that implies a different action or phenomenon is
used.
 CORRECTION
The number of questions above The number
one that has been included is corresponding to
the questions
counted in extra points (a double
asked is indicated
question is scored 1 extra point; a in box 1 (N).
triple question is scored 2 extra
points).
In the 2nd (O) the
number of empty
spaces or omissions.

In the 3rd (An) the

number of canceled
responses.

In the 4th (Ex) the

number of extra scores.
Finally, the final calculation is

CORRECTION
made by applying the following
formula:
The direct score (PD) is

PD=NO-An+Ex

consulted in the corresponding

scales to obtain the centile score
(PC), which becomes
interpretable .
 INTERPRETATION
For them, a table of
general interpretative
criteria is presented (page
64) accompanied by other
specific ones, Educational
(page 66).

The table presents

guidelines for interpretation
and assessment in three
groups of subjects, those
who obtain high (75-99),
medium (26-74) and low
(1-25) PC in creativity.