Torrance, E. P. (1962). The Minnesota Tests of Creative Thinking. In E. P. Torrance, Guiding creative talent (pp. 44-64). Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
http://dx.doi.org/10.1037/13134-003
In this chapter, I have tried to show wherein the Minnesota Tests of Creative Thinking differ from the mainstreams of testing in this area, as inventoried in the preceding chapter. The strategy has been to develop complex rather than pure-factor tasks presumed to involve creative thinking and then to examine the products for various qualities of thinking which may be inferred therefrom. An attempt has also been made to devise interesting, ego-involving tasks which will encourage "regression in the service of the ego." Specific examples include: the Ask-and-Guess Test, Product Improvement Task (involving common toys), Imaginative Stories about Divergent Animals and People, Just Suppose Test, Incomplete Figures, Circles and Squares, and Picture Construction. I have also offered several types of evidence of validity. The tasks discriminate industrial arts students rated as highly creative from those rated as least creative, saleswomen who sell most from those who sell least, and saleswomen who work in creative departments from those who work in routine departments. With elementary school children, it was validated in terms of observed behavior in small group situations, on the basis of peer and teacher nominations, and on the basis of achievement of the traditional kinds. (PsycINFO Database Record (c) 2016 APA, all rights reserved)