The person, the product, and the response: conceptual problems in the assessment of creativity1

The person, the product, and the response: conceptual problems in the assessment of creativity1 Philip W. Jackson and Samuel Messick gence distincbon Moreover, the lnteresbng results obtained with tests of fiuency and remote associabons have diverted our attenbon temporarily from the important task of considermg other cntena, m addibon to the producbon of unusual responses, essential to the total assessment of creabvity. THE EVALUATION OF INTELLECTUAL PERFORMANCE The exercise of a person's cogmbve powers is often the occasion for evaluation People are contmually bemg informed that they have done well or poorly on intellectual tasks, and the variety of forms these judgments may take is almost as great as the vanety of behaviors bemg judged The wide assortment of evaluative comments can be crudely classified, however, mto two overlappmg categories On the one hand, there are those judgments havmg to do with the "correctness" or "nghtness" of a person's response These evaluabons deal with the degree to which certam objecbve and logical cntena have been satisfied On the other hand, there are judgments havmg to do with the worth or "goodness" of a person's response These evaluations deal with the degree to which certam subjecbve and psychological cntena have been sabsfied Although, as has been suggested, these two classes of evaluations overlap http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Personality Wiley

The person, the product, and the response: conceptual problems in the assessment of creativity1

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Publisher
Wiley
Copyright
Copyright © 1965 Wiley Subscription Services
ISSN
0022-3506
eISSN
1467-6494
DOI
10.1111/j.1467-6494.1965.tb01389.x
Publisher site
See Article on Publisher Site

Abstract

Philip W. Jackson and Samuel Messick gence distincbon Moreover, the lnteresbng results obtained with tests of fiuency and remote associabons have diverted our attenbon temporarily from the important task of considermg other cntena, m addibon to the producbon of unusual responses, essential to the total assessment of creabvity. THE EVALUATION OF INTELLECTUAL PERFORMANCE The exercise of a person's cogmbve powers is often the occasion for evaluation People are contmually bemg informed that they have done well or poorly on intellectual tasks, and the variety of forms these judgments may take is almost as great as the vanety of behaviors bemg judged The wide assortment of evaluative comments can be crudely classified, however, mto two overlappmg categories On the one hand, there are those judgments havmg to do with the "correctness" or "nghtness" of a person's response These evaluabons deal with the degree to which certam objecbve and logical cntena have been satisfied On the other hand, there are judgments havmg to do with the worth or "goodness" of a person's response These evaluations deal with the degree to which certam subjecbve and psychological cntena have been sabsfied Although, as has been suggested, these two classes of evaluations overlap

Journal

Journal of PersonalityWiley

Published: Jan 1, 1965

References

  • Psychological study of creativity
    Golann, S.E.

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