Perfiles cognitivos en alumnos con baja, media y alta creatividad

Referencias bibliográficas

• Almeida, L. S. y Freire, T. (2003). Metodologia da Investigação em Psicologia e Educação. Braga: Psiquilíbrios.
• Almeida, L., Prieto, M. D., Ferrando, M., Oliveira, E. y Ferrándiz, C. (2007). Torrance Test of Creative Thinking: the question of its construct validity. Thinking Skills and Creativity, 3, 53-58.
• Amabile, T. (1983). The Social Psycholoy of Creativity: A Componential Conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376.
• Batey, M., y Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132, 355−429.
• Bennett, G. Seashore, G. y Wesman, A. (2000). DAT-5, Test de Aptitudes Diferenciales. Madrid: TEA Ediciones.
• Castelló, A. y Batlle, C. (1998). Aspectos teóricos e instrumentales en la identificación del alumno superdotado y talentoso. Propuesta de un protocolo. FAISCA, 6, 26-66.
• Chart, H., Grigorenko, E. L. y Sternberg, R. J. (2008). Identification: The Aurora Battery. In J. A. Plucker y C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 345-365). Waco, TX: Prufrock Press.
• Ferrando, M., Ferrándiz, C., Bermejo, M.R., Parra, J., Sánchez, C. y Prieto, M.D. (2007). Estructura Interna y Baremación del test de Pensamiento Creativo de Torrance. Psicothema, 19(3), 489-496.
• Ferrando, M., Ferrándiz, C., Prieto, M.D., Bermejo, M.R. y Sainz, M. (2008). Creativity in Gifted & Talented Children. The International Journal of Creativity and Problem Solving, 18(2), 35-47.
• Ferrando, M., Prieto, M.D., Ferrándiz, C y Sánchez, C. (2005) Inteligencia y Creatividad. Electronic Journal of Research in Educational Psychology (7), 21-49.
• Gardner, H. (1983). Frames of mind. The theory of multiples intelligences. New York: Basic Books. (Traducción castellano, Estructuras de la mente. La teoría de las Inteligencias Múltiples. México: Fondo de Cultura Económica, 1987. Última Edición 2001).
• Gardner, H. (1993). Creating minds: An anatomy of creativity. New York: Basic Books. (Traducción castellano Mentes creativas: Una anatomía de la creatividad. Barcelona: Paidós, 2002).
• Guilford, J. P. (1950). Creativity. The American Psychologist, 5, 444-454.
• Guilford, J. P., & Hoepfner, R. (1971). The analysis of intelligence. New York, NY: McGraw-Hill.
• Hunter, S. T. y Ligon, G. S. (2008) Applying Multiple Knowledge Structures in Creative Thought effects on idea generation and problem-solving. Creativity Research Journal, 20(2) 137-154.
• Kim, K. H., Cramond, B. y VanTassel-Baska, J. (2010). The relationship between creativity and intelligence. In J. C. Kaufman, & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 395−412). New York, NY: Cambridge University Press.
• Kim, K. H. (2005). Can Only Iintelligence People Be Creative? The Journal of Secondary Gifted Education, 2/3, 57-66.
• Mednick, S. A. (1962). The associative basis of the creative process. Psychological Review, 69, 220–232.
• Mercader, M. (2012). Un Estudio de la Relación entre la Inteligencia y la Creatividad: perfil cognitivo de los alumnos de alta, media y baja creatividad. Unpublished Master TheElectronic Journal of Research in Educational Psychology, 10(3), pp: 967-984. ISSN: 1696-2095. 2012, no. 28 983 sis. Universidad de Murcia.
• Naderi, N. y Abdullah, A. (2010). Creativity as a predictor of intelligence among undergraduate students, Journal of American Science, 6, 86-90.
• Nusbaum, E. C. y Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes, and strategy use in divergent thinking. Intelligence, 39, 36–45.
• Preckel, F. Holling, H. y Wiese, M. (2006). Intelligence and creativity in gifted and non–gifted students: An investigation of threshold theory. Personality and Individual Differences, 40, 159–170.
• Prieto, M. D., López, O., Ferrándiz, C. y Bermejo, R. (2003). Adaptación de la prueba figurativa del test de pensamiento creativo de Torrance en una muestra de alumnos de los primeros niveles educativos. Revista de Investigación Psicoeducativa, 21(1), 201-213.
• Runco, M. A. (2007). Creativity. San Diego, CA: Academic Press.
• Runco, M. A. y Albert, R. S. (1986). The threshold theory regarding creativity and intelligence: an empirical test with gifted and nongifted children. Creative Child and Adult Quarterly 11(4), 212-218.
• Stemberg, R. J. The Rainbow Project Collaborators, & University of Michigan Business School Project Collaborators (2004). Theory-Based University Admissions Testing for a New Millennium. Educational Psychologist, 59(3), 185-198.
• Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. (D. d. Brower, Trad.) New York: Cambridge University Press. (Traducción castellano, 1990. Más allá del C.I. Bilbao: DDB).
• Sternberg, R. J. (2010). Assessment of gifted students for identification purposes: New techniques for a new millennium. Learning and Individual Differences, 20, 327–336.
• Sternberg, R. J. y O’Hara, L. A. (1999). Creativity and intelligence. In: Sternberg, R. J., Editor, 1999. Handbook of creativity (pp. 251–272) Cambridge University Press, Cambridge: England.
• Torrance, E. P. (1962). Guiding Creative Talent. Englewood Cliffs: Prentice Hall.
• Torrance, E. P. (1974). The Torrance Tests of Creative Thinking - Norms-Technical Manual Research Edition Verbal Tests, Forms A and B Figural Tests, Forms A and B. Princeton NJ: Personnel Press.
• Weisberg, R. W. (2006). Creativity: Understanding innovation in problem solving, science, invention, and the arts. Hoboken, NJ: Wiley.