*Adams, J. C. (1968). The relative effects of various testing atmospheres on spontaneous flexibility: A factor of divergent thinking. The Journal of Creative Behavior, 2, 187-194.10.1002/j.2162-6057.1968.tb00101.x
Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997-1013.10.1037/0022-3514.43.5.997
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45, 357-376.10.1037/0022-3514.45.2.357
Amabile, T. M. (1996). Evidence to support the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9, 385-389.10.1207/s15326934crj0904_9
*Ambrose, L., & Machek, G. R. (2015). Identifying creatively gifted students: Necessity of a multi-method approach. Contemporary School Psychology, 19, 121-127. doi:10.1007/s40688-014-0020-z
*Ayas, M. B., & Sak, U. (2014). Objective measure of scientific creativity: Psychometric validity of the creative scientific ability test. Thinking Skills and Creativity, 13, 195-205. doi:10.1016/j.tsc.2014.06.001
*Bachelor, P. (1989). Maximum likelihood confirmatory factor-analytic investigation of factors within Guilford's Structure of Intellect model. Journal of Applied Psychology, 74, 797-804.10.1037/0021-9010.74.5.797
*Baer, J. (1994a). Divergent thinking is not a general trait: A multi-domain training experiment. Creativity Research Journal, 7, 35-46.10.1080/10400419409534507
*Baer, J. (1994b). Generality of creativity across performance domains: A replication. Perceptual and Motor Skills, 79, 1217-1218.10.2466/pms.1994.79.3.1217
*Baer, J. (1996). The effects of task-specific divergent-thinking training. The Journal of Creative Behavior, 30, 183-187.10.1002/j.2162-6057.1996.tb00767.x
*Baer, J., & Kaufman, J. C. (2005). Bridging generality and specificity: The Amusement Park Theoretical (APT) model of creativity. Roeper Review, 27, 158-163.10.1080/02783190509554310
*Baer, J., & McKool, S. S. (2009). Assessing creativity using the consensual assessment technique. In C. S. Schreiner (Ed.), Handbook of research on assessment technologies, methods, and applications in higher education (pp. 65-77). Hershey, PA: IGI Global.
*Barbot, B., Besançon, M., & Lubart, T. I. (2011). Assessing creativity in the classroom. The Open Education Journal, 4, 124-132. doi:10.2174/1874920801104010058
*Barbot, B., Besançon, M., & Lubart, T. I. (2016). The generality-specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178-187. doi:10.1016/j.lindif.2016.06.005
*Batey, M. (2012). The measurement of creativity: From definitional consensus to the introduction of a new heuristic framework. Creativity Research Journal, 24, 55-65. doi:10.1080/10400419.2012.649181
Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2010). Individual differences in ideational behavior: Can the big five and psychometric intelligence predict creativity scores? Creativity Research Journal, 22, 90-97. doi:10.1080/10400410903579627
*Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132, 355-429.
*Brougher, S. J., & Rantanen, E. M. (2009). Creativity and design: Creativity’s new definition and its relationship to design. Proceedings of the Human Factors and Ergonomics Society, 1, 605-609. doi:10.1177/154193120905301005
*Busse, T. V., Blum, P. & Gutride, M. (1972). Testing conditions and the measurement preschool children of creative abilities in lower-class. Multivariate Behavioral Research, 7, 287-298.10.1207/s15327906mbr0703_2
*Chand, I., & Runco, M. A. (1993). Problem finding skills as components in the creative process. Personality and Individual Differences, 14, 155-162.10.1016/0191-8869(93)90185-6
*Channon, C. E. (1974). The effect of regime on divergent thinking scores. British Journal of Educational Psychology, 44, 89-91.10.1111/j.2044-8279.1974.tb00771.x
*Chen, C., Himsel, A., Kasof, J., Greenberger, E., & Dmitrieva, J. (2006). Boundless creativity: Evidence for the domain generality of individual differences in creativity. The Journal of Creative Behavior, 40, 179-199.10.1002/j.2162-6057.2006.tb01272.x
*Chen, C., Kasof, J., Himsel, A., Dmitrieva, J., Dong, Q., & Xue, G. (2005). Effects of explicit instruction to “be creative” across domains and cultures. The Journal of Creative Behavior, 39, 889-1009.
*Chermahini, S. A., Hickendorff, M., & Hommel, B. (2012). Development and validity of a Dutch version of the Remote Associates Task: An item-response theory approach. Thinking Skills and Creativity, 7, 177-186. doi:10.1016/j.tsc.2012.02.003
Cheung, P. C., & Lau, S. (2010). Gender differences in the creativity of Hong Kong school children: Comparison by using the new electronic Wallach-Kogan Creativity Tests. Creativity Research Journal, 22, 194- 199. doi:10.1080/10400419.2010. 481522
*Chua, R. Y., & Iyengar, S. S. (2008). Creativity as a matter of choice: Prior experience and task instruction as boundary conditions for the positive effect of choice on creativity. The Journal of Creative Behavior, 42, 164-180. doi:10.1002/j.2162-6057.2008.tb01293.x
*Clapham, M. M. (1998). Structure of the figural forms A and B of the Torrance Tests of Creative Thinking. Educational and Psychological Measurement, 58, 275-283.10.1177/0013164498058002010
*Clapham, M. M. (2004). The convergent validity of the Torrance Tests of Creative Thinking and creativity interest inventories. Educational and Psychological Measurement, 64, 828-841.10.1177/0013164404263883
*Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report on the 40- year follow-up of the Torrance Tests of Creative Thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49, 283-291.10.1177/001698620504900402
*Dansky, J. L., & Silverman, I. W. (1973). Effects of play on associative fluency in preschool- aged children. Developmental Psychology, 9, 38-43. 10.1037/h0035076
Darvishi, Z., & Pakdaman, S. (2012). Fourth grade slump in creativity: Development of creativity in primary school children. GSTF International Journal of Law and Social Sciences, 1, 40-48.
*Davis, G. A., & Belcher, T. L. (1971). How shall creativity be measured? Torrance Tests, RAT, Alpha Biographical, and IQ. The Journal of Creative Behavior, 5, 153-161.10.1002/j.2162-6057.1971.tb00885.x
*Dewing, K. (1970). The reliability and validity of selected tests of creative thinking in a sample of seventh-grade West Australian children. British Journal of Educational Psychology, 40, 35-42.10.1111/j.2044-8279.1970.tb02096.x
*Diakidoy, I. N., & Spanoudis, G. (2002). Domain specificity in creativity testing: A comparison of performance on a general divergent-thinking test and a parallel, content- specific test. The Journal of Creative Behavior, 36, 41-61.10.1002/j.2162-6057.2002.tb01055.x
*Domino, G. (1994). Assessment of creativity with the ACL: An empirical comparison of four scales. Creativity Research Journal, 7, 21-33.10.1080/10400419409534506
*Dow, G. T., & Mayer, R. E. (2004). Teaching students to solve insight problems: Evidence for domain specificity in creativity training. Creativity Research Journal, 16, 389-398.10.1080/10400410409534550
Dziedziewicz, D., Gajda, A., & Karwowski, M. (2014). Developing children’s intercultural competence and creativity. Thinking Skills and Creativity, 13, 32-42. doi:10.1016/j.tsc.2014.02.006
*Feldhusen, J. F., & Goh, B. E. (1995). Assessing and accessing creativity: An integrative review of theory, research, and development. Creativity Research Journal, 8, 231-247.10.1207/s15326934crj0803_3
*Fishkin, A. S., & Johnson, A. S. (1998). Who is creative? Identifying children’s creative abilities. Roeper Review, 21(1), 40-46. doi:10.1080/02783199809553925
*Gajda, A., Karwowski, M., & Beghetto, R. A. (2016). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology. Advance online publication. doi. 10.1037/edu000013310.1037/edu0000133
*González, M. A., Campos, A., & Pérez, M. J. (1997). Mental imagery and creative thinking. The Journal of Psychology, 131, 357-364.10.1080/00223989709603521
*Han, K. (2003). Domain-specificity of creativity in young children: How quantitative and qualitative data support it. The Journal of Creative Behavior, 37, 117-142.10.1002/j.2162-6057.2003.tb00829.x
*Han, K., & Marvin, C. (2002). Multiple creativities? Investigating domain-specificity of creativity in young children. Gifted Child Quarterly, 46, 98-109.10.1177/001698620204600203
*Harrington, D. (1975). Effects of explicit instructions to "be creative" on the psychological meaning of divergent thinking test scores. Journal of Personality, 43, 434-454.10.1111/j.1467-6494.1975.tb00715.x
*Harrington, D. M., Block, J., & Block, J. H. (1983). Predicting creativity in preadolescence from divergent thinking in early childhood. Journal of Personality and Social Psychology, 45, 609-623.10.1037/0022-3514.45.3.609
*Hattie, J. A. (1980). Should creativity tests be administered under test-like conditions? An empirical study of three alternative conditions. Journal of Educational Psychology, 72, 87-98.10.1037/0022-0663.72.1.87
*Heausler, N. L., & Thompson, B. (1988). Structure of the Torrance Tests of Creative Thinking. Educational and Psychological Measurement, 48, 463-468.10.1177/0013164488482021
*Hocevar, D., & Bachelor, P. (1989). A taxonomy and critique of measurements used in the study of creativity. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity (pp. 53-75). New York: Plenum Press.
*Hong, E., & Milgram, R. M. (2010). Creative thinking ability: Domain generality and specificity. Creativity Research Journal, 22, 272-287. doi:10.1080/10400419.2010. 503535
*Hong, E., Milgram, R. M., & Gorsky, H. (1995). Original thinking as a predictor of creative performance in young children. Roeper Review, 18, 147-149.10.1080/02783199509553720
*Horn, D., & Salvendy, G. (2006). Consumer-based assessment of product creativity: A review and reappraisal. Human Factors and Ergonomics in Manufacturing, 16, 155-175.
Ivcevic, Z. (2007). Artistic and everyday creativity: An act-frequency approach. The Journal of Creative Behavior, 41, 271-290.10.1002/j.2162-6057.2007.tb01074.x
Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quarterly, 24, 602-611. doi:10.2307/2392366
*Johns, G. A., & Morse, L. W. (1997). Research note: Divergent thinking as a function of time and prompting to “be creative” in undergraduates. The Journal of Creative Behavior, 31, 156-165.10.1002/j.2162-6057.1997.tb00788.x
*Johns, G. A., Morse, L. W., & Morse, D. T. (2000). Divergent production in gifted adolescents using timed vs. untimed stimuli with creative prompting. Roeper Review, 22, 165-166.10.1080/02783190009554026
*Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8, 62-70. doi:10.1037/a0034898
*Kaufman, J. C., & Baer, J. (2002). Could Steven Spielberg manage the Yankees? Creative thinking in different domains. The Korean Journal of Thinking & Problem Solving, 12, 5-14.
*Kaufman, J. C., & Baer, J. (2004). Sure, I'm creative-but not in mathematics! Selfreported creativity in diverse domains. Empirical Studies of the Arts, 22, 143-155.10.2190/26HQ-VHE8-GTLN-BJJM
Kaufman, J. C., Baer, J., Cole, J. C., & Sexton, J. D. (2008). A comparison of expert and nonexpert raters using the consensual assessment technique. Creativity Research Journal, 20, 171-178. doi:10.1080/10400410802059929
*Kaufman, J. C., Cole, J. C., & Baer, J. (2009). The construct of creativity: A structural model for self-reported creativity ratings. The Journal of Creative Behavior, 43, 119-134. doi:10.1002/j.2162-6057.2009.tb01310.x
*Kelly, J. R., & McGrath, J. E. (1985). Effects of time limits and task types on task performance and interaction of four-person groups. Journal of Personality and Social Psychology, 49, 395-407.
Kilgour, M. (2006). Improving the creative process: Analysis of the effects of divergent thinking techniques and domain specific knowledge on creativity. International Journal of Business and Society, 7, 79-107.
*Kim, K. H. (2006). Is creativity unidimensional or multidimensional? Analyses of the Torrance Tests of Creative Thinking. Creativity Research Journal, 18, 251-259.10.1207/s15326934crj1803_2
*Kim, K. H., Cramond, B., & Bandalos, D. L. (2006). The latent structure and measurement invariance of scores on the Torrance Tests of Creative Thinking-figural. Educational and Psychological Measurement, 66, 459-477.
*Kogan, N., & Morgan, F. T. (1969). Task and motivational influences on the assessment of creative and intellectual ability in children. Genetic Psychology Monographs, 80, 91-127.
*Krumm, G., Aranguren, M., Filippetti, V. A., & Lemos, V. (2014). Factor structure of the Torrance Tests of Creative Thinking verbal form B in a Spanish-speaking population. The Journal of Creative Behavior, 50, 150-164. doi:10.1002/jocb.76
*Krumm, G., Lemos, V., & Filippetti, V. A. (2014). Factor structure of the Torrance Tests of Creative Thinking figural form B in Spanish-speaking children: Measurement invariance across gender. Creativity Research Journal, 26, 72-81. doi:10.1080/10400419.2013.843908
*Lee, S., Lee, J., & Youn, C.-Y. (2005). A variation of CAT for measuring creativity in business products. Korean Journal of Thinking and Problem Solving, 15, 143-153.
*Leith, G. (1972). The relationship between intelligence, personality, and creativity under two conditions of stress. British Journal of Educational Psychology, 42, 240-247.10.1111/j.2044-8279.1972.tb00717.x
*Lemons, G. (2011). Diverse perspectives of creativity testing: Controversial issues when used for inclusion into gifted programs. Journal for the Education of the Gifted, 34, 742-772. doi:10.1177/0162353211417221
*Long, H. (2014). An empirical review of research methodologies and methods in creativity studies (2003-2012). Creativity Research Journal, 26, 427-438. doi:10.1080/10400 419.2014.961781
*Lubart, T. I., & Guignard, J. (2004). The generality-specificity of creativity: A multivariate approach. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 43-56). Washington, DC: American Psychological Association.
*Milgram, R. M., & Milgram, N. A. (1976a). Creative thinking and creative performance in Israeli students. Journal of Educational Psychology, 68, 255-259.10.1037/0022-0663.68.3.255
*Milgram, R. M., & Milgram, N. A. (1976b). Group versus individual administration in the measurement of creative thinking in gifted and nongifted children. Child Development, 47, 563-565.10.2307/1128823
*Mohamed, A., Maker, J., & Lubart, T. (2012). Exploring the domain specificity of creativity in children: The relationship between a non-verbal creative production test and creative problem-solving activities. Turkish Journal of Giftedness and Education, 2, 84-101.
*Mouchiroud, C., & Lubart, T. (2001). Children's original thinking: An empirical examination of alternative measures derived from divergent thinking tasks. The Journal of Genetic Psychology, 162, 382-401.10.1080/00221320109597491
Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application and innovation. Psychological Bulletin, 103, 27-43.10.1037/0033-2909.103.1.27
*Nakano, T. C., Primi, R., Ribeiro, W. J., & Almeida, L. S. (2016). Multidimensional assessment of giftedness: Criterion validity of battery of intelligence and creativity measures in predicting arts and academic talents. Anales de Psicología, 32, 628-637. doi:10.6018/analesps.32.3.259391
Niu, W., & Sternberg, R. J. (2003). Societal and school influences on student creativity: The case of China. Psychology in the Schools, 40, 103-114.10.1002/pits.10072
Nusbaum, E. C., & 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. doi:10.1016/j.intell.2010.11.002
*Nusbaum, E. C., Silvia, P. J., & Beaty, R. E. (2014). Ready, set, create: What instructing people to “be creative” reveals about the meaning and mechanisms of divergent thinking. Psychology of Aesthetics, Creativity, and the Arts, 8, 423-432. doi:10.1037/a0036549
*O’Hara, L. A., & Sternberg, R. J. (2000-2001). It doesn’t hurt to ask: Effects of instructions to be creative, practical, or analytical on essay-writing performance and their interaction with students’ thinking styles. Creativity Research Journal, 13, 197-210.10.1207/S15326934CRJ1302_7
*Palmiero, M., Nori, R., Aloisi, V., Ferrara, M., & Piccardi, L. (2015). Domain-specificity of creativity: A study on the relationship between visual creativity and visual mental imagery. Frontiers in Psychology, 6, 1-8. doi:10.3389/fpsyg.2015.01870
*Park, N. K., Chun, M. Y., & Lee, J. (2016). Revisiting individual creativity assessment: Triangulation in subjective and objective assessment methods. Creativity Research Journal, 28, 1-10. doi:10.1080/10400419.2016.1125259
Paulus, P. B., Kohn, N. W., & Arditti, L. E. (2011). Effects of quantity and quality instructions on brainstorming. First Quarter, 54, 38-46. doi:10.1002/j.2162-6057. 2011.tb01083.x
*Piffer, D. (2012). Can creativity be measured? An attempt to clarify the notion of creativity and general directions for future research. Thinking Skills and Creativity, 7, 258-264. doi:10.1016/j.tsc.2012.04.009
*Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11, 179-182.10.1207/s15326934crj1102_8
*Plucker, J. A. (1999a). Is the proof in the pudding? Reanalyses of Torrance's (1958 to present) longitudinal data. Creativity Research Journal, 12, 103-114.10.1207/s15326934crj1202_3
*Plucker, J. A. (1999b). Reanalyses of student responses to creativity checklists: Evidence of content generality. The Journal of Creative Behavior, 33, 126-137.10.1002/j.2162-6057.1999.tb01042.x
*Plucker, J. A. (2004). Generalization of creativity across domains: Examination of the method effect hypothesis. The Journal of Creative Behavior, 38, 1-12.10.1002/j.2162-6057.2004.tb01228.x
*Plucker, J. A., & Beghetto, R. A. (2004). Why creativity is domain general, why it looks domain specific, and why the distinction does not matter. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 153-167). Washington, DC: American Psychological Association.
*Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-96.10.1207/s15326985ep3902_1
*Plucker, J. A., & Makel, M. C. (2010). Assessment of creativity. In J. Kaufman, & R. J. Sternberg (Eds.), The Cambridge handbook of creativity. New York: Cambridge University Press.
*Plucker, J. A., & Renzulli, J. S. (1999). Psychometric approaches to the study of creativity. In R. J. Sternberg (Ed.). Handbook of human creativity (pp. 35-60). New York: Cambridge University Press.
*Primi, R. (2014). Divergent productions of metaphors: Combining many-facet Rasch measurement and cognitive psychology in the assessment of creativity. Psychology of Aesthetics, Creativity, and the Arts, 8, 461-474. doi:10.1037/a0038055
*Plucker, J. A., & Runco, M. A. (1998). The death of creativity measurement directions in creativity assessment has been greatly exaggerated: Current issues, recent advances, and future. Roeper Review, 21, 36-39. doi:10.1080/02783199809553924
*Reiter-Palmon, R., Robinson-Morral, E. J., Kaufman, J. C., & Santo, J. B. (2012). Evaluation of self-perceptions of creativity: Is it a useful criterion? Creativity Research Journal, 24, 107-114. doi:10.1080/10400419.2012.676980
*Rietzschel, E. F., Nijstad, B. A., & Stroebe, W. (2014). Effects of problem scope and creativity instructions on idea generation and selection. Creativity Research Journal, 26, 185-191. doi:10.1080/10400419.2014.901084
*Runco, M. A. (1984). Teachers' judgments of creativity and social validation of divergent thinking tests. Perceptual and Motor Skills, 59, 711-717.10.2466/pms.1984.59.3.711
*Runco, M. A. (1985). Reliability and convergent validity of ideational flexibility as a function of academic achievement. Perceptual and Motor Skills, 61, 1075-1081.10.2466/pms.1985.61.3f.1075
*Runco, M. A. (1986a). Divergent thinking and creative performance in gifted and nongifted children. Educational and Psychological Measurement, 46, 375-384.10.1177/001316448604600211
*Runco, M. A. (1986b). Maximal performance on divergent thinking tests by gifted, talented, and nongifted children. Psychology in the Schools, 23, 308-315. 10.1002/1520-6807(198607)23:3<;308::AID-PITS2310230313>3.0.CO;2-V
*Runco, M. A. (1987). The generality of creative performance in gifted and nongifted children. Gifted Child Quarterly, 31, 121-125.10.1177/001698628703100306
*Runco, M. A., & Albert, R. S. (1985). The reliability and validity of ideational originality in the divergent thinking of academically gifted and nongifted children. Educational and Psychological Measurement, 45, 483-501.
*Runco, M. A., Millar, G., Acar, S., & Cramond, B. (2010). Torrance Tests of Creative Thinking as predictors of personal and public achievement: A fifty year follow up. Creativity Research Journal, 22, 361-368. doi:10.1080/10400419.2010.523393
*Runco, M. A., & Okuda, S. M. (1991). The instructional enhancement of the flexibility and originality scores of divergent thinking tests. Applied Cognitive Psychology, 5, 435-441. 10.1002/acp.2350050505
Said-Metwaly, S., Kyndt, E., & Van den Noortgate, W. (2017). Approaches of measuring creativity: A systematic literature review. Creativity. Theories - Research - Applications, 4(2), 238-275. doi:10.1515/ctra-2017-0013
*Sandlund, E. S., Linnarud, M., & Norlander, T. (2001). Effects of stress versus flotation- REST relaxation on creativity and literacy skills in advanced English as a Second Language (ESL) composition. International Journal of Language & Communication, 15, 95-113.
Sayed, E. M., & Mohamed, A. H. H. (2013). Gender differences in divergent thinking: Use of the Test of Creative Thinking-Drawing Production on an Egyptian sample. Creativity Research Journal, 25, 222-227. doi:10.1080/10400419.2013.783760
Silvia, P. J. (2008). Another look at creativity and intelligence: Exploring higher-order models and probable confounds. Personality and Individual Differences, 44, 1012-1021. doi:10.1016/j.paid.2007.10.027
*Silvia, P. J. (2011). Subjective scoring of divergent thinking: Examining the reliability of unusual uses, instances and consequences tasks. Thinking Skills and Creativity, 6, 24-30. doi:10.1016/j.tsc.2010.06.001
*Silvia, P. J., Kaufman, J. C., & Pretz, J. E. (2009). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3, 139-148. doi:10.1037/a0014940
*Silvia, P. J., Winterstein, B. P., Willse, J. T., Barona, C. M., Cram, J. T., Hess, K. I., Martinez, J. L., & Richard, C. A. (2008). Assessing creativity with divergent thinking tasks: Exploring the reliability and validity of new subjective scoring methods. Psychology of Aesthetics, Creativity, and the Arts, 2, 68-85. doi:10.1037/1931-3896.2.2.68
Simonton, D. K. (2003). Expertise, competence, and creative ability: The perplexing complexities. In R. J. Sternberg, & E. L. Grigorenko (Eds.), The psychology of abilities, competencies, and expertise (pp. 213-239). New York: Cambridge University Press.
*Smith, K. L. R., Michael, W. B., & Hocevar, D. (1990). Performance on creativity measures with examination-taking instructions intended to induce high or low levels of test anxiety. Creativity Research Journal, 3, 265-280.10.1080/10400419009534360
Soroa, G., Balluerka, N., Hommel, B., & Aritzeta, A. (2015). Assessing interactions between cognition, emotion, and motivation in creativity: The construction and validation of EDICOS. Thinking Skills and Creativity, 17, 45-58. doi:10.1016/j.tsc.2015.05.002
*Sternberg, R. J. (1989). Domain-generality versus domain-specificity: The life and impending death of a false dichotomy. Merrill-Palmer Quarterly, 35, 115-130.
*Torrance, E. P. (1969). Curiosity of gifted children and performances on timed and untimed tests of creativity. Gifted Child Quarterly, 13, 155-158.10.1177/001698626901300301
*Torrance, E. P., & Haensly, P. A. (2003). Assessment of creativity in children and adolescents. In C. R. Reynoolds, & R. W. Kamphaus (Eds.) Handbook of psychological and educational assessment of children: Intelligence, aptitude and achievement (2nd ed.) (pp. 584-607). New York: The Guildford Press.
*Treffinger, D. J., Renzulli, J., & Feldhusen, J. (1971). Problems in the assessment of creative thinking. The Journal of Creative Behavior, 5, 104-112.10.1002/j.2162-6057.1971.tb00880.x
*Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C. (2002). Assessing creativity: A guide for educators. Sarasota: Center for Creative Learning.
*Van Mondfrans, A. P., Feldhusen, J. F., Treffinger, D. J., & Ferris, D. R. (1971). The effects of instructions and response time on divergent thinking test scores. Psychology in the Schools, 8, 65-71.10.1002/1520-6807(197101)8:1<;65::AID-PITS2310080116>3.0.CO;2-J
*Vernon, P. E. (1971). Effects of administration and scoring on divergent thinking tests. British Journal of Educational Psychology, 41, 245-257.10.1111/j.2044-8279.1971.tb00669.x
*Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity intelligence distinction. New York: Holt, Rinehart & Winston.
*Wang, C., Ho, H., Cheng, C., & Cheng, Y. (2014). Application of the Rasch model to the measurement of creativity: The Creative Achievement Questionnaire. Creativity Research Journal, 26, 62-71. doi:10.1080/10400419.2013.843347
Williams, T. M., & Fleming, J. W. (1969). A methodological study of the relationship between associative fluency and intelligence. Developmental Psychology, 1, 155-162.10.1037/h0027006
*Zampetakis, L. A. (2010). Unfolding the measurement of the creative personality. The Journal of Creative Behavior, 44, 105-123. doi:10.1002/j.2162-6057.2010.tb01328.x
*Zeng, L., Proctor, R. W., & Salvendy, G. (2011). Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal, 23, 24-37. doi:10.1080/10400419.2011.545713