Jennifer Babcock

Historical Effects Matrix: Creativity and Education

Who/What?
(people, events,
concepts, what did
they do, what create)
JP Guildford:
Structure of
Intelligence (SOI)
model

Calvin Taylor:
Multiple Talent Model

Where/When? (context,
circumstances, timeframe)

Why? (why happen, why important)

How? (how effects current practice/growth of field

and/or your current thinking)

University of Southern California

(1955):

SOI theory comprises about 150 different

intellectual abilities organized along three
dimensions: Operations, Content, and
Products.

Guilfords work and this model was a great foundation

for further research in creativity and gifted and talented
that crossed the scientific and educational realms.

Worked on an army base where he

studied the intellectual levels
regarding pilots and the ability to
fly a plane. Also he studied why so
many of the trainees were not
graduating from the program.
Utah (1960):
During the mid-1950s, in response
to the Sputnik launch and other
cold war pressures, the United
States began to devote increased
funding to the development of
scientific talent.

Emphasis on the importance of Divergent

Thought and that it is the area that produces
the most product, in regards to, creative
behavior.
Taylor extended and implemented
Thurstone's factor analysis studies on The
Vectors of Mind into application by
developing and implementing the Multiple
Creative Talent Teaching Approach. This
model and research stated that not all gifted
individuals excelled in the same talents.
Gifted students who have been evaluated in
one talent area as talented may not be very
talented in another talent area, and vice
versa.

He inspired other researchers in the field of Creativity

including Mary Meeker and Calvin Taylor.
Also the course acronym CRS comes from the labels in
this model: Cognition, Relations and Semantics.
Taylor also proposed that multiple talents should be
evaluated in the classroom in order to identify more
students as gifted in recognized talent areas.
Nine talent areas that Taylor has identified for
instructional emphasis include academic, productive
thinking, planning, communicating, forecasting,
decision-making, implementing, human relations, and
discerning opportunities.

He based his ideas partially on Guilford's

Structure of the Intellect model, and Taylor
found that typical intelligence tests measure
only a small fraction of talents that have
actually been identified.
Sternberg: Triarchic
Theory of Intelligence

Oklahoma (2003):
Also did a lot of work regarding
intelligence, gifted and talented
and education.
He obtained many degrees which I
think sparked his interest in
colligate studies and gifted testing
within the Education system.

Sternberg narrows down the areas of

intelligence even more than his
predecessors and creates three parts:
Creative, Analytical and Practical.
He also designed a tool used to test for
these levels of intelligence and designed
other tests.
Including WICS

A lot of this research and application stemmed from his

childhood because he had test anxiety and often scored
low and was seen as unintelligent.
Sternbergs research change the way we viewed the
colligate curriculum and college prep programs which is
still relevant today.

Jennifer Babcock
Historical Effects Matrix: Creativity and Education
Paul E. Torrance:
Work with Air Force

1950s:
Sputnik launch and the Cold War
was around this time and that
sparked a need for novelty in
regards to military training.

Paul E. Torrance:
Books published
about Creativity and
Education, especially
talent and intelligence

1960s
A lot of work was being done in
regards to Creativity and
Education during the 60s and
Torrance was the leader in this
growth of the field.
He held positions at the University
of Georgia during this time.

He identified necessary skills that were

apparent in the most creative and effective
pilots: Inventiveness, creativity,
imagination, originality, flexibility,
decision-making ability, courage
1951: Air Force Survival School
Director of Survival Research Field Unit.
Learned the importance of experiential
factors in learning. Studies of the
psychological aspects of survival that were
widely quoted in group dynamics and
sociology texts.
1962: Guiding Creative

JP. Guildford also worked on an Air Force base when

his work in Creativity began and Calvin Taylor also
worked in a scientific domain.
His research also crossed over into the education
domain since it focused on areas of intelligence and
talent.

His work influenced Guildford and many others in the

world of creativity.

1963: Education and the Creative Potential

1965: Published teacher resource materials
to enhance childrens creativity

A lot of his research is still relevant in the education

world today.

Published Torrance Tests of Creative

Thinking
Joined the Board of Governors of the
Association for the Gifted
Cited by National Association of Gifted
Children for pioneer work in identifying
and developing creative ability in children
1968 Grant US Office of Education for
Experienced Teachers Fellowship in School
Psychology

Alex Osborn: Creative

Education Foundation

Buffalo (1954):
1967: Center moves to Buffalo
State

Grant from US office of Education for

research in Gifted Education
Nonprofit organization composed of
intellectual leaders in the field

Helped to teach and promote CPS methods and models

which we still study and use today and in our
coursework.

Jennifer Babcock
Historical Effects Matrix: Creativity and Education
Ruth Noller:
Creativity Formula

Buffalo (1945):
Was a Mathmatics Professor at UB
and then started teaching at
Buffalo State.

Howard Gardner:
Multiple Intelligences

Sid Parnes/Ruth
Noller: The Creative
Studies Project

Buffalo State:
Creative Studies
Program

Brought creativity to the

mathematical and logic based
world (which is why I think she
wanted to put it in mathematical
terms by using a formula)
1980:s

Buffalo, NY (1969):

Buffalo, NY (1967):

C=fa(K,I,E)
Creativity(C) is a Function of an
Attitude(fa) which values the use of:
Knowledge(K), Imagination(I), and
Evaluation(E)
Stated that creativity had to do within a
context/domain and also depended on the
personal experiences of a person put into
such a domain.
Said there are seven areas of intelligence:
Logical-analytical, Verbal, Musical,
Kinesthetic, Interpersonal, Intrapersonal,
Ecological, Spiritual, or Existential.

His research came after and was influenced by all the

other creative leaders I have listed earlier. A lot of work
continues to be done in regards to education and
intelligence and creativity.

Someone can be talented and proficient in a

few areas.

Gardners areas of intelligence are still studied today in

educational programs including the ones here at Buffalo
State.
Findings published in the Journal of Creative Behavior
which is still a major publication in the field today.

comprehensive experimental study on the

impact of a sequence of undergraduate
creativity courses
showed volunteer student progress over a
two year/four semester period with
controlled group of students not enrolled in
Creative Studies courses and an
Experimental group of students who took
Creative Studies courses to show that
creativity can be taught and learned.
1967 - The first graduate courses were
taught at Buffalo State by Dr. Sid Parnes
and Dr. Ruth Noller.
The Creative Studies collection of literature
on creativity was started at E. H. Butler
Library.

The results have been studied and written about in

several books and articles.

Since then the progam has grown, now offering both

Undergrad and Graduate degrees as well as a certificate
program and a minor.
BSC now offers distant program for international and
non-local students.