'rORRANCE

TESTS
O1'
CREATIVE
THXNKING

DIRECTJONS MANIIA.X,
AND
SCOKlNG CUIDE

Figura1 Test BooWet A

1972 Revisian
 TABLE OF CONTENTS

Introductioii ................................................ 3
Preparing for the Test ...................................... 4
Administering the Figura1 Tests .............................. 6
Prelimiiiary Instructioiis to Pupils ........................ 6
Specific Instructions for Administcring Test Activities ...... 7
How to Use the Scoring Guide ................................ 10
Scoring Quide for the Figura1 Tcsts. Form A ................... 13
Activity 1. Picture Construction ........................... 13
Activity 2. Picture Completion ............................ 18
Activity 3. Parallel Liiics ................................. 27
...S Sample Scored Booklet ................................... 37
Completed Scoring Worksheet ............................ 38

Copyright O 1966. Scholastic Testing Service. Inc .Al1 rights reserved.

0-663-24452-8
 INTRODUCTION
This manual includes directious for administcring and scoring the
Torrance Tests of Creative Thinking, Figura1 Form A. The figura1
test is appropriate for use in kindergarten through graduate school.
Othcr tests iii tliis series include an altcrnate Figura1 Test, Form B, and
two Verbal Tests, Forlns A and R. Verbal tests may be uscd with
groups in fourth grade through graduate school a i d as an individual
test in kindergarten through the third grade. For cacli test therc is
a manual designated as the Directions Manual and Scoring Ouide, con-
taining al1 informatiori necessary to administer and score the test. A
single Norms-Technical Manual, covering a11 four tests, includes thc
tlicoretical and statistical background material underlying testing of
creative thinking. It also includes normative information.
Exaniiiicrs should note that the test booklets are titled Thinking
Creatively nrith Pietures, Booklet A. This is the "morking title" for
thc Figiiral Test, Form A, and i t is employed in an atteinpt to reduce
the examinee's perception of being tested mhen he is confronted with
rrcatire thinking materials. AIthough the booklets \vil1 be referred
to :\S " t c s t ~ " in tlic nia~iualsand other material designed for the
exni~ii~itr, use of "tests" and tcsting teriniiiolom mith the pupils is
.liscoiiraged.
s familiar with Dr. Torrniice's eoiiccpts of creativc
E ~ a i i i i i i ~ riiot
thinking aiid its measurement are urged to inforni tliemselves beforc
using this tcst. 3fuch o£ this background material is to be found in
tlic Narriis-Tccliiiicii1 hfnniial ~sliiclialso iiicludce nir c.xtciidcd bibliog-
nil>liy o f tlic autlior' s 1)ul)licatioiis. Fivc csl)ecial ly helpful refcrcnccs
fol l o
\\l.

Torrei~ce,E. P. Guiding Creativc Talent. Engle\vood Cliffs, N . J.:

Prentice-Hall, 1962, Chaps. 2, 3, Appendix.
Torrance, E. P. Rewarding Creativc Beharwr: Ezperiments i n
Classroom Creativity. Englcwood Cliffs, N. .J. : Prentice-Hall,
1965, Chap. 3 and Appcndix -4.
Torr'mcc, E. P. '"í'lic Miiiiicsota Studics of Creativc Bchavior: Na-
tiond and Intcmational Estcnsions." Joum«I o[ Crcaliclc Bchaoior,
1967. 1 , 137-154.
Torrnncc, 15. 1'. "Es;uiiplcs iuitl liationalcs of Tcst 'I'asks for Asscss-
iiig Crcali\lc? Aliililics." .h~rrrtr«l o / C r c a l i i r Uchclilior, ll)(i8, 3.
I(i5- 178.
l Oiriiiicc, E. 1'.
r .
"l~rc~lic.tioiioI' Adiiit Crciitivc i\cIiic\lcniciit iinioii~
Iligli Scliool Sciiiors." í:iirc.(l (:liil(l Qucrrlcrly, 1969, 13, 223-221.
 PREPABING FOR THE TEST
The figural f o r G of the Torrance Tests of Creative Thinking re-
quire responses that are mainly drawing or p i p r i a l in nature. Use
of the F i y r a l Test batterics is recommended in k?ndergarten through
gradnatc scbool. A small amount of writing ia required of the exami-
rtees wbcn they are directed to lal.>el or name Borne of #e pictures they
have drawn. With children mho are not yet writing, this part of the
test is accomplished by the examiner. Jt is usually desirable to have
one or more assistants available to help with this task mhen children
in kindergarten or the carly primary grades are being tcstcd.
Before administering the tests, tlie examiner should read com-
pletely tlirough the directions, familiarizing himsclf with al1 aspects
o£ the inechanics of administration. No accessories are required for
giving the figural tests.
Examiners should note that the word "test" has not beeii used oii
the booklet nor in the printed instmctions. If the examinees' material5
must be referred to, the use of a word like "booklet" o r "exercises" is
suggested. Homever, if examiners follom the procedurcs in t.he section
"Administering the Figura1 Tests," the propcr language and non-test
rtmosphere can be developed. It is recommended that, in general, a
game-like, thinking, o r problemaolving atmosphere be created. Try to
avoid the threatening situation frequently associated with testing.
Create the erpectation that examinees will enjoy the activities and in-
vite them to "have fun." The psycholo~calclimate, both preceding
and during the use of the tests, should be as comfortable and stimulating
as posible. The only exception to this principie would be the condi-
tion under which the eraminer is conductiii~sonle coiitrolled experi-
inent involving stress.
Tlie foruiat of the trst booklct dcsigiicd delibcrntely to facilitate
tlie "warm-up" process necessary for any kind of creative behavior.
The design on the cover consists of apparently unrelated combinations
of eiements and usually evokes curiosity, imaginative activity, and
interest. Such a format may strike some test esperts as unorthodor and
untestlike. The author, however, considers this feature a n essential
part of the testing procedure.
The examiner should also assure that the physical conditione for
testing are good. Make certain that an adequate supply of test book-
le& is a t hand, that everyone has a pencil (ordinary pencils will do)
or crayon, that room temperature is as comfortable as meather condi-
tions and existing facilities lor the control of temperature and atmos-
pherc perrnit.
Examiiiccs necd iio cquipment othcr than their hooklets and pencils
or crayoiis. ( J t is rcrommended that tcachers aiid exarninem follow
whatever is normal classroom policy or procrdurc! in giviiig pupila
access to boxes of crayons.) Examinen; \vil1 nccd a copy of thie manual,
a copy of the test booklet for reference, and aii accurat.~timing device,
preferably a stop watch.
 Testing iii largc groups of combincd clssses in lunch roouis, audi-
toriums, and the likc should bc avoided. In mast cases, the usual
class size of 15 to 35 is al1 right. Where practical, however, i t is aug-
gested that children in kindergarten through fourth grade be tested in
smaller groups. For examplc, it might bc posdblc to split a class of
30 into two groups of 15 each and test them in different m m s . Or,
4 ttie testing activity could bc altertiated with some other activity. I t
is not nccessary to admiiiister the figural form individually to children
after they have lcarncd to draw with pencil or crayon.
The actual pupil workiiig tiiuc on thc figural tests is 30 minutes. 1 '
0
cover prclimiiiary iristructions, handing out papcrs, etc., no less than
45 minutcs free of intcrruptions should bc sclieduled for the test.
Usually, pupil interest in tiie tcsts is so high that fatigue is no problem
and the entire booklet can be completed in one sitting. Should fatigue
become evideiit, however, the examiner may give the group a short
break between any two of the activities iii the booklet.
If both the figural and the verbal tests are to be administered, it
is recommended that they be accomplishcd in two different sittings. A t
the very least, a break sliould intcrvene betmeen the two testings.
 ADHINISTERiNQ THE FIQUEAL TESTS
The following scctioii contains thc directions for administerin the
Figura1 Tests of the Torrancr 2'etlr of Creative T h i n k i d i n -
eluding the wvording of commenta and directions the eraminer makes
to the pupils. Preliminary commeuts are enclosed in quotation marks
and may be modified somewhat to fit appropriately the special eondi-
tions of testing. Specific instructions to pupils for procedures ou the
three activities of thc test booklet are printed in bold face type. These
inatiuctions in bold face should be read from this manual, preeisely as
written, without modificatiou.
It is realized that sliglit modifications will always have to be made
in administration procedures, depending upon tlie purposes and con-
ditions of the tcsting. Since this battery .,may be used from kinder-
garten through graduate school, slight modifications have to be made
on account of differences in wwiting ability, vocabulary, and the like.
This is especially true of the initial orientation or warm-up. Timing
and other instructio!is given by the esaminer, however, should be as
uniform as possible. Some wcorkers may want to give more liberal time
lirnits for eleinentary school childreii \\%o are handicapped in reeording
tlieir ideas by Iimitcd drawiiig skills. Such workcrs, liowever, sliould
recognize that the iiorms given in this manual wvill not be applicable.
Changes in time limits may also añect the reliability and validity of
the mcasures but a great deal more developmental work ueeds to be
done before the precise naturc! of these changes can be determined.

Preliminary Instructions to P u p i .
If one of the figura1 forrns is giveii alone or before the verbal form,
an orieutation similar to that outlined in the paragraph belo\\. should
be used. If given after a verbal form, little added explaiiation or
orientation wül be needed. The cxnminer might simply iudicate that
in the first booklet, pupils had to express their ideas in words. In
- this bookiet, they will express thcir ideas in other ways.
.. .
Before passing out the test booklets, the teacher or administrator
should give a brief orientation that \vil1 make sense to #e particular
group, be honest, arouse interest and motivate performance. Some
m@ifioation of the following might be used:
. "1 believe you sil1 have a lot of fun doing thc activities we
have planned for this period. We are going to do some things
that will give you a chaiice to sce how good you arc a t tliiiikiiig up
new ideas aud solviiig problems. 'l'licy will cal1 for al1 of thr
imagination and thiiilriiig ability you tinve. So 1 hopc that you
will put on yonr bcst tliiiiking ~ @ ~ i itlitit
d you will eiijoy yourself."
If tlicre are to be sueceusive'dnistrntious of tlie k r t or an altrr-
iintc form, i t is usurilly a yood iden to sct u p tliis cxpcctatiaii evcii iii
tlic initial administrritioii. Successive adiiiiiiistnitioiis ;ir(. frc(liieiit1y
planned iii cxpcrinirntal programs dcsigiicd ktc, cvaliintc. tlic* rcnlativc
(i
eñectivei~essof methods, materials, organieational innovatioiis, and thc
like, nnd can bc erplaincd along with tlic purpose of the entire pro-
grnm. An explanation siicfi as the follo~\~i~ig might be made:
"One o£ thc thinps wvc would like to find out is how much you
improve between now and later in your ability to think up ncw
ideas, use your imagination, and solve problems. You know, if \\-e
wanted to knowv hom much you growv in wveight or height during a
particular pcriod, we wvould ~vcigliyo11 or measure your hcipht nowr
and again a t the end of that period of tiine. This is what \re n a n t
to do regarding your ability to think of ideas. We are going to
take a measiirement today and anotlicr a t the cnd of the school
year (qiiart.cr, month, cte.). We nvant to gct RS accurate a meas-
urcment today as me can. So tise your best
your best.."
Within thc contcxt of thc situation, the activity should be made as
non-threatening as possiblc, unless some stress factor is a deliberate
part of the experimental dcsign.

Specific Instructions for Administering Test Activities

At this point, pass oiit tlic booklets. Nert, have each individiiiil
fill in the blanks a t tbe top of the page quite carefully. Make certain
that the year is entered as part of the date so there mil1 be no confusion
or needless 105s of data in longitndinal stiidies or studies involving prr-
test and post-test designs.
Cliildren in kindergartcii and thr prii~inry gradcs mil1 necd somc.
help mith their mriting or spclling. Or, thc information on the face
of the booklet may be fillcd in by the tracher nr test administrator i ~ i
adw-ance from the school rccorcis and cae11 pnpil given his "vcry o-"
booklet.
After the identifying iiiformation has been providcd, rcad these
instructions :
In this booklet are three interesting things for you to do.
Al1 of them wiii give you a chance to use your imagination to
think of ideas and to put them together in various ways. I n each
activity, we want you to think of the most interesting and unusual
ideas yon can-ideas that no one else.in this gronp wiil think of.
After you think of a n idea keep adding to i t and build it u p so
that it will te11 the most interesting and exciting story possiblc.
You will be given a time limit on each activity, so make good
use of your time. Work fast but don't rnsh. Try t o keep thinking
of ideas, but if you run out of ideas before time is called, sit quietly
and wait until you are told to turn to the next page.
If yon have any questions after we start, don't speak out loud.
Raise yonr hand and 1 sin11 come to your desk and t r y to anewer
your queetions.
 If there are no qucstioiis a t this point, proceed with the first activity.
If thcrc arc questions concerning the instructions, attempt to satisfy
them by rcpcating thc instructions in wvords that the person wrill under-
stand or by elaborating upon the instructions in the printed booklet.
Avoid glving examplcs or illustrations of " model responses. " This
tends to reduce originality .siid in some cases it even rcduccs thc iiiimber
of rcsponsrs produccd. ~ b o v eall, attcmpt to 'rnaintain a friendly,
comfortable, warn rclatioiiship with the group.
.Ask the class to turn to page 2, Activity 1, PICTURE CONSTRUC-
TION. Ask those wlio caii to read the instructions with you, continuing
R S foliows:

On the opposite page is a curved shape. Think of a picture or

an object which you can draw with this shape as a part.

Trg to think of a picture that no one else will think of. Keep
adding new ideas to your first idea to make it te11 as interesting
and exciting story as you can.
When you have completed your picture, think up a name or
title for it and write i t a t the bottom of the page in the space
provided. Make your title as clever and unusual aa possible.
Use it to help you tcll your story. (Examiners and teachers mil1
write dow~nthe titles for children mho necd such hcll).)
Go ahead with your picture, making it difierent from anyone
else's and making it teii as complete and as interesting a story
as possible. You will have ten minutes.
Most examinees will be anxious to begin, so answrer qucstions as ex-
peditiously as possible and permit them to begln working. At the end
of about nine minntes, pupils who have not yet entered a title for their
draniiig on the line at the bottom of page 3 may be remindcd that they
are to do so and encouragcd to accomplish it.
' ,
IJsiiic: ii stop watch, allowr TEN MINUTES befort! calling time.
:isk tlie groiil) to turn to page 4, Activity 2, PICTURE COMPLETION.
Again. ask the group to read the instructions as you read them sloud
íexcept of course mith younger children who cannot read) :

By adding lines to the incomplete flgures on this and the next

page, you can sketch some interesting objects or pictures. Again,
t r y to think of some picture or object that no one else will think
of. Try to make it te11 as complete and as interesting a story as
you can by adding to and building up your flret idea. Make up an
interesting title for each of your drawings and write it a t the
bottom of each block ncxt to the number of the figure.
Al1 right, go ahead! You will havc ten minutes.
 Tf some examinees are upset by the faet that they did not finish,
reassure them very simply by saying sometliing like the folloming:
"1 notice that you mork in different ways. Some of you finished
al1 tcn of your drawings :svcry quickly and then went back and
added other ideas. Somc of you finished only a fe\\* of the draw-
ings but you made each of them te11 a very complete story. Con-
tinue to work in mhatever way is natural and comfortable for you."
Using a stop watch, allo\v TEN MINUTES before ealling timr.
Ask the pupils to turn to pagc 6, Activity 3, LINES. A g ~ i n have
, thc!
group read tlie instructions as you read them aloud:
I n ten minutes see how many objects or pictures you can make
from the pairs of straight lines below and on the next two pages.
The pairs of straight lines should be the main part of whatever
y011 make. With pencil or crayon d d lines to the pairs of lines
to complete your picture. You can place marks between the lines,
on the iines, and outside the lines-wherever you want t o in order
to make your picture. Try to think of things that no one else
will think of. Make as many different pictures or objects ns you
can and put as many ideas as you can in each one. Make them
te11 as complete and as intercsting a story as you can. Add names
or titles in the spaces provided.
Al1 right, go ahead. You have ten minutes.
Xlthoiigli iiistructioiis liiivc indieated tliat. tlie activity incliides three
pages and iiistructions are given a t the bottom of the page 6 to "g0 on
to next page," some cliildren \vil1 iiot grasp this fact and mil1 ask about
i t or have to be reminded. This may occur even in testing college
studcnts and adults, so bc alcrt to this possibility. Time the Activity
very carefully, using a stop watch, if possible.
After TEN MiNUTES, cal1 time and collect booklets. If the chil-
dren were unable to write tlicir owii titles or labels, be prepared to inter-
view each child briefly to obtain titles or labels. Othemise reliablc
scoring will not be possible. T t is usually desirable to have one or more
assisiants available to help with this task, mhen testing children in the
kindergarten and primary grades.
 HOW T O USE THE SOORINQ OUIDE

Who Can Score Creative Thinking Tests.

Studies of scorer rcliability havc shown that individuals specially
traincd and expcrienccd in the scoring of the Torrance Tests of Creative
Thinking are capablc of scoring thcm mith a very high degree of reli-
ability. To ansmer the qnestion about the reliability of results derivcd
by untraincd scorers, an cxperiment mas coiiducted in which regular
classroom tcachcrs and educationnl secretaries scored tests mithoiit
benefit of any training other than the stiidy of the scoring manuals.
Results available for s i s teachers and one educational secretary indicatc
that when tlte scoring guidc is careft(l1y stítdied and accepted, scores of
acceptable reliability are obtained. The mean Pearson .product-momcnt
eoefficieñts.bctween the scoring of trained scorers and untrained teachers
for the figura1 tests are: fliicncy, .96; flexibility, -94; originality, .86;
and elaboration, .91. The -reliability coe5cients for the verbal
tests are: fluency, .99; flexibility, .95; and originality, .91. The results
for the one educationnl sccrctary are: fluency, .99; flexibility, -98;
'

originality, .7C ; and elaboration, 37. The Iomer reliability for origiiial-
ity sccrns to occiir when thc scorer rejects the scorinr guide and sub-
stitutes liis o\rn coneept of what is original. A more complete analysis
of tlic scorer reliability stady will be found in the Norms-Technical
3lanual.
Thesc findings suggcst that i t is not necessary to have special training
iii scoring tliese test.s t n assiire rcliable rcsults. TVliat does appear to
bc nccessary is that the scorer read and folkíu thc scoring gí~ideas
prccisely as possible, acccpting the standards of tltc p i d e as a basis
ior jítdgmenl.

Procedures f o r Scoring.
1. Read the scoring qiiide, noti~igits organizatioii. Tf the examiner
docs not yet hcive a n nnderstanding of the concepts of fluency, flexibility,
originality, and elaboration, he should do some supplementary rcading
of the rationale of the Torrance Tests of Crratiee Thinking. EIe should
also familiarize bimself with the rationale for the three figural test tasks
contained in this battery.
2. Reread the scoring guide with a completed record, locating the
rcsponses on i t ir1 tlie lists of scoring catcgories and originality
First, homever, detcrminc whether the response is scoreable, i.e., has
e
rclevance to the test task. No entries or tabulations are made on the
scoring morkshccts for rcsponses t h ~ are t considered "not scoreable."
3. Nom, thc cxaininc*r should bc rcady to begin tlic scoring. A
scoriiig \vorkslicct ( s r c rcpro(iiicition, pngr 38) has bccii dcsigncd to
----
o Reading the introductory soctions o f tlie Norms-Tcclinicnl Mnnunl i s eepccially
rccommendcd. &o also publications liatcd in tlie Tntroduction of t l ~ i rmnniinl and ín
tlie extended hibliogrripliy of the Norma-Tec!~nicalManual.
10
reduce the auiouiit of time required to score a test and to increase the
rcliability of scoring. After eiitering the dcsircd identifying informa-
tion, it is suggestcd that he procecd as follows:
Step 1. Scoring Picturc Construction Activity. Determine from
tlie Scoring Guide tiic originality lrreight for tlie response and place'
this scorc in thc box labelcd "Orig." under "Activity 1." Uext, deter-
mine the claboratiou scorc and place this number under the "Elab."
coluinn for "Activity 1."
Step 2. Scoring Picture Completioa Using the Quide, determine
thc origiiiality tivcight and flexibility category for the first response and
eriter thcse iiduibcrs iu tlie "Categ." and "Orig." columns under
"Activitj;' 3." If thc respolise is a zero or one-credit response, the flexi-
bility category will be found in yarentheses a t the left of the response
as listed in tlic oripinality scorhig guide. It will be necessary to find
the category of thc twocredit respouscs i n thc list of flexibility cate-
gories. Now, determine the elaboratiou score of the first response and
enter i t i n the "Elab." column under "Activity 2." Continue in this
\ a y for cach scoreable responsc i n Activity 2. 1'0 indicate omissions
eiiter a dash iu the appropriate blanks.
Step 3. Scoring Parallel Lines. Using.the Guide, determine for
each scorcable respoiisc tlic íleribility category, the originality lveight,
arid tlic claboratioii score aiid record in the appropriate boxes of the
sccriiig worksheet. It is suggestcd that the eraminer start with the
guide for scoriiig originality. Iii tliis guide, the most frequent responses
are Iistcd nll)li:ibcticnlly witli 1)ot.h tlicir origiiiality weiglits sud; flcxi-
bilitv catcgorics. it is t.lieii aii easy mattcr to look uy the category
niiinbcrs of tlie less frequeiit or threc-credit responses.
Step 4. Surnmarizing the Results. The examiner is nom ready to
suniniarizc? his scoriiig in tlie "Score Suiuuiary" box on the right side
of tlic scoriiig \\.urkshcct. Siiice tlicrc is oiily oiic rcsponsc for Activity 1
aiid i t is riot scorcd for flcxíbility and fluency, sirnply transfer tlie origi-
~ialityaiid eluboration scorcs t o tlic scorc box, entcriiig them in the
i'Orig.8' aiid "Elab." coliiiiins for "Act. 1." The fluency score for
Activity 2 caii be read dircctly by notiiig the marginal uumber adjacent
to the last respoiisc, if tlicre \vere no oniissions or unscorcable responses.
Other\vise, i t \vil1 be iiecessary to count the uumber of scoreablc re-
spoiiscs. To dctcrriiiiie thc flcsibility score, strikc out category dupli-
catioiis uiider tlie "Catcg." coluiiin aud count the rcinriiniug responscs.
To o b t ~ i i lthe origiiiality sscorc, siinply add tlic wciglits recorded in thc
<<
Orig." coluiiiii under Activity 2. The elaboration score is obtained
iii tlie sanic niaiincr. The scores for Activity 3 are detcrniiiicd iii the
snnie niiiiiiicr as l'or Activity 2. Tlic boiiiis poiiits fur origiiiality
atvardcd for coiiibiniiig t\vo or iiiore figiircs iii Actit-ity Y sliould bv
;iti<i(~Iin witli tlie otlicr origiiiiility crcdits. 'I'lic procc~licrc.~
Cor ii\vnrd-
iiig lioiiiis crcvlits are dcscril~t-tloii pnfi(-s :l:{-:{,l.
'I'lic c~s;iiiiiiicriiiiiy ro~iri~oiit
ii scoi-iiig sitii;itioii i i i \vliic.li iiii iic.tivity
coiiipl(~lc1ynii~it.li~d
Iiiis I i ( ~ * i i hy tlic csi~iiiiiic~tr.A i i oiiiissioii iiiiiy li:i1>1~11
11
Tor cr iiiiiiibcr of j>syclioltr,.iccil rerisous (rigidity, test niixiety, ctc.)
which iiiay iiiliibit crettíivc pcrformuncc. 1u this cveiiL thc ecorcr
slioiild ciiter zcros ris scttrcr; iii tlic score siiminsry box aiid procecd as
(lirccted.
Now tlic examiiicr sliould bc ready to compute the totals for each
of the four colur ins of tlic "Scorc Summary" box. Thcse arc the rnw
scorcs for fluency, flexibility, originality, and elaboration for the Fig-
iiral test. í u uiaiiy c a e s olie will not need to go further. For certain
purposes, Iiotvever, the examiiier will want to convert the raw scores to
standard scores or l1-scores.. This should be done whenever he finds
it nccessary to combine scores for somc kind of composite or total score,
whenever he wnnts to detcrininc the relative strengths of the four kinds
of ability (fluency, flexibility, originality, aud elaboration) of a given
individual or group, or whenevcr he wants to compare a n individual's
performance with some of the comparison groups for which data are
givcn in the technical manual. The data for converting ratv scores
into standard (T) scores are included in the Norms-Technical Manual.
4. Both imtnediatcly alid from time to time, the eraminer mil1 want
tr, obtain somc indieatioii of thc reliability of hii scoring. If possible,
Iie sliould have soineone else score four or five of thc same records he
Iias scored and then discuss any discrepancies. Then, with a sample of
20 to 40 records, he niiplit want to compute reliability coefficients t for
each of the four scores. Another useful kiiid of reliability check is to
rescore a set of tests after a lapse of one or more weeks. If the scoring
\\*orkslicetsare used, tlicsc kinds o£ chccks \vil1 be easy.
See standard statistics or tents.and-measureiiienr text for esplrnation of these
scores.
f This eoefficient is found by computing the eorrelation betreen the acores
found by two ecorers on t l ~ esarnc ect of testa. Most statistiee texta explain the
computational met boda.
 SCGRING QUXDE FOR THE FIQURAL TESTS, FOBM A

'I'lic ciirrciit cditioii of Uic Figura1 A scoring guidc includcs Uic

rcvisctl ariginnlity wvcidits intmdiiccd in thc January, 1070 alitioii.
'I'hosc! \\,ciglits arc Ix~scdon an cnlarged sample of 500 individiials
=id iiicorl)oratc rui upward cxtcnsion oí' tlic samplc to incliide col-
Iege studciits. A oomparison study has shown that mean originality
scorcs of F i y r a l A h k l c t s scored using tlic originally publishcd
wcights arc unaffectcd whcn s c o d by the 1970 wcights.

Eacli of the thrce tasks mil1 be scored for originalify and eihboratwn
and Picture Completion and Parallel Lines wiii be scored also for
fluency and RezibiEity. The pages that follow contain the guides for
determining these scores.

Thc scoriiig guidc for originality on tlie l'icturc Construction Test

is Lascd oii tlie rcspoiiscs of 500 subjccts raiigiiig from kiiidergarteii
tlirougli collegc. Scoriiig is accoinplished on a scalc rangiiig from
zcro to five accordiiig to frcquciicy of occurrciicc iii tlie 500 records
analyzed. Responses occurring on five per cent or more of the records
receive no credit. Other obvious responses such as "tear drop,"
' ' blob, " "pear, ' ' and thc likc are also scored zero. Responses occurring
iii from 4.00 per ceiit to 4.99 per cent rcceive one point; responees
found in 3.00 to 3.99 per cent of the records are scored two; thosc
occurring in 2.00 to 2.99 per cent of the cases are awarded three credits ;
those found in from 1.00 to 1.99 of the records receive four credits.
Al1 other rcspouses showing imagination a n d creative strength a r e
crcdited with five points. The guide given below lists the responses
falling in each of the first five categories, but the responses failing in
the sixtli category are rclativcly unique and numerous and only somc
of the more frequent ones are listed.
NOTE: The concept of "creative strength" is a n important one and
the examiner should attempt to master the idea well. Possibly the
best way to accomplish this is to study the originality weights assigned
responscs in the scoring giiide, iioting the differences bettvcen examplcs
of zcro-crcdit (iiot origiiial) aiid rcspoiiscs sho\\?iiig crcativc strciigtli.
'It may also prove lielpful to thiiik of rcspoiises showiiip no creativc:
strciigtli as rcquiriiip littlc iiitcllectual ciicrgy; littlc encrgy is iiecessary
to givc obvious, coiliinoii, aiid lcar~icd rcspoiiscs. In coiitrast, iriorc
iiitcllcctual ciicrgy is rccliiircd to givc rcspoiiscs tliat go bcyoiid \tvliat is
Icnriicd, l)rii<tticc(l,linl)itii;il, ;iii(i n\\.;iy froin tlic obvioiis niid coiiiiiioti-
pln<:r. IIciicr, t.li<.scInttrr I t i i i t l s o f rcspotiscs arc tlioiiglit of! I L ~"slio\\.-
iiig crcñtive streiigtli." ,.. .
: \
13
 Response Weight Response Weight
A bst.ract dcsigii withoiit k'lower . . . . . . . . . . . . . . . . . . 4
iiicniiiiigful titlt! ......... O Flyiiig objcct (UiW) . . . . . 5
rlirl~laiic ................ 5 Cirl (licdy, feriialc) . . . . . . . 1
Bii1100ii .................. 4 Golf gwcli ............... 6 . . .
Ijird(s) ................. 3 Ifnt ..................... 5
Bag ..................... 4 1Iuiiil)ty Dumpty ......... 4
1311iiiiy .................. 4 hlan (a11 kiiids except from
Car ...................... 5 outer space) ........... O
Cnt ..................... 4 hiaii (from outer spacc) .. 3
Cliickcii . . . . . . . . . . . . . . . . . 4 3loiistcr ................. 5
Circle . . . . . . . . . . . . . . . . . . . . O arouse . . . . . . . . . . . . . . . . . . . 4
Cloud ................... 5 Moutli ................... 5
Dinosaiir ................ 5 Nose .................... 3
.I)itclr .................... 5 130iid (lake) ............. 5 '
E a r (Iiumaii) ............ 4 ltabbit .................. 4
E a r (aiiiinal) . . . . . . . . . . . . 5 Rock .................... 5.
Egg (Eastcr) . . . . . . . . . . . . 0 Jlockct . . . . . . . . . . . . . . . . . . 5
J3gg (iiot Xhster) . . . . . . . . . O Spricesliil) . . . . . . . . . . . . . . . . 3
15gg (iii basket) . . . . . . . . . . O S\viinillirig pool . . . . . . . . . . . 5
I~gglliai1 ; c~#llcíid,cte. . . . . :1 Su11 . . . . . . . . . . . . . . . . . . . . . 4
Eye ..................... 41 Tcardrop . . . . . . . . . . . . . . . . O .
Fiice (huuinii) . . . . . . . . . . . -1 Trce . . . . . . . . . . . . . . . . . . . . 5
Fish .................... 5 Turtle . . . . . . . . . . . . . . . . . . . 5
Title Originality (Optional. May be c o ~ ~ n t eads a part of the
Verbal &ore.*)
The titlcs are evaluatcd oii a scale rangiug from zcro to three o:i
originality or clcverness accordiiig to tlic follotving criteria :
0 Obvious class titles, such as "Man," "Egg," "Rabbit," etc.
1 .Simple descriptive t.itle at a concrete level, involving a ruoditicr
plus a class, such as "Man with s Big Ear," "A Speckled Egg,"
"An Easter Jhbbit," etc.
2 Imaginative, descriptive title in which the modifier goes beyor~d
concrctc, pliysical description, such as "Uncle John's Frozcii
Ear," "Thc Speciílcd Egg of Alars," "The Rabbit that Tricked
'lincle Remus, " etc.
3 Abstract but al)prol>riate title, going beyond what can bc szcii
aiitl tclliiig n story, s u c l ~a "Biiglity Qiovanni of thc Frozen
Alps," " ~i Birci iii i\ C ~ g cwith ' a Tliousatid Eyes," "Priiiccss
Mona's Goldcii Buiiiiy," ctc.

Elaboration
'I'\\.o nssuiiiptioiis uii(1rrlic tlic s c o r i i i ~of cluboration for tlic Pict:irc
C'viistrcicitioii Tcst. Tli(*first is tliat the initiitnutn aiid primary response
Sise tlic X ~ i r i i i s ~ T c c : l i i ~ i ~,\I:irii~:il
:il for :!ti ..rlnl:i~i:itioi> of i l i i s ~ * o i i i t .

14
 figure is a single response. The second ia that thc
exposition of dctail h a function of creative ability,
a p p ~ p r i a t e l ylabeled elaboration.
Therefore, in scoring elaboration, crcdit ia given for each pertinent
detail (idea) addcd to tiic original stimulus figure itself, to its bounda-
rics R I I ~ / O ~ 'to tlic surroundirig spacc. However, the basic responsc
itself must be meaningful before elaboration hau' any worth, o r can
be scored.
One point is given for:
l. Elich cssciitial dct:iil of tlic totiil rcspoiisc; but oiicc that clnss of
dctail is scorcd, fartlicr rcspoiises of thc saiiie class are iiot
conntcd. In otlicr words cacli additionnl idea that contribiitcs
to tlic story tlic pictiirc tells is given aii elaboration point, but
furtlier representatioiis of thc idea are iiot. Thus the idea, "lioles
iii cliecsc" on Exaniplc 2, 16 nicrits onc elaboration poiiit,
~7
bu1 cvcrg hole (loes iiot; ' Ijricks ' iti Esainple 3, page 37 p n t x
oiic poiiit for the idcii, iiot onc poiiit for every brick. 011 tlic
otlicr Iiand, caoli cactiis plaiit iii tlie saiiiplc Activity 1, pagc 39
rcccives ii point I~cciiiisccricli adtls itii iclca-width, dimciisioiinlity,
dcptli, sizc, ctc.
2. Color, mheii i t adds au idea to the basic response.
3. Dcliberatc sliadiiig (iiot just goiiig over the lines agaiii).
4. Dccoration, oiily \\~hcunieant as sucli.
5. Each major variatioii (iiot of quantity) o£ dcsign mhich is mcan-
ingful witli rcferciicc to the total rcsponse.
6. Eacll elaboratioii iii tlie title beyond the miiiimum descriptive
label.
If a linc breaks oiic part of tlic picture iiito two, count the tnlo parts.
If the line lias mcaning c.^;., belt, cufE, scam, neck scarf, window piecc,
etc.) git1e an additional poiiit for that item.
The following examplcs o£ three lerels o£ elaboration are offered
as illustrationa :
 Example 1

stem

dccomtions

Title: Pear Pointa shown by asterisk (*). Elaboration Score: 2

Example 2

tail

holes in cheese
checse crust
thickness of cheese

Note: The basic object is .$he block of clicesc iiiadc from tlie
stimuliis. Crcdit is for idcns addcd to bnsic objcct.
 Example 3

IC leaf from
' different tree

Title: Faii Festival in Squirrel Land

Elaboration Score : 19
Note: The basic rcsponse here is the
Squirrcl Hole or Ncst.
 Activity 2: PICTURE COMPLETION
Fluency
The íiueiicy scorc for Picturc Completion is obtained by counting
thc number of figures coinplctcd. The inaximum score is 10.

The flcxibility scorc is obtaincd by coitnting the number of diffcrent

eategorics into which thc responses fall. Both the drawing nnd the
title must bc used in dctcrmining thc category. Below is a list of catc-
gorics that mil1 best fit approximatcly 99 per ccnt of tlic respoiiscs giveii.
Ncw categorics should bc crcated for rcsponscs wliich eaiinot be classi-
fied iiito any o£ thc categories listed hcre. This may be indicatcd on
the scoring worksheet by "x¡" for the first new category created, "X2"
for the second new category. etc. Rarely should this be necessary,
howevcr. (These cat,cgory numbers accompanying the zcro and one-
crcdit originality rcsponscs may be entered .on the scoring worksheet
:d thc samc time originality weights are determined. The catcgory
iiumbcr of t l i ~two-crcdit rcsponses caii then be looked iip in the list
belo\\,.)
1. ACCESSORIES: hr;icclct., crown, glasses, liat, uionocle, nccklace,
pursc, etc.
2. AIRCRAFT: airplancs, bombers. jcts, rockcts. sl)iice ships, etc.
3. ANGELS: other Iicavenly forms, includiiig aiigcl wings.
4. ANIMAL: including animal faces aiid licads: ape, bcar, bull, cítmcl.
cat, woco<lile, dog (including specific brccds, sucli as French
Poodle, Coltic, ctc.), decr, clephant, fiog, goat, horse, lion, mousc.
pig, siiail, etc.
6. ANIMAL TRACKS
6. BALLS: basebnll. basketball, bcach ball, football, mud ball, snow
ball, etc.
- 7. BALLOON: singly or in bunch
8. BIRD, FOWL: chicken, crane, duck, flamingo, hen, peacock, pen-
gui~i.sea gull, sman, turkey, woodpecker, etc.
9. BOAT: canoe, h o u ~ eboat, sail boat, ship, etc.
10. BODY PARTS: bone, ear, eye, feet, hands, heart, lips, mouth,
DOSC. toiigue, etc.
11. BOOK: singly or iii casc, rnagazincs, nemspapers, etc.
12. BOX: incliidiiig packages, gifts, presents, etc.
13. BUILDING: apartrncnt housc, bce house, animal house, cliurch,
Iiotcl, hoiise, oricntal house, pagoda, temple, etc.
14. BUILDING MATERIAL: brick, liimber, pipe, stone, etc.
16. BUILDING, PARTS O F : door, íioor, mslls, roof, \vindom, etc.
16. CAMPFIRE

m
17. CANE: caudy canc, walkiug cnnc, etc.
18. CAB: automobile, racer, tractor, truck, etc.
19. CLOTHING: batliing suit, blouse, coat, dress, hat, pants, shirt,
sliorts, skirt, ctc.
20. CLOTHES LINE: \\~aslidiy aud similar uses of clothcs lines
21. CLOUD: niiy typc of cloud or cloud forr-'.ation, sky, etc.
22. CONTLLINER: barrel, box, can, hat box, jug, tank, etc.
23. CROSS: Christian Cross, Red Cross, etc.
24. DESIGN OR DECORATION: any typc of abstract design whicli
cannot be idcntified as an object, mcss, modern art, ribbon bow,
etc.
25. EGG: ineluding Eastcr egg, fried eggs, egg characters such as
IIumpty Dumpty, etc.
26. ENTERTAINMENT: circus, dancer, iingmaster, singer, etc.
27. FISH AND SEA ANIMALS: gold fish, guppies, \vliale, etc.
28. FLOWER: cactus, daisy, tulip, etc.
29. FOOD: brcad (loaf), calte, candy, donut, liot dog, haniburgcr, ice
creani, lollil)op, marshnirrllo\v, nuts, sucker, toast, etc.
30. FOOTWEAR: boots, slippers, slioes, etc.
31. FRUIT: apple, banana, bo\vl o£ fruit, clierries, grapes, lenioii,
oralige, pear, etc.
32. FURNITURE: bed, cliair, dcsk, tablc, TV, etc.
33. GEOGRAPRY: beach, cliff, lake, mountain, ocean, river, volcano,
\vaves, etc.
34. GEOMETRIC FORMS OR DESIGNS: circle, cone, cube, diamond,
square, rectanple, triangle, etc.
35. HEAVENLY BODY: Big dipper, constcllation, eclipse, moon, star,
sun, etc.
36. BOUSEHOLD ITEMS: bo\vl, broom, brush, coffee pot, clock, coat .
rack, dippcr, Iiangcr, tea cup, tooth brush, silverware, etc.
37. EIUMAN BEING, HUMAN FORM: including human faces, person,
specific persoii such as Xitch Ililler, Zsa Zsa Gabor, etc., cowboy,
etc.
38. INSECT: ants, bee, beetle, bug, butterfly, caterpillar, firefly, flea,
Ay, praying mantis, spider, tarantula, worm, etc.
; 39. KITE
40. LADDER
41. LETTERS: of alphabet, singly or on bloclts
42. LIGHT: cmdle, flood light, lamp, lantcrii, clcctric light, n~agic ,

lamp, ctc.
43. MACHINE: colte rnacliine, robot, rcdiicing rnacliine, etc.
in
 44. MUSIU: brnd inslruuieute, belis, cymbal, drum, harp, uiusic stand,
musical noles, pinuo, trcblc clef, violin, stem of violin, whistle, etc.
46. NUMERALB: siiigly or on blocks
46. OFFIOE AND SCHOOL SUPPLIES: cnvclope, papcr, paper-
wciglit, papcr clip, uotebook, etc.
9
47. PLANT: grrss, shrubbery, etc.'
48. RECREATION: fishing pole, tennis, k'erris wheel, slide, swing,
sur1 board, rollcr coaster, swirnming pool, ski jump, etc.
49. ROAD AND ROAD SYBTEM: bridge, highmay, road, road mep,
turlipike, etc.
50. ROOM OR PART OF ROOM: floor, corner of rooui, wali, etc.
61. SSELTEB (not house) : fartu shed, fox hole, tent, tepec, etc.
62. S N O W '
53. SOUND: radar wavcs, radio sound waves, tuning fork, etc.
64. SPACE: space man; launching pad, rocket man, etc.
55. SPORTS: baseball diamond, goal post, race, race track, etc.
56. STICK MAN (see IFUhlAN E'ORM: do not use a new category)
67. SUN AND OTHER PLANETS (See HEAVENLY LIODIES, not a
new category)
58. SUPERNATURAL BEINGS: Aiaddin, devil, ghost, Dracula, fairy,
Hercules, monstcr, outerspace creature, witch, etc.
59. SURFACE TRANSPORTATION (See CAR: not a new category)
60. SYMBOL: badge, flag, question niark, pcace s y m b l , etc.
61. TIMER: sand clock, hour glass, sundial, etc.
62. TOOL: axe, claw hammer, hammer, rake, etc.
63. TOY: jack-in-bor, puppct, rocking horse, yo-yo, etc.
64. TE1EE: Ail kinds of trees, Christmss tree, holly tree, etc.
. 65. UMBRELLA
66. WEATXER: lightning, rain, rainbow, rain drops, snow storm,
tornado, etc.
67. WEAPON: bom and arrow, cannon, gun, rifle, slingshot, etc.
68. -WHEELS: inner tube, tire, cart wheel, whcel, etc.

The guide for scoring originality is based o11 a tabulation o£ the

rcspoiises submitted by 500 subjc.cts froiii kiiidcrgiirtcii tlirough col-
Icge. A sepnrate giiidv 1i;is I)ctcii prcp;ir(d for cncli of tlic tcii figurcbs,
eince each tends to elicit different common responscs. Zero and one-
point .responsea nrc listcd below. Al1 othcr responses sliowing imagi-
nntion and creative strcngtli will be awarded two points. To facilitate
scoring for flexibility, t l ~ ecategory niinibcr has bcen p l ~ c c din parcn-
theses a t tlic left of anch resporisc?... .
\
20 1
FIGURE 1 Zero pointa (6% or more of
responses)
I 24) Abstract desigii \vitliniil
meaningfiil titlc
(8) Bircl
(37) Pace (11- licad
(10) Heart (iiiclucles valentiiie)
(37) Man (earth), includes boy
One point (2% to 4.99%)
(31) Applc(s)
(21) Cloud
(10) Eyebrows
(1) Glasses, eye
(37) Girl or woman
(10) Lips, mouth
(58) Blaii (Mars, ctc.)
(58) Alonster
Two points (less than 2% of
responses)
Other responses showing creative
strength. Look up category in
list.

FIGURE 2 Zero points (5% or more of

responses)
(24) Abstract desigii \vitliorit
meaningful title
(67) Sliiigshot ( !
(64) Trees
One point (2% to 4.99%)
(37) Facc (hnman)
(28) Flower
(37) Qirl
(13) House
(37) Blan (boy)
(37) IVoman (girl)
(CO) Word (syiiibol, iiiinibcr, lettcr,
etc. )

Two points (leas thnn 2% of

responses)
Other respouses sliowing creative
strength. Determine category
from liet.
FIGURE 3 Zero points (6% or more of
responses)
(24) Abstruct tltsigii \t*it.lio~~i
nicaiiiiigrul titlts
(37) F ~ c e ( s )
One point (2% to 4.89%)
(4) Aniniul (Fatcc or total)
(67) Bow aiid cirro\\-
(37) Boy (maii )
(37) Girl (womaii) .
(37) Man (boy, iiicliidiiig sticik III(!II)
(35) Moon
(48) Sliding board
(53) Souiid wavrs
Two points (less than 2% of
responses)
Other respoiiscs sliowiiig creative
streiigtli. I~ook iip catcgories in
list.

FIGURE 4 Zero points (5% or more of

responses)
(94) Abstri:ct dcsigii \vitliti~il
meaiiiiigfiil titlc
(4) Aiiiiiial ( i~iispccific:d)
(37) Fncc
(87) Maii's fac.(!
(4) Snail
One point (2% to 4.99%)
(37) Body (iiiiiii )
(4) Cat
(8) Duck
(27) Fisli
(37) Girl (\\.oiiiii~i)
(10) Iinir
(37) MHI~
(58) Alonstri. (gliost, c*í(:.)
(10) Nosc
(4) Siia1;c
(33) \\later (wiivcs, j)oo1, ( ' t ~ . )
(38) \\'oriii.
Two points (less thsn 2% of
responses)
Other rcsponses requiriiig crcative
strength. Chcck list for catc-
gories.
FIGURE 6 Zero points (6% or more of
responses)
(24) Abstract desigii \\vitli<~iii
iiiciiiiiiiglul titlc
(O) Boat (or Iiiilli
(9) lioat (sail)
(361::1Jowl
(3.1) Circle
(37) Fricc or iicatl
One point (2% to 4.99%)
(25) lS,ng(s)
(48) Iliiiiiiiiocli
(33) Mouiitiiiiis
(10) Afouth
(10) Smile (lips)
(33) Valley
(33) Water (strcaiii,
etc.)
Two points (less than 2% of
responses)
Other respoiiscs rcquiriiig creative
streiigth. Look up categories iii
list.

FIGURE G Zero points (5% or more of

responses)
(2-1) Abstrkct dcsigii witlioiit.
mcaiiiiigful titlc
(37) Face
( 6 6 ) I~iglitiiiiig
(15) Stcps (stairc1:isc)
Onc point (2% to 4.99%)
(32) Cliair
(37) Girl (1vu111:iii1
(37) BIan (boy)
(37) Afaii skiitiiir
(6-1.) Trce

Two points (less than 2% of

responses)
Othcr respoiiscs vequiriiig creatire
streiigtli. l)ctc!riiiiiie category
froiii list.
 Zero points (6% or more of
responses)
i 24) Abstract dcsig~i\vil iioiil
ineaningf u1 title
( 18) Carriagv (Luggy )
!(;O) Qucstioti iii:irk(s)
(4) Snalic.
One point (2% to 4.99%)
(18) Auto (car)
(37) Body (Iiuintlii)
(36) Dippcr
(37) Face
(36) Hook .
(36) lcey
(1) Pipe (siiioker 'S)
(62) Sickle r . . .
(36) Spoon, dil~prr
(60) Word (letter, s p b o l , number)
Two points (less than 2% of
responses)
Other responses requiring creative
strength. Look up categories in
list.

Zero points (6% or more of

responacs)
(24) Abstract dcsign witlio~it
ineaiiingful titlc
(37) Man (hcn(1 aiid body)
(37) Maii, iitcii '(stick)
One point (2% to 4.99%)
(19)Dress
.(37)Face
(37)Girl
(58)hloiistcr (glit~sl)
(67)Shield (iiic<lirval, t - t ( ! . )
(64) 'l'ree
. -I
Two points (less than ' 2 % of
responses)
0tlic.r resyoriscs rcquiring ereative
strctigth. 1r00l< ~ i pcategories i n
list.
FIGURE 9 Zero points (6% or more of
responses)
('24) rlbstriict. <Irsi?rii \vit.ticiii~
iiicaiiiiigf iil t il l~
(:J3) hlniiiitniii ( s j
(37) K~lll
(S) Owl
(4) Robbit
(2) ltockct
One point (2% to 4.99%)
(4) Cat
(4) Dog, dog facc
(37) Facc
(37) Oían
(33) Volcano
(60) IVord (uumbcr, syinbol, Icttcrs)
Two points (less than 2% of
responses)
Other responses requiriiig creative
strength. Check list for cntc-
gories.

FIGURE 10 Zero points (5% or more of

responses)
(24) Abstract drsigii witliout
meaningfnl titlc
(4) Anteater
(8) Duck
( S i ) Face ( Iiuiiiati)
(37) Fuec (ii1oiitli iili<l 110s~oiily)
( 6 4 ) Tree(s)

One point (2% t o 4.99%)

(3) Angel
(8) Bird
( 4 ) Don
(37) ~ i i u r e(liiiiiiaiii)
(37) Girl
(10) N e-(part of f;:ce)
(8) &odY \\'oodpecl;er
Two points (less than 2% of
responses)
Other responses showing crcative
strength. Look u p categories iii
list.
Titlc Originality (Optional. May be counted as p a r t of V e r b d Score
A e e Norms-Technical Manual)
Thc originality aiid clcvcr~icssof eacli titlc is scored according to
tlle critcrin outlined for scoriiig this aspcct of pcrforinancc on thc Pic-
turc Coiistruction task. Tlic following examplcs of title for some of
4
the coiumon responscs to Figure 1 will illustratc the scoring scheme:
O Obvious .class titles, such as "Bird," "hlan," "Cloud," "Flow-
er,',' etc.
1 Simple descriptive titles a t a concrete level, involving a modi-
fier plus a class, such as "Flying Bird," ('Dancing Man," "Piiik
Cloud, " "Tulip. " etc.
2 Imaginative, descriptive title in which the niodifier goes beyond
coiicrete, physical description, such as "~wallowvs of Capistrano,"
"Babyless McGraw," "A Cloud Without a Silver Lining," "An
Umbrella f o r a Grasshopper," etc.
3 Abstract but appropriate title, going beyoiid what cau be seen
and telling a story, such as "The Original Wings Over the
World," "Kiiig o£ Hearts in I ~ v e l a n d , " "Angel's Lauiiching
Yad," "IVeepiug Flowvers of tlie Valley of c ~ ~ r r ~ etc.
i~,yf
A
Elaboration
The elaboratioii score for Incomplete Figures is obtained in the
same way as the elaboration scorc was obtained for Picture Construc-
tion. The following three cxalnples of responses to Incomplete Figure
1 will illustrak the rules outlined under Picture Construction, Elabo-
ration :

Example 1 Example 2

-)t. colored golden

Title : IIcart '. ' '
Elaboratiori Score : O

*
l'itlt. 1Ic:nrt nf Gold El;iboration Scorc : 3
 Example 3
. .
I * mouth parts i '

knob on feeler '

o . . e .' .

fcclcr (antenna) -. '

circle spot
circlc within circle
division between wings

dot pattern, lower wing

deliberate shading, abdomen
deliberate shading, wing

Title: Tlie Two-Eyed Butterfly Elaboration Score : 10

,/ ,c<(?;'; , .<, :..-
r
.*. ;
:
'
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". .' .
Activity 3: PARALLEL LINES
Fluency
Before bcginning the scoring of the Parallcl Lines Test, i t is im-
portant thiit chccks be made for rcpctitions and relevancy and that thesr
responses bc eliminatcd from consideration in al1 scoriiig. A relevant
rcsponse is dcfined as one which contains or makes use i n some may of
tlic parallcl lincs (the stimulus element of the task). Responses mhich
duplicate or repeat an earlicr crcditcd responsc are also eliminated.
Tlie fluency scorc is simply the number of responses minus the num-
ber o£ duplications . and irrelevant responses.

Flexibility
The flexibility score is obtained by counting the number of differeiit
categories into which the subject's responses can be classified. The
follo\\.iiip categories wcre derived from the responscs o£ 500 subjccts
from kindergarten tliroiig11 collcge. I n cases mhcrc responses can-
not he classified into anp o£ the categories iiited below, nem catcgories
should be created. They may be indicated on the scoring worksheet
by "X1" for thc first new catcgory, "X2" for thc sccond ncm category,
ctc. Rarcly should this be necessary since thesc categories cover ovcr
99 pcr vciit o£ the responses $ven by the 500 subjccts.
1. AIR TRAVEL: airplane, space ship, cone of spacc craft, airport,
helicopter.
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2. AIR WEAPON: arrows, atom bombs, bombs, rockets,'etc.
3. ALPHABET: Al1 lcttcrs o£ thc alphabet-A, i3, C, D, etc. and
combinations of letters, such a s IT.
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 4. ANIMAL OR ANIMAL PART: antlers, bat, cat, claws, dog, dog's
facc, doiiltcy, elephant, girun'e, rabbit, horsc, lion, monkey, micc,
octoptis, porcupine, pig's face, turtle, tiger, etc.
5. APPAREL: bclt, boot, .bo\v tic, coat, dress, button, hat, necktie,
paiits, sliirt. slioc, rkirt, shoe lace, socks, xhorts, top hat. ctc.
6. ART AND ART MATERIALS: a r t sct, crayon, drawing board,
dcsign, Tndian design, abstract design, modcrn a r t , paint, picture,
etc.
7. AUTOMOBILE ACCESSORIES: inner tube, whcels, horn, etc.
8. BODP OR BODY PART: ariii. ear, egc, face, fiqurc; feet, bone,
brain, legs, hair, hand, moiitli, head, nose, male figure, fcmale
figure, tecth, torso, etc.
9. BOOKS: Bible, books, back of bobk, page of book, dictionary,
library, nemspaper, etc.
10. BUILDIPTG: hank, barn, apartnlent hoiis~.capitol, ancient ruins,
church, cabin, hird lioi~se.dog hnusc. Rmpirv Statc Building,
Tomer, hotel, home, hut, haiise, skysct-aper, fire house, gas station,
zarage, fort, igloo, lighthousc, London Tower, motel, palacc, post
ufficc, restaur'mt, scliool , tcinpl e, train statioii, Taj hlnhal, Wlii Lc
HOUSC, C ~ C
11. BUILDING ATTACHMENTS AND ACCESSORIES : clevator,
fence, gate, key hole, latch, mailbox, outhousr. smoke stack, sming-
iiig door, stccple, water hose, \r*iiidmill, mell, cte.
12. BUILDING MATERIALS OR EQUIPMENT: bricks, luml)cr, pele,
steam shovcl, stones, etc.
13. BUILDING PART: cciling, cliininey, door, fireplace, foor, roof,
stcps, stairs, \vindom, ct.c.
14. CLOCKS AND OTHER DEVICES FOR MEASURING TIME:
Big Den, calendar, calendar cloclc, Iioiir glass, sand clocl<. siindial,
timer, etc.
15. C,ONTAINERS: bag, barrel, basket, bottle, box, bucket, ca,~e can. .
cereal box, cup, dour bag, flower pot, fish bo~vl.gas tank,. garbage
can, fruit jar, jar, lunch bor, mug, pail, purse. shoc box, taiik, trash
can, trunk, etc. . ..
.. - 1 '
16. D E C O R A ~ ~ O N : bunting, Indian hcaddress, ribbon, etc.
bow,
17. D R I M : becr, cokc, milk, water, etc.
18. FISH AND FISH COLLECTIONS: aqiiariiim, fish, sardines. tank
of fish, etc.
19. FLOWER: fotvcr, tulip, ctc.
20. FOOD: l)rcakíast, bro\\~iiic~, caridy, cereal, calce, cheesa. carrot.
cooltic, cgg, Fudgc, groclcrics, hot dog, icc crcnm, Ni_'w. lonf of
I~rcnti, liiiicli. iiiiislirooiii, iiuts, pic, popsiclc, popcorn (lmx o f ) ,
llennut l)iitl.cr, picklc, sizzlin~hncon, snack, soda, sandwich, siick-
crs, s l i n d ~ r siignr
, riiiic!, shish-lr~hoh,ctc.
....--..
.P...

28
 21. FOW~:)bird, cliickcii, diick, llaiiiitigo, ctc.
22. FRAME: picturc fraine, etc.
23. FRUIT: banaiia, rriisin, tray of fruit, mango, etc.
24. FURNITURE: bcd, ku~r.cc5 chnir, chcst of drasrcrs, cot, crih.
(-iil)lr);ii~l,
cl(*sk, tlc*sk 1 q ) . Nii\*y lniiiks, siifi:, t.iil)lc, clc.

7
25. GAM S: checliers, cross\vor.d puzzle, dominoes, Chinese game, l g ,
scotch,
- \---- pick iip sticlcs, tag, tick-tack-toe; etc.
26. GEOGRAPRY: aerial vielv, cratcr, lnkc, lava, lover's lcnp, mnp.
~noiintains, pyramid, rirer, road mnp, nering Strait, -S
volcano, s\.nterfall, ctc.
27. GEOMETRIC SHAPES: cube, cylinder, diamoiid, magic square,
rectanglc, sqiiare, semi-circles, etc.
28. REAVENLY BODIES: comet., solar systcm. stars, etc.
29. HOUSEHOLD ITEMS (excluding fnrniture) : bathroom scales.
brnsli, bowi, broom, eookie jar, coat hanger, eoffee pot, fl$3yit<s
Fork, Iicafcr. kcttlc., knifc, mat.. mqtchcs. mop, needle, oren, pan.
p l ~ yp6n, peppcr shalwr, pot, rcfrigerntor. riig. saucer, salt slinkcr.
slio\vcr ciirti~iiis,sliclf; stovc, silvcrwnrc, sirik, soal), sgool of tIircii<l,
sl>riiiklcr; tal~lcmal, tlircad. tcai)ot, tiil), Uicrn~oslnt.ulcnsils. \nasc,
\v¿istc h¿iskc?t, \vasliln>iurl, ctc.
30. HUMAN BEINGS: hoy, c1oss.1;. Cliinesc. children, cook, doctor.
<Inriciiic giris, diiiicc, firciiian, fishcrnian. girl, kiant, Tndian, .Tesv.
lady, ninn, men, h i i n i ~ nfiniire. tsrins. woman. etc.
31. INSECTS: hce, hug, hiitt.crfly. spidcr, spidcr wcb, vampire, ctc.
32. LADDER: Iioiisc Iriddcr, laddcr, ~ t e pladdrr, etc.
.
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1
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33. LEATHEB GOODS: billfold.

. .
.
hricf case. luggage, etc. .

34. LIGRT: caridic, candlelight, lainpl~ulb,light, light switch, lighter.

s~otliglit,street ligtit, cte.
35. LINEN: f;iliic clotli, slicct.. t.oscel, ctc.
36. MACHINES:. canicra, coke machine, cash register. computcr.
cralie, rirycr, clcctronic brxin, nicclianical man, robot, time machinc?.
\vasliing inachine, etc.
37. MEDICINE: pills, etc.
38. MONEY: check, dollar. dollar sign, money, ctc.
30. MUSIC: bat.011. bcll, l)iiglc, driini, flutc, horn, harmonica. niusic
I)or, iriiisicnl iioles. l>iiiiio, ,>hoiiogrnpli, record p i a m v S & $ !
violiii, ccllo. \rhistlc. c f r .
40. NUMERALS: Ari11)ic ( 1 1. 77. í í i , 99, c t e . ) , Iioriian (11. TV, ctc.)
41. PACKAGE : cil't, 1>;ir1*1>1,
~i;i(.l<;i~~., 1)rescrit, c1.c.
42. PLANTS: cn(itiis, grass, niarit 1)eriiis. hops. sccds, ctc.
43. POLE AND LINES: clotlics lina, t.clcplionc polcs ntid lina, ctc.

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 44. PRISON: bitrs, clige, hand cuffs, hideout, jail, etc. !..Y
45. RECREATION AND ENTERTAINMENT: excrcise bars, mop:
kcy I~ars,movic s c m n , pool tnblc, pool, ridc, rollcr c-oaster, swici: ;
mi?&, skin divn, dio~v, slida, stnge, ,slmng man, swi~ic. '

ctc.
46. ROAD OR ROAD SYSTEM: bridge, crossing, higiiwag, road, etc.
4
47. ROYALTY: king, princc, princcss, qucen, throne, ctc.
48. SCHOOL: I~lncklmiid,clinlklntird, lionic\\ork, sl)clliiig clinrt, pos-
tcr, cCc.
49. SCROOL AND OFFICE SUPPLLES:'eraser, envelope, folder, glue,
iiik, notebook, papcr, pencil, pcn, pcncii s h a r ~ e n e r ,ruler, tablet,
etc.
50. SCIENCE: magnet, microscope, mercury, oscilloscope, test tube,
telescope, thermometer, ete.
51. SHELTER (not biiildings) : boinb shelter, cave, fallout shelter,
dugout, tg% cte.
52. SOUND AND SOUND SYSTEMS: radar, radio, sonar, stvitcli-
board, soiind \vave, t ~ s o y k etc.
,
53. SPACE: spaceman, space capsule, space suit, sputnik? etc. --..y

54. SPORTS: badminton, ball, bat, boxing match, catcher, diamond

(bascball), drag race, ficld' goal, 50-yard dash, goal post, gym set,
Iiigli divc, high jump, pitclicr, pole valilt, race track, scoreboard,
stadiiiin (football), socccr goal, etc.
55. STORAGE : clcvator,- etc.
56. STREET AND STREET SYSTEMS: allcy, city block, parking
lot, parkiiig meter, siclc!\ralk. street, upJoyn, Wall Strcct, etc.
57. SUPERNATURAL CREATURES: angel, elf, fairy, gliost, Mar-
tian, Moon Man, BIooii Womcin, Santa Claus, xvitch, etc.
58LSILREME T_RAVEL: boxcar, bicycle, car, cart, covcred wagon,
- - - ----

convertible, cable car, railroad, railroad tracks, sled, stagecoach,

tire tread, trailer, train, truek, van, wagon, etc.
59. SYMBOLS AND SIGNS: Army emblem, cross, barber pole, cromn,
flag. Nazi pat.ch, NE,question mark, sign, signal, stop signal, smas-
tika, syml)ol. totcin pole, etc.
60. TELEVISION
61. TOBACCO: cigarctt.~,cignr, pipc, etc.
62. TOOLS: ase. Iiammer, pitch forlc, ralic, shovcl, etc.
63. TOYS: ball, blocli~,firccrackcr, jack-in-tlic-bor, jig sam puzzle,
pca shootcr. p l ~ y l i o ~ ~potato s r , hcad, piippct., I'innochio, pin mliccls,
st.ilts, t.iii don. t i i i iiinii. f o y , etc.
64. TREE: a11 kinds iiirlii(liiir Clirist.mns, ccdnr. decorat.ivc, sliadc,
forcst,, 106, paliii trec, pinc, ctc. .
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M. WATER TRAVEL: boat, caiioe, snil, ship, snorkel, subrnarine, etc.
66. WEAPONS OR TRAPS (iiot air wcal>ons): bear trap, bullet,
canuoii, dynamite, gun, magazine (ammunition), pistol, shield,
TNT, torpedo, etc.
67. WEATRER AND SEASONS: raiii, sno\tV,siio\\. storm, suti rays,
s4 nset, spring, umbrella, etc.
68. WINDOWS: blinds, curtains, draped mindo~vs,miiidoms, etc.

Originality
Scoring for originality is bxcd on tabulatioiis of the responses of
500 subjects froii~ ki~idcrgartcii tliroiigli collegc. Rcsponscs foiiiid
in 20 per ceut or more o£ the records are giveu no credit. Raponsea
occurring in from 5 to 19 per cent o£ the records are scored one point;
those occurring in 2 to 4 pcr cent o£ the records are amarded tnvopoints.
Al1 other rcsponscs slio\ving imagination and creative strength are
awarded three points. Determine the flexibility category of such three-
credit responses by lookiiig them up in the category list above.
Responses scored zcro, one, tmo and three poiiits are listed beiow as a
guide to obtaining the originality score for this activity. Fleribii-ity
categories are given in one column aiid originality aeights in the sccond.
Flex. Orig. Flex. Crig.
Response Categ. wgt- Response Categ. wgt.
llbacus .............-i 9 3 Bridge ............ .46 2
iibstract desigii ..... íj O Broom ............29 3
Airplane ............ 1 3 Bucket (paint, water) 15 2 '
Apartment (building) 1.0 2 Biillct, sliell' ....... .G(i 2
Arro\v(s) ........... 2 2 Riittcrfly .......... -31 2
Automobile ........ .5S
Cnbiiid (cupboard) . -24
Balloons ........... .G3 3 Cagc (for animal) . . l a
Rarn .............. -10 2 C~ike .............. -20
Basket ............ .l5 . 3 Calendar .......... .14
l3cd (S) ............ .24 3 Camera ............ .36
Bible ............... 9 O Can, iiietal ......... .la
Bird (S) ........... .21 3 (i'aiidle (S) ......... .34
Birdhouso ......... -10 3 Caiidy, (peppermiiit) 20
Blackboard .........18 2 Cniidy, \);ir ......... .?O
Block (toy) ........ -63 3 (:;ir. nutomobilc ..... .;SS
Bonrd ..............12 3. i'iirds, plnyitig ......3.5
13ont (iuotor, sail, cte.) G3 1 (.!astlc ........... :. . 1 U
Fook ............... 5 O Cat ................ 4
Bookslielf .......... .24 3 Cave .............. .51
I'iotllc . . . . . . . . . . . . . .15 1 Clinir(s) . . . . . . . . . . .-9.1
i 3 0 ~(tic. ril)l:ot~) . . . 1 6 2 Clinlk1)oard (bl;i(.!<-
130s( o s ) . . . . . . . . . . . .15 O Ijoarc') . . . . . . . . . . .18
r3rcad, loa£ ......... .20 3 Clieckcrl)o;ir(l . . . . . . .25
:;l.
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Flex Orig. Response aateg .
Reaponse Oateg wgt . . Flex .
..
Clic\riiig griin. stick 20
Chimncy (ics) ...... .1.3
Cliurcli .............10 Iiamincr ............62
City skyliiic. l>uil(liiigs 26 H a t ................ 5
Clock .............. 14 IIcxagoii .............27
Clotlicsliiie ..........43 IIigliway ...........46
Coat ............... 5 IIorsc .............. 4
Columiis (buildiiig) 13 .. I-Iourglass ..........
14
Crayon (S) .......... G House .............. 10
. Crayoii box ........ -15 Iiousc (trcc) ........51
Cross (rcligioiis) ... -59 I l u t (no Iiouse or .
Crowii (kiiig) .....-59 trce liouse) ........
61
Cubc (scluare) ......27
Cup ................15 Ice cream eone ......20
Cylinder (geometric) 27 . Jack-in-the-Box ......
63
Desk ...............24 Jail (iiot window) ...44
Diving board ....... -45
Dog ................ 4 .
.Jar (container. jelly.
facc cream. cte.) . .15
Doghouse ...........10
Dollar bill ............38 Icite (hoz) ......... -63
Door ............... 13 I<iiife(ves) ........ -29
Dress .............. 5 Laddcr .............32
Drum .............. 39 Leg(s) (maii) ....... 8
Dynamite ........... GG Letter (to pcrsoii) ..49
E g g ( S ) ............ -20 Letter(s) (alphabet) 3 .
Envclope ........... 19 Light (lamp) .......34
Eye (S) ............. 8 Lighthouse ...........10
Eycglasscs .......... 5 Ligllt socket
(receptacle) ..... -29
Face (S) ............ 8 Light s\i.ikli ........20
Fence ............. -11 Log (tree) .........-64
Fireplace ...........13 LolliJop ............20
-F .
. ....... -63 P-

Fish .............. -18 3 Bfailbox ........... -11

Flag (S) ............59 1 Man (figure or stick) 30 .
Flower (tulip, l l a p ...............26
rose, ~ t c . ) .........19 1 Mazc ...............25
Flowerpot ..........15 3 hiilk carton .........15
Football ficld ........ 34 3 ?vIirror .............29
Fork (to cat with) . .?!) 3 ?vIoiistcr (\\~liole) ....57
Frainc (picturc) . . . .22 O Moiiiitaiii pcaks .....2G
RIiig (drinkiiig) . . . . .15
Garbage caii ........ l..) ñfiishroom ......... - 4 2
Qatc. fcncc gate ..... 11 Miisical notc(s) .....39
Gcoinctrie dcsigii . . . . 27 O
Gift ................41
Girl. facc ........... S
 Flex Orig. . .
Flex Orig .
Rcsponsc Catcg. W g t . Rcsponsc .
Categ Wgt .
.
Puil ............... -15
Suckcrs (lollil)nl~s). 20 . 2
S\viininiiig pool ......45 3
l'aiits (iiiliii's) ...... 5
Swiiig, slviiig sct
I'apcr. piccc OS. slicet.
(play ) ...........45 1
typiiig ...........49
l>ciicil(S) .......... -49 Tablc ............. -2-1 1
l'icturc ............. 6 Tank (contaiiicr) ....15 3
Picturc fraiiic ......:23 Telel>iioiie 11o1t.s .....43 2
Pockctbook (woiiiiiii 'S) 15 Tclc\.isioii ..........60 1
'Pot (coiitaii~er) .....1-5 Tick-tack-toc ........25 1
Presciit ......... .d .. 41 "lloinbstonc ..........59 3
Prisoii biiildiiig ......44 Towcr (to clinib)
Privy ............. -11 (~valcli,watcr, Pioi.
Itci<lio .....:........ 52 EifTcl) ........... 10
Trctiii track .........58
R ~ i l r o a dtraclz ......68
I.<.c.taiiglc ...........27 T s c i ........... 15
Road (strcet) ......-46 Trce (S) ............64
Robot ..............36 Trcc stu~np;triiiik
Rockct ............. 2 (iiot a log) ........6.1
.
Rooiii (iii b~iilcliiig) . 11 'rriick ..............5. 8
Riilcr ..............49 l~iiibrclla(s) ........ 5
Sack (bag) ......... 15 \'ase (for flo\rcrs) ...15
Scliool bhildings ..... 10
Siiirt ............... 5 \\r~gon. covered .....58
Slioe (boot) ......... 3 \\'all(s) ............13
Sign, ndvertisiiig ... .a!) \ITasliing macliiiic ....3G
Sign. tr;iffic ........ .S9 IYasliboard .........29
Silo ................ 10
C__
~irastebrisket ........ 29
Skyscrapcr (biiildiiig) .10 \ITcapon. collectioii (bol\-
Spacesliip .......... 1 a i ~ darrow ; lww
S ~ O ~ Ispiiidle
. ......-29 and giiii) .........(iG
Stairs. stcps ........ 13 \ITitidow ............(i8
Stilts ............... 45 \\rindow. jail ....... G8..
Stovc .............. 29 IVomaii (fiicc-) ...... 8

Bonus Originality Scoring

Tlicrc Iiiis olways bccii it cliicsiioii iiboiif . scoriiig rcspoiises for Activiiy
Y oii I'ipural Forni A wlicii tlic yii1)il coiiibiiics lwo or inore scts 01'
parallel lincs to mrikc a siiigle rcspoiisc. I t Iins al\vays becn rccogiiize(l
tlint sucli respoiiscs indicate a riltlicr Iiigli Ic\.el of originality. Ia'irst .
sucli rcspoiiscs are relativcly rarc aiid tliis is onc rcasoii wliy iio pro-
visioiis Iiiivc bccn prcvioiisly cstablislicd for spccial scoriiig proccdiirc.~.
Sccoiid, sucli rcspoiisrs dt4iiitcly rcl>rcscnt n dcpartiirc from t1ic <:oiii-