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The study investigates various response aggregation methods for assessing divergent thinking (DT) ability, which is crucial for measuring creativity. It compares traditional scoring approaches with newer methods like snapshot, top-scoring, and max-scoring, focusing on their reliability and validity while addressing the confounding effects of DT fluency. Findings suggest that alternative methods can enhance psychometric quality, with snapshot and max-scoring showing the highest convergent validity when using

Author

goingamer.kpfaith

Language

EN