Objective Tests, Creativity and Language Games

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Abstract
Two frequent criticisms, that they are “merely verbal”, and inimical to “higher” functions, notably creativity, are argued as not intrinsic to “objective”-type tests. Using Wittgenstein's “language-game” concept, it is shown that high scores (statistically improbable, hence significant) on a well designed test depend on good understanding of both extremes of the practicality/abstract-possibility spectrum, and seem to involve processes similar or identical to those of creativity. Hence the use of such tests in a routine multi-modal examining program could provide better diagnosis of creative potential than do specialized creativity tests.

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