{'fraction_non_alphanumeric': 0.02845927379784102, 'fraction_numerical': 0.003925417075564278, 'mean_word_length': 4.698324022346369, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Miniscat: Its Development and Some Evidence of Its Validity

The Miniscat designed as an elementary grade creativity test, includes word doublets (e.g., peanut and fly) to be responded to by a third word (e.g., butter). Items represent six different associative rule structures. Children in grades 1 and 3 were judged as high or low in creativity from their responses to a story completion test. High creativity examinees did have appreciably higher Miniscat scores than did low creativity examinees—an outcome supporting the validity of the test. Scores for grade 3 were higher than for grade 1 on one form of the test (form B) but not on another (form A). Girls scored higher than boys on form A but not on form B. Split-half reliability coefficients were high and consistent. Judges of creativity were themselves tested for creativity; their creativity scores were unrelated to their judgments of children's creativity—a finding that failed to support the notion that it takes a creative person to recognize one.