The Minnesota group, in contrast to Guilford, has devised scoring tasks involving both verbal and non-verbal aspects and relying on senses other than vision.
They also differ from the battery developed by Wallach and Kogan (1965), which contains measures representing "creative tendencies" that are similar in nature.
[2] Several longitudinal studies have been conducted to follow up on the elementary school-aged students who were first administered the Torrance Tests in 1958 in Minnesota.
[7] Torrance (1962) grouped the different subtests of the Minnesota Tests of Creative Thinking into three categories: The third edition of the Torrance Tests of Creative Thinking in 1984 removed the "flexibility" scale from the figural test but added "resistance to premature closure" (based on Gestalt psychology) and "abstractness of titles" as two new criterion-referenced scores on the figural.
With the five norm-referenced measures that he had (fluency, originality, abstractness of titles, elaboration, and resistance to premature closure), he added 13 criterion-referenced measures that include: emotional expressiveness, story-telling articulateness, movement or actions, expressiveness of titles, syntheses of incomplete figures, synthesis of lines and of circles, unusual visualization, extending or breaking boundaries, humor, richness of imagery, colourfulness of imagery, and fantasy.