**16. Conclusions**

The *PIC* appears to be a suitable instrument for detecting variations in general creativity. The results point out that not only can there be variations in specific aspects of creativity, but also that general creativity can be modified stochastically or otherwise, thus challenging the theoretical consideration of Ausubel et al. (1998), who proposed that multiple intrinsic or extrinsic factors, in their isolated or combined engagements, do not have a greater incidence on creativity. Though global in its cross-cultural applications, the proposal for incorporating imaginary worlds in children's curricula for children in Latin American contexts, such as Bronstein or Bruner suggested, may not be an ine ffectual contingency.

The results converge with some of the objectives of the research. The implementation of a program that develops divergent thinking will favorably influence the creativity of students. It shows that a creativity development program represents an instrument for teachers and children that provides tasks and materials with which to rehearse a variety of ways to express their creative potential. These results also sugges<sup>t</sup> that the creative imagination is not an act of representation or reproduction, but a mental function that involves thought, which starts from concrete images, and is strengthened with external stimuli: In this case, the process is borne out in the set of imaginative strategies that allowed us to e ffectuate something new. The e ffects were reflected in specific actions that involved analytical activities such as writing. Finally, it should be noted that the *PIC* proved to be an adequate instrument for measurement of variations in general creativity. Even though no pedagogical adaptations have been made in the Mexican social context, this study o ffers evidence that allows its use to be relevant in educational practice.

**Author Contributions:** Conceptualization, J.G.G. methodology, J.G.G. and T.P.M.; validation J.G.G. and T.P.M.; formal analysis, J.G.G. and T.P.M.; investigation, J.G.G.; resources, J.G.G.; data healing, J.G.G. and T.P.M.; writing-preparation of the original draft, J.G.G. and T.P.M.; writing-revision and editing, J.G.G. and T.P.M.; visualization, J.G.G.; supervision, J.G.G. and T.P.M. project management, J.G.G.

**Funding:** This investigation did not receive external financing.

**Conflicts of Interest:** The authors declare no conflict of interest.
