Mednick（1962）主張，創造是把有用的、不尋常、原創的想法相互連結的過程，越是有創造力的人越能夠將看似不相關的事物連結在一塊，也就是進行遠距聯想（remote association）。Mednick（1962）的「遠距聯想測驗」中，提供三個英文字（相當於中文的詞彙，例如：rat，blue，cottage），而要受測者找出一個能與這三個英文字組成關聯字對的英文字（如：cheese）。考量到中文的特性，本研究將測驗的線索刺激由「詞對」層次改為「字對（雙字詞）」的層次，例如提供「航、婚、知」三個字，而要受測者找出一個可以和這三個字組成一個合法雙字詞的單字：「通」。本研究由教育部國語辭典簡編本編輯資料字詞頻統計報告中，選取三個含有共同字的雙字詞組共160組，經407位大學生施測後，經過項目分析選擇良好區辨力及適當難度水準的題目各30題，分別編製成中文遠距聯想量表甲、乙題本。其中信度再測.88與.79，Cronbach α係數為.58-.74，並且與威廉斯創造力測驗求相關，結果發現此量表不但具有良好的信度與效度，而且施測及計分也更加的方便精確。本研究以該兩套題本向1094名國中生、463名高中生、251名大學生施測，建立測驗的常模。

　　　　　To develop the Chinese Remote Association Test （CRAT）, researchers utilized three Chinese characters to form stimulus in each item. The subject must find a target Chinese character that can link the three Chinese characters to make two-character Chinese words individually. 160 items were chosen from the data bank of vocabulary. After pretesting 407 college students, 60 items which had appropriate difficulty levels and good discriminative power were chosen to comprise the Chinese Remote Association Test form A and form B. Subsequent studies of CRAT yielded split-half reliability coefficients ranging from .64 to .77, and Cronbach's α coefficients ranging from .58 to .74. Satisfactory concurrent validity were found. Percentile ranks and T-score norms of CRAT were created based on data from 1094 junior high school students, 463 senior high school students and 251 college students.