NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED010600
Record Type: RIE
Publication Date: 1966
Pages: 134
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE RELATIONSHIP OF CREATIVE THINKING TO COLLEGE SUCCESS.
DOWD, ROBERT J.
DIVERGENT THINKING TESTS, WHICH MEASURE THE ABILITY TO PRODUCE DIVERSE RESPONSES TO PROBLEMS THAT HAVE NO SINGLE ANSWER, AND CONVENTIONAL TESTS OF CONVERGENT THINKING WERE COMPARED TO DETERMINE IF THE TWO TYPES OF TESTS REPRESENTED MORE THAN ONE DOMAIN OF PSYCHOLOGICAL APTITUDE. ALL STUDENTS IN A GENERAL PSYCHOLOGY COURSE WERE TESTED, AND COMPLETE RECORDS WERE OBTAINED FOR 300 FEMALES AND 117 MALES. TWO FORMS OF THE SCHOLASTIC APTITUDE TEST (SAT) WERE THE CONVERGENT THINKING MEASURES. TWO IMAGINATIVE ESSAYS AND ACADEMIC GRADES WERE THE CRITERIA OF CREATIVITY AND ACHIEVEMENT, RESPECTIVELY. THE DIVERGENT THINKING MEASURES, ALL SEMANTIC IN NATURE, WERE "WORD MEANINGS,""ANAGRAM" (SCORED FOR FLUENCY AND UNCOMMONNESS OF RESPONSES), "PLOT TITLES" (SCORED FOR QUALITY AND FLUENCY),"USES" (SCORED FOR FLUENCY AND FLEXIBILITY), AND "CONSEQUENCES" (SCORED THE SAMES AS "USES"). AFTER TESTING, THE FIRST THREE OF THESE MEASURES WERE DISCARDED. RESULTS OF THE INVESTIGATION INDICATED THAT DIVERGENT THINKING TESTS, COMBINED AS MULTIPLE PREDICTORS, (1) ARE BETTER THAN CONVERGENT THINKING TESTS (SAT) AS MEASURES OF CREATIVE PERFORMANCE, AND (2) ARE NOT BETTER THAN CONVERGENT THINKING TESTS AS PREDICTORS OF ACADEMIC ACHIEVEMENT. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: CONNECTICUT; Connecticut (New Haven)