ERIC Number: ED041831
Record Type: RIE
Publication Date: 1970
Reference Count: 0
The Effects of Teacher Strength and Sensitivity and Pupil Intelligence and Creativity on the Production of Divergent Responses.
Shigaki, Irene S.
This research study investigated the effects of the teacher attributes of strength and sensitivity, as measured by situational tests, and the pupil attributes of intelligence and creativity on the production of divergent responses. It was hypothesized that sensitivity on the part of the teacher would be more telling than strength, and the creativity of the pupil more telling than intelligence. Pupil subjects were selected from the fourth, fifth and sixth grades of a private elementary school, and the total of 32 was divided into four categories of high IQ-creative, average IQ-creative, high IQ-low creative, and average IQ-low creative. A group of 16 student teachers were divided into four categories, of strong-sensitive, weak-sensitive, strong-insensitive, weak-insensitive. In a balanced incomplete box design, all pupils were taught by all four types of teachers on a rotating basis, and responses were coded utilizing primarily the Aschner-Gallagher category of divergent thinking. A four-factor analysis of variance was used to evaluate the data. The results strongly support the impact of pupil attributes of creativity and intelligence on divergent production, and the greater salience of creativity is exhibited in the significant trend analysis. The findings suggest that achievement may be too inclusive a term, and identification of discrete differences in performance between groups of varying cognitive styles would be of value. (MBM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Aschner Gallagher Verbal Interaction Technique; Lorge Thorndike Intelligence Tests; Torrance Tests of Creative Thinking
Note: Paper presented at the annual meeting of AERA, Minneapolis: March 1970