ERIC Number: ED216827
Record Type: RIE
Publication Date: 1982-Mar-23
Reference Count: 0
Divergent Thinking as a Function of the Degree of Bilingualism of Mexican-American and Anglo Fourth-Grade Students.
Holtzman, Wayne H.
To further investigate the relationship between divergent thinking and bilingualism, 23 Anglos and 108 Mexican Americans from a semi-rural West Texas community and 24 Mexican Americans from San Antonio, enrolled in the fourth grade, of low socioeconomic status, and with an average age of 10 years 6 months, were divided into 5 experimental groups, based on their scores on the Oral Language Proficiency Measure: monolingual English-speaking Anglos; monolingual English-speaking Mexican Americans; monolingual Spanish-speaking Mexican Americans; bilingual limited English, fluent Spanish Mexican Americans; and fluent bilingual Spanish-English Mexican Americans. Subjects were administered the Raven's Standard Progressive Matrices and the figural and verbal portions of the Torrance Tests of Creative Thinking (TTCT). The Ravens scores were a covariate, controlling for possible differences in IQ levels; the dependent variables were the TTCT scales of fluency and of flexibility for both verbal and figural tests. Results showed that the Spanish monolinguals performed significantly better on the TTCT figural tests; and the fluent bilinguals scored significantly higher on verbal fluency than the limited English, fluent Spanish bilinguals. It was concluded that TTCT divergent thinking and the type of intelligence measured by the Ravens appear to be two almost totally independent constructs. (NQA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the American Educational Research Association (65th, New York, New York, March 23, 1982).