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ERIC Number: ED286637
Record Type: RIE
Publication Date: 1987
Pages: 13
Abstractor: N/A
Reference Count: 0
Measuring Divergent Thinking Ability of Preschool Children Using Demonstrative as Well as Verbalized Responses.
Robinson, Clyde C.
Divergent thinking ability of 30 preschool children 4 years of age was assessed with a multiple-use task procedure that was modified to allow the subjects to demonstrate and verbalize their responses. Findings indicated that fluency scores were greater for demonstrated responses than for verbalized responses. The correlation between verbal fluency and demonstrated fluency was negative, and the total fluency score was highly correlated with the demonstrated fluency component. Findings on verbal and demonstrative divergent thinking components of the study were compared to the results of a previous study which used a standard multiple-use task procedure with kindergarten children. It is concluded that tentative findings support the claim that preschool children are not as verbally sophisticated as older children. Therefore, their divergent thinking ability can be more accurately assessed when a demonstration component is included in the experimental task. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A