Convergers and Divergers: Different Forms of Neuroticism?

Abstract

In Frames of Mind, Hudson (1968) makes the interesting suggestion that neuroticism in convergers and divergers tends to take different forms. In a study of the personalities of convergent and divergent schoolboys, he found that they did not differ in extraversion, but the divergers were significantly more neurotic. In an item analysis, he found that this difference depended mainly on eight items of the Maudsley Personality Inventory which referred to feelings of depression or guilt. Thirteen items contributed little or nothing to the discrimination, but three items about touchiness and restlessness tended to positively identify the convergers. Hudson (1968) concluded that " both divergers and convergers are capable of owning up to neurotic symptoms . . . each in their own fashion, the one depressive and the other over-controlled."We have been able to investigate this possibility in our study of the cognitive and affective characteristics of university undergraduates (Child and Smithers, 1971). A sample of 150 social science students (90 men, 60 women) and 156 science students (123 men, 33 women) entering the University of Bradford in 1968 completed a number of cognitive tests and personality measures (see Child and Smithers, 1971, for details) including the Eysenck Personality Inventory (1964), the AH5 test of intelligence (Heim, 1956) and two divergent thinking tests ' Uses of Things ' (Getzels and Jackson, 1962) and ' Consequences ' (Torrance, 1962).Convergers and divergers were identified from their relative performances on the AH5 and divergent thinking tests in the manner described by Hudson(1966).The students' fluency scores on the ' Uses ' and ' Consequences ' tests were ranked and the ranks combined (r= +0*51). The combined ranks and the total AH5 scores were each graded on five-point scales in the proportions 1 : 2 : 4 : 2 : 1 and crosstabulated to give differential scores. For example, a student among the top 10 per cent on the divergent thinking tests, but among the bottom 10 per cent on the AH5 would obtain a differential score of $4.Students with differential scores of &2 or greater were classed as convergers or divergers, according to the bias of their performance.

Varieties of Perspectives on Creativity: Reply to Commentators

“…At that time, I could have also mentioned Hudson's (1966) demonstration that scientifically inclined school children are more likely to be convergent thinkers (e.g., high IQ) whereas artistically inclined students are more prone to be divergent thinkers (e.g., high creativity). This essential finding was replicated on a large sample of college undergraduates as well (Smithers & Child, 1974). Hence, the hierarchical model has broad application.…”

Personality Characteristics of Syllabus‐bound and Syllabus‐free Sixth‐formers

“…Personality studies of convergence and sylbism have not, however, been conclusive. Hudson (1968) found no relationship between convergence and introveision and this is supported by Smithers and Child (1974a). The personality correlates of sylbism do not appear to have been much investigated, but Entwistle (1972) cites the work of John who found sylbism and introversion to be significantly associated.…”