Creativity and Intelligence*

Abstract

Summary. A battery of thirteen tests, six ‘ convergent ’ and seven ‘ divergent,’ was administered to 320 Grade Seven children and the ‘ divergent’ tests scored for originality. Correlations were then subjected to principal axis factor analysis. The results indicated that the two largest factors were denned by ‘ convergent’ tests and ‘ divergent’ tests, respectively. These factors were subjected to both orthogonal and oblique rotations and it was found that, although the ‘ divergent’ tests indicated a separate factor, creativity, it showed a significant correlation with the factor denned by the more normal tests of intelligence, amounting in this study to .514.

Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications

“…11 There seems to be somewhat more of a relationship, though not a strong one, between field-dependence-independence and grade-point average at the highschool level (for example, Acker, 1968;Cline, Richards, & Abe, 1962;Mayer. 1967;Quinlan, 1971) and a rather definite relation at the elementary school level (for example, Cropley, 1966;Erginel, 1970;Frederick, 1967;Wagner, 1974). The difference between the elementary school and college levels may be connected with the difference between the usually compulsory curriculum at the elementary school level and the elective curriculum at the college level.…”

Field‐dependent and Field‐independent Cognitive Styles and Their Educational Implications

“…1967;Quinlan, 1971) and a rather definite relation at the elementary school level (for example, Cropley, 1966;Erginel, 1970;Frederick, 1967;Wagner, 1974). The difference between the elementary school and college levels may be connected with the difference between the usually compulsory curriculum at the elementary school level and the elective curriculum at the college level.…”

Begin at the Beginning: Reflections on the Career of Arthur Cropley

“…The divergent thinking tests included tin can uses (Torrance, 1962), seeing problems (French, Ekstrom, & Price, 1963), consequences (French et al, 1963), and circles (Torrance, 1962). All were scored for the single measure of originality (Cropley, 1966). The latter test results were summed across all of these subtests to yield a single composite divergent thinking score for each test subject.…”