Dimensions of Talented Behavior

McGuire, Carson; Hindsman, Edwin; King, F. J.; Jennings, Earl

doi:10.1177/001316446102100101

Cited by 28 publications

(8 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Various authors have argued that creativity is related to unique cognitive factors (Guilford, 1950;Lowenfeld, 1958), and that it is dependent upon certain personality characteristics (Freud, 1910 ;Barron, 1955 ;Couch and Keniston, 1960 ;McGuire, 1961 ;Drevdahl, 1963 ;Cropley, 1965a). However, writers differ about the degree of complexity of the processes covered by the term.…”

Section: Introductionmentioning

confidence: 99%

Creativity and Intelligence*

Cropley¹

1966

Brit J of Edu Psychol

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 99%

Creativity and Intelligence*

Cropley¹

1966

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…However, writers differ about the degree of complexity of the processes covered by the term. Other workers, too (McGuire, 1961 ;Sultan, 1962) have reported finding differing numbers of factors of creativity. Other workers, too (McGuire, 1961 ;Sultan, 1962) have reported finding differing numbers of factors of creativity.…”

Section: Introductionmentioning

confidence: 97%

Creativity and crime

Cropley¹,

Cropley²

2013

Creativity and Crime

View full text Add to dashboard Cite

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 defined 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 defined by the more normal tests of intelligence, amounting in this study to -514.

show abstract

“…Getzels and Jackson (1962), Holland (1961), and Torrance (1963) have all reported only moderate relationships between scores on intelligence tests and measures of creativity in populations of highly intelligent elementary and secondary school students. In factor-analytic studies such as the one by McGuire and others (1961), the tests of divergent thinking rarely describe the same factors as those found in the verbal or nonverbal scales of well-known measures of general intelligence. This' lack of common factors lends substance to the indication that a distinctly different set of tasks has been identified.…”

Section: Creativitymentioning

confidence: 99%

Chapter I; Meaningful Learning and Retention: Intrapersonal Cognitive Variables

Gallagher¹

1964

Review of Educational Research

View full text Add to dashboard Cite

Dimensions of Talented Behavior

Cited by 28 publications

References 23 publications

Creativity and Intelligence*

Creativity and Intelligence*

Creativity and crime

Chapter I; Meaningful Learning and Retention: Intrapersonal Cognitive Variables

Contact Info

Product

Resources

About