Two experiments were conducted to test the hypothesis, advanced by several investigators, that performance on open-ended cognitive tests will be impaired by exposure to an impoverished sensory environment. The Guilford battery of creative thinking (10 tests) was administered before and at the end of three days of either sensory deprivation (darkness and silence) or perceptual deprivation (unpatterned light and white noise). In both experiments, no significant differences were found between the isolated and control Ss on any of the ten cognitive tests. However, when the data of the two experiments were combined, the isolated Ss performed significantly worse than did the controls on a test of ideational fluency. In a further analysis of the data, it was observed that the pre-experimental scores of a group of six isolation quitters were consistently lower, relative to those of the successful isolation endurers and control Ss, on all ten tests of the Guilford battery. Although none of the differences were statistically significant, probably because of the small sample of quitters, the results suggest that low pre-experimental scores on open-ended cognitive tests may be indicative of isolation intolerance. (Bexton, Heron, & Scott, 1954), numerous studies have been concerned with the cognitive effects of sensory and perceptual deprivation, using measures of retention, learning, various primary mental abilities, or subtests of standard I.Q. tests. A few have employed a different type of cognitive measure, viz., tests of an open-ended nature requiring a variety of possible answers. A differential pattern of results has been reported (see reviews in Schultz, 1965, andZubek, 1964). Certain measures of cognitive functioning are impaired, others are unaffected, still others are improved.
SINCE THE EABLY McGnx BESEARCHIn a recent survey of this literature, Suedfeld (in press) has suggested that these differential effects may be related to differences in degree of complexity or open-endedness of the cognitive tasks being employed. According to Suedfeld, a simple or closed-end task is one whose solution depends "on the use of overlearned, structured, logical steps to reach a