Close
About
FAQ
Home
Collections
Login
USC Login
Register
0
Selected
Invert selection
Deselect all
Deselect all
Click here to refresh results
Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
Selected Characteristics Of A Children'S Individual Test Of Creativity
(USC Thesis Other)
Selected Characteristics Of A Children'S Individual Test Of Creativity
PDF
Download
Share
Open document
Flip pages
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content
This dissertation has been microfilmed exactly as received 69-19,362 BURNS, Marilyn Jones, 1923- SELECTED CHARACTERISTICS OF A CHILDREN'S INDIVIDUAL TEST OF CREATIVITY. University of Southern California, Ph.D., 1969 Education, psychology University Microfilms, Inc., Ann Arbor, Michigan COPYRIGHT BY MARILYN JONES BURNS 1969 SELECTED CHARACTERISTICS OP A CHILDREN’S INDIVIDUAL TEST OP CREATIVITY by M a rily n Jo n e s B urns A D i s s e r t a t i o n P r e s e n te d to th e FACULTY OP THE GRADUATE SCHOOL UNIVERSITY OP SOUTHERN CALIFORNIA I n P a r t i a l F u l f i l l m e n t o f th e R e q u ire m e n ts f o r th e D egree DOCTOR OP PHILOSOPHY (E d u c a tio n a l P sy ch o lo g y ) Ju n e 1969 UNIVERSITY O F SO U T H E R N CALIFORNIA THE GRADUATE SCHOOL UNIVERSITY PARK LOS ANGELES, CALIFORNIA 9 0 0 0 7 This dissertation, written by l^R IL Y N ..JONES.. BURNS....................... under the direction of hStX... Dissertation C om mittee, and approved by all its members, has been presented to and accepted by The Gradu ate School, in partial fulfillment of require ments of the degree of D O C T O R O F P H I L O S O P H Y Dean Date ................... DISSERTATION COMMITTEE TABLE OP CONTENTS a Page LIST OP T A B L E S ................................................................................... i v LIST OF ILLUSTRATIONS ..................................................................... v i i i C h a p te r I . INTRODUCTION TO THE PRO BLEM ................................... 1 P u rp o se S e l e c t i o n o f a Model H y p o th e sis P ro c e d u re s A ssum ptions D e f i n i t i o n s L im i ta t io n s and D e lim ita tio n s I I . REVIEW OP THE LITERATURE ......................... 14 M e asu rin g C r e a tiv e P o t e n t i a l i n Young C h ild r e n The R e l a t i o n s h i p b etw een C h ro n o lo g ic a l Age and P e rfo rm a n ce on C r e a t i v i t y T e s ts The R e l a t i o n s h i p b etw een Sex and P e rfo rm a n c e on C r e a t i v i t y T e s ts The R e l a t i o n s h i p b etw een A dvantaged o r * - D is a d v a n ta g e d S t a tu s and P e rfo rm a n c e on C r e a t i v i t y T e s ts The R e l a t i o n s h i p betw een M easured I n t e l l i g e n ce and P e rfo rm a n ce on C r e a t i v i t y T e s ts C om parisons o f Mean C r e a t i v i t y S c o r e s - - G roups S t r a t i f i e d by I .Q . L ev el The R e l i a b i l i t y and V a l id i t y o f T e s ts o f C r e a t i v i t y Summary o f T h is C h a p te r I I I . THE DEVELOPMENT OP A CHILDREN’S INDIVIDUAL TEST OP C R E A T IV IT Y ......................... 48 B ackground f o r CITOC ii Chapter Page T e s t C h a r a c t e r i s t i c s The S t r u c t u r e - o f - I n t e l l e c t Model A ssum ptions D e f in i t io n s The R e la ti o n s h ip o f CITOC S u b te s ts to S t r u c t u r e - o f - I n t e l l e c t F a c to r T e s ts CITOC S u b te s t R e v is io n CITOC Form at R e v is io n CITOC S c o rin g R e v is io n CITOC R e l i a b i l i t y and V a l i d i t y IV . PROCEDURE .......................................................................... S u b je c ts CITOC A d m i n is tr a t io n and S c o rin g O ther T e s t D a ta H ypotheses A n a ly sis o f D a ta V. REPORT AND DISCUSSION OF FINDINGS . . . . V I. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . Summary C o n clu sio n s and Recom m endations BIBLIOGRAPHY .................................................................................... 69 • 75 . 152 . 144 APPENDICES 156 LIST OP TABLES T a b le Page 1 . D e s c r i p t i v e S t a t i s t i c s - CITOC V e rb a l T e s ts 77 2 . D e s c r i p t i v e S t a t i s t i c s - CITOC P e rfo rm a n c e T e s ts and T o ta l S c o r e .............................................. 78 J>. Summary o f D is c rim in a n t A n a ly s is f o r S ix Age Groups ................................................................. 79 4 . P M a trix o f Age G r o u p s ................................................... 8 l 5 . D e s c r i p t i v e S t a t i s t i c s - Age P o u r ...................... 82 6 . D e s c r i p t i v e S t a t i s t i c s - Age P i v e ...................... 8;5 7 . D e s c r i p t i v e S t a t i s t i c s - Age S ix ...................... 84 8 . D e s c r i p t i v e S t a t i s t i c s - Age S e v e n ...................... 85 9 . D e s c r i p t i v e S t a t i s t i c s - Age E ig h t ...................... 86 1 0 . D e s c r i p t i v e S t a t i s t i c s - Age" N i n e ...................... 87 1 1 . Summary o f D is c rim in a n t A n a ly s is f o r Sex Groups - Age P o u r .............................................. 89 1 2 . Summary o f D is c rim in a n t A n a ly s is f o r Sex Groups - Age P i v e .............................................. 90 1J>. Summary o f D is c rim in a n t A n a ly s is f o r Sex Groups - Age S ix ............................................... 91 1 4 . Summary o f D is c rim in a n t A n a ly s is f o r Sex Groups - ' Age Seven ............................................... 92 1 5 . Summary o f D is c rim in a n t A n a ly s is f o r Sex Groups - Age E i g h t ............................................... 92 1 6 . Summary o f D is c rim in a n t A n a ly s is f o r Sex Groups - Age N i n e ............................................... 9^ iv Table ' Page 17* Summary o f D is c r im in a n t A n a ly s is f o r A dvantage G roups - Age F o u r ................................... 96 18. Summary o f D is c r im in a n t A n a ly s is f o r A dvantage G roups - Age F i v e .................................. 97 19* Summary o f D is c r im in a n t A n a ly sis f o r A dvantage G roups - Age S ix ................................... 98 20. Summary o f D is c r im in a n t A n a ly sis f o r A dvantage Groups - Age S e v e n ................................... 99 21. Summary o f D is c r im in a n t A n a ly sis f o r A dvantage G roups - Age E i g h t .................................. 100 22. Summary o f D is c r im in a n t A n a ly sis f o r A dvantage G roups - Age N i n e .................................. 101 23. I n t e r c o r r e l a t i o n M a trix - Age F o u r ...................... 109 24. I n t e r c o r r e l a t i o n M a trix - Age F i v e ...................... 110 2 5 . I n t e r c o r r e l a t i o n M a trix - Age S i x ...................... I l l 26. I n t e r c o r r e l a t i o n M a trix - Age Seven . . . . 112 2 7 . I n t e r c o r r e l a t i o n M a trix - Age E ig h t . . . . 113 28. I n t e r c o r r e l a t i o n M a trix - Age N i n e ...................... 114 2 9 . D i s t r i b u t i o n o f S c o re s - S e n s i t i v i t y to P r o b l e m s - V e r b a l ........................................................... 120 v 30. D i s t r i b u t i o n o f S c o re s - F lu e n c y -V e rb a l . . 121 51. D i s t r i b u t i o n o f S c o re s - F l e x i b i l i t y - V e r b a l 122 3 2 . D i s t r i b u t i o n o f S c o re s - O r i g i n a l i t y - V e r b a l 123 3 3 . D i s t r i b u t i o n o f S c o re s - E la b o r a tio n - V e r b a l 124 3 4 . D i s t r i b u t i o n o f S c o re s - R e d e f in itio n - V e r b a l 125 35* D i s t r i b u t i o n o f S c o re s - S e n s i t i v i t y to P ro b le m s-P e rfo rm a n c e ............................................ 126 v Table Page 3 6 . D i s t r i b u t i o n o f S c o re s - F lu e n c y -P e rfo rm a n c e 127 3 7 . D i s t r i b u t i o n o f S c o re s - F l e x i b i l i t y - P e r f o r m a n c e ..................................................................... 128 3 8 . D i s t r i b u t i o n o f S c o re s - O r i g i n a l i t y - P e r f o r t n a n c e ..................................................................... 129 39* D i s t r i b u t i o n o f S c o re s - E la b o r a tio n - P e r f o r m a n c e ..................................................................... 1350 40. D i s t r i b u t i o n o f S c o re s - R e d e f i n it i o n - P e r f o r m a n c e ..................................................................... 1351 41. D e s c r i p t i v e S t a t i s t i c s - Age F o u r .................... 157 42. D e s c r i p t i v e S t a t i s t i c s - Age F i v e ..................... 158 43. D e s c r i p t i v e S t a t i s t i c s - Age S i x .......................... 159 44. D e s c r i p t i v e S t a t i s t i c s - Age S e v e n ..................... 160 4 5 . D e s c r i p t i v e S t a t i s t i c s - Age E i g h t ..................... l 6 l 46. D e s c r i p t i v e S t a t i s t i c s - Age N i n e ..................... 162 4 7 . Summary o f D is c r im in a n t A n a ly sis f o r Groups D iv id e d by Both Sex and A dvantage - Age F o u r ................................................. 163 48. Summary o f D is c r im in a n t A n a ly sis f o r Groups D iv id e d by Both Sex and A dvantage - Age F i v e ......................................... 164 4 9 . Summary o f D is c r im in a n t A n a ly sis f o r Groups D iv id e d by Both Sex and A dvantage - Age S i x .......................................... 165 50. Summary o f D is c r im in a n t A n a ly sis f o r Groups D iv id e d by B oth Sex and A dvantage - Age Seven . ........................... 166 51. Summary o f D is c r im in a n t A n a ly sis f o r Groups D iv id e d by B oth Sex and A dvantage - Age E i g h t ..................................... 167 vi Table Page 52. Summary o f D is c r im in a n t A n a ly s is f o r Groups D ivided by B o th Sex and A dvantage - Age N in e ............................................ 168 vii LIST OF ILLUSTRATIONS F i g u r e Page 1 . Age Growth--CITOC - V e rb a l Mean S c o re s . . . 104 2 . Age G row th— CITOC - P e rfo rm a n ce Mean S c o re s ............................................................................... 106 J>. Age Growth--CITOC - T o ta l Mean S c o re s . . . 107 viii CHAPTER I INTRODUCTION TO THE PROBLEM The e a r l y i d e n t i f i c a t i o n o f i n t e l l e c t u a l g i f t e d n e s s , w ith t h e p u rp o s e o f n u r t u r i n g and g u i d in g th e p o s s e s s o r o f t h e p r e c io u s q u a l i t y , i s now w id e ly p r a c t i c e d i n th e p u b l i c s c h o o ls o f th e U n ited S t a t e s . S tr o n g p u b lic en co u rag em en t f o r i d e n t i f i c a t i o n o f t h e g i f t e d came w ith S p u tn ik I , i n 1957^ and th e f e a r t h a t d e m o c r a tic e d u c a tio n was becom ing an e d u c a tio n f o r m e d io c r ity . T h is p u b l i c f e a r , and a r e s u l t i n g p u b l i c c r i t i c i s m o f p u b l ic s c h o o l s , g e n e r a te d a renew ed t a l e n t s e a r c h f o r th o s e who m ig h t have th e a b i l i t y to make a s u b s t a n t i a l c o n t r i b u t i o n t o s o c i e t y , e s p e c i a l l y i n t h e re a lm o f s c i e n c e . S p e c ia l s c h o o l program s f o r th e g i f t e d w ere i n c r e a s e d , o f t e n , as i n C a l i f o r n i a , w ith a d d i t i o n a l s t a t e fu n d s a v a i l a b l e to s c h o o l d i s t r i c t s f o r t h e s p e c i a l edu c a t i o n o f t h e i r i d e n t i f i e d " g i f t e d . ” D u rin g th e y e a r s j u s t p r e c e d in g t h e S p u tn ik e r a , s c i e n t i f i c i n t e r e s t i n c r e a t i v i t y had b e e n g ro w in g and s e v e r a l c e n t e r s o f r e s e a r c h i n th e f i e l d w ere e m erg in g . J . P. G u ilf o r d and h i s a s s o c i a t e s a t th e U n i v e r s i ty o f S o u th e rn C a l i f o r n i a , w ere c o n tin u in g f a c t o r a n a l y t i c i n v e s t i g a t i o n s o f human i n t e l l e c t u a l a b i l i t i e s — s t u d i e s w hich had b eg u n d u r in g World. War I I , under m i l i t a r y a u s p ic e s . I n 1955^ C. W. T a y lo r, a t th e U n i v e r s i t y o f U tah, had. h o s te d t h e f i r s t o f s e v e r a l r e s e a r c h c o n f e r e n c e s d ev o ted to t h e i d e n t i f i c a t i o n o f c r e a t i v e s c i e n t i f i c t a l e n t . W ith in a few y e a r s , E. P. T o rra n c e , and. h i s c o w o rk ers a t t h e B u re a u o f E d u c a tio n a l R esearch a t th e U n iv e r s ity o f M in n e so ta , w ere p u b lis h in g r e s u l t s o f t h e i r r e s e a r c h i n t o t h e c r e a t i v e a b i l i t i e s of s c h o o l- a g e c h i l d re n . Today T o r ra n c e i s c o n tin u in g h is r e s e a r c h a t th e U n iv e r s ity o f G e o r g ia . A d d itio n a l c e n t e r s f o r c r e a t i v i t y r e s e a r c h had b e e n e s t a b l i s h e d a t t h e U n iv e r s ity o f C h icag o, th e U n i v e r s i t y o f C a l i f o r n i a 's I n s t i t u t e o f P e r s o n a l i t y A ssessm ent and R e s e a rc h , P e n n s y lv a n ia S t a te U n i v e r s i t y and t h e U n i v e r s i t y o f B u f f a lo . The aim o f th e s e i n v e s t i g a t i n g p s y c h o l o g i s t s had b een , a c c o rd in g t o S t e i n : . . . n o t o n ly t o u n d e rs ta n d t h e c r e a t i v e p r o c e s s and c r e a t i v e i n d i v i d u a l s and s o c o n tr i b u te to t h e b a s i c know ledge o f human b e h a v io r b u t a ls o to i d e n t i f y i n d i v i d u a l s w ith c r e a t i v e c a p a c i t i e s , h o p e f u lly a s e a r l y as p o s s ib l e , so th e y m ig h t be s e le c te d , f o r s i t u a t i o n s i n w hich th ey c o u ld f u l f i l l th e m s e lv e s and so c o n tr ib u te to t h e b e n e f i t o f s o c i e t y . (8 2 : 1 ) Today t h e r e i s c o n s i d e r a b le agreem ent t h a t t h e i n t e l l i g e n c e t e s t , th e u s u a l m easure o f " g if te d n e s s " i n t h e re a lm o f academ ic a b i l i t y , i s n o t s u f f i c i e n t to i d e n t i f y i n d i v i d u a l s w ith c r e a t i v e t a l e n t . ( 6 0 ) ( 8 5 ) A d d itio n a l a sse ssm e n t d e v ic e s a re need, t o i d e n t i f y th o s e i n d iv i d u a ls w ith " c r e a t i v e g i f t e d n e s s , " w ho, a c c o rd in g t o s e v e r a l r e s e a r c h e r s , o f t e n n eed s p e c i a l s u p p o rt and u n d e rs ta n d in g d u r in g t h e i r e a r l y y e a r s i f th e y a re t o f u l f i l l t h e i r c r e a t i v e p o t e n t i a l . (8 8 ) (3) M easures w hich w i l l i d e n t i f y c r e a t i v e p o t e n t i a l e a r l y i n l i f e a re a ls o e s s e n t i a l t o t h e l o n g it u d i n a l s t u d i e s which S t e i n (8 2 ), Yamamoto (1 0 8 ), and o t h e r s b e l i e v e w i l l le a d t o a f u l l e r u n d e rs ta n d in g o f th e c r e a t i v e i n d i v i d u a l , i n c l u d i n g t h e e n v iro n m e n ta l v a r i a b l e s o r " c o n d itio n s o f c r e a t i v i t y . " ( 8 2 :8 9 ) P u rp o se T his r e s e a r c h w as u n d e rta k e n i n o rd e r t o d e v e lo p an in s tr u m e n t to m easure c r e a t i v e a b i l i t i e s i n young c h i l d r e n and to d i s c o v e r and e v a lu a te i t s c h a r a c t e r i s t i c s . The in s tr u m e n t, a c h i l d r e n 's i n d i v i d u a l t e s t o f c r e a t i v i t y , w i l l be r e f e r r e d t o as CITOC i n th e b a la n c e o f t h i s s tu d y . S e l e c t i o n o f a Model H i s t o r i c a l l y , c r e a t i v i t y has been view ed i n -many w ays. Long th o u g h t to b e a g i f t o f God which could n o t and sh o u ld n o t be a n a ly z e d , t h e r e a re s t i l l some who h o ld 4 s i m i l a r v ie w s . The c o n c e p t o f c r e a t i v e i n s p i r a t i o n f o r a w ork o f a r t has d i s t i n c t l y m y s tic a l im p l i c a ti o n s f o r many p e o p le — o f t e n i n c l u d i n g th e a r t i s t s th e m s e lv e s . The a r t i s t s , however, u s u a l l y r e c o g n iz e t h a t th e c r e a t i v e p r o d u c t o r id e a w i l l em erge from th e m y s tic a l o r i n s p i r a t i o n a l p h ase o n ly i f o t h e r a b i l i t i e s a re b ro u g h t t o b e a r on i t . Amy L ow ell p r e s e n t a p o e t ’s view o f th e p r o c e s s : The t r u t h i s t h a t t h e r e i s a l i t t l e m y stery h e r e , and no one i s more c o n s c io u s o f i t th a n th e p o e t h im s e lf . L et us adm it a t once t h a t a p o e t i s some t h in g l i k e a r a d i o a e r i a l — he i s c a p a b le o f r e c e iv in g m essages on w aves o f some s o r t ; b u t he i s more th a n an a e r i a l , f o r he p o s s e s s e s th e c a p a c ity o f tr a n s m u tin g t h e s e m essag es i n t o th o s e p a t t e r n s o f words we c a l l poem s. (2 4 :1 1 0 ) I n p s y c h o a n a ly tic l i t e r a t u r e t h i s i n s p i r a t i o n p h a se i s term ed " r e g r e s s i o n i n th e s e r v i c e o f th e e g o , " ( 6 ) s u g g e s tin g an o p e n n e ss to t h e re s o u r c e s o f th e s u b c o n c io u s w hich a re n o t r e g u l a r l y a v a i l a b l e to m ost a d u l t s . The u se o f t h i s s o u rc e by th e ego, o r c o n sc io u s p r o c e s s , d i f f e r e n t i a t e s , o f c o u rs e , m atu re c r e a t i v i t y from t h e work o f i n f a n t s o r p s y c h o t i c s who may a ls o have f r e e a c c e s s to su b c o n sc io u s c o n t e n t . Maslow d e s c r i b e s t h i s s t a t e : I n th e h e a lth y p e r s o n , and e s p e c i a l l y th e h e a lth y p e rs o n who c r e a t e s , I f i n d t h a t he h as somehow managed a f u s i o n and a s y n t h e s i s o f b o th p rim a ry and seco n d ary p r o c e s s e s ; b o th c o n sc io u s and un- c o n c io u s; b o th o f d e e p e r s e l f and c o n sc io u s s e l f . (5 4 :9 9 ) M ention o f t h e lo n g c o n tin u in g d i s c u s s i o n o f th e d e f i n i t i o n o f c r e a t i v i t y i s p e r t i n e n t h e r e . A d v o cates o f 5 c r e a t i v i t y as a " p ro c e ss " o r a s a " p r o d u c t," have w r i t t e n e x te n s i v e l y i n e x p la n a tio n o f t h e i r v ie w s. ( 1 3 ) (7 1 ) (84) K in c a id c o n s id e r s t h i s c o n tr o v e r s y a r e s u l t o f d u a l i s t i c t h i n k i n g w hich s e p a r a te s i n r e a l i t y th o s e co n cep ts o f c r e a t i v i t y w hich can o n ly be s e p a r a t e d i n th o u g h t. (42) He in c lu d e s i n t h i s te n d e n c y t o d u a l i s t i c th in k in g th e__ s u b j e c t s o f I n t e l l i g e n c e v e r s u s C r e a t i v i t y as w e ll as th e C o n scio u s-U n co n scio u s d ic h o to m y . I n a n o th e r o v erv iew o f t h e p s y c h o lo g ic a l stu d y o f c r e a t i v i t y , Golann (2 5 ) s e e s f o u r d i f f e r e n t em phases: p r o c e s s , p ro d u c t, m easurem ent and p e r s o n a l i t y . He s u g g e s ts t h a t " d i f f i c u l t y may a r i s e when i n v e s t i g a t o r s , w orking w i t h i n one a r e a of em phases, w ith one e x p l i c i t o r im p lie d d e f i n i t i o n and s e t o f c r i t e r i a , l o s e s i g h t o f the i n h e r e n t l i m i t a t i o n s o f t h e i r c h o i c e s . " ( 2 5 : 5 5 9 ) I t need n o t be assumed, t h a t b e c a u se a c e r t a i n a s p e c t o f c r e a t i v i t y h a s b e e n c h o se n f o r i n te n s i v e in v e s - - t i g a t i o n by any group o r i n d i v i d u a l , t h a t t h i s d i r e c t i o n i s b e lie v e d t o be " th e d e f i n i t i o n " o f c r e a t i v i t y . I t i s e q u a lly p o s s i b l e t h a t o p e r a t i o n a l d e f i n i t i o n s lim ite d t o s p e c i f i c i n v e s t i g a t i o n s w i l l l e a d to an a c c u m u la tio n o f f i n d i n g s r e l a t e d to c r e a t i v i t y w hich may p e rm it l a t e r s y n t h e s i s . I f p o t e n t i a l c r e a t i v e a b i l i t y i s to be n u r tu r e d i n th e young i t s com ponents m ust be c a r e f u l l y i d e n t i f i e d . F o r t u n a t e l y , many s t u d i e s have b e e n made w h ich a tte m p t to i s o l a t e t h e c h a r a c t e r i s t i c s w hich d i s t i n g u i s h c r e a t i v e fro m n o n - c r e a t i v e i n d i v i d u a l s . (4 8 ) (7 1 ) (8 4 ) Some o f t h e s e d i s t i n c t i v e a t t r i b u t e s have b e e n i n t e l l e c t u a l f a c t o r s ( 2 7 ), w h ile o t h e r s have b e e n p e r s o n a l i t y (5 ), a t t i t u d i n a l (8l ) o r p e rs o n a l h i s t o r y v a r i a b l e s . ( 7 0 ) W h ile a l l o f th e s e have been fo u n d t o be r e l a t e d to c r e a t i v e p r o d u c tio n i n some d e g re e , p e r s o n a l i t y , a t t i t u d e s and p e r s o n a l h i s t o r y seem to be w h a t S t e i n ( 8 2 ) c a l l s th e c o n d i t i o n s o f c r e a t i v i t y , w h ile t h e i n t e l l e c t u a l f a c t o r s a r e i t s e s s e n c e . The i n t e l l e c t u a l f a c t o r s o f c r e a t i v e a b i l i t y may m a n ife s t th e m se lv e s i n a u n iq u e p ro d u c t o r i d e a o nly i f th e " c o n d itio n s ” a r e f a v o r a b l e . I t i s t h e p o s i t i o n ta k e n h e r e t h a t i n an i n s t r u m ent d e s ig n e d t o d is c o v e r th e p o t e n t i a l l y c r e a t i v e i t m u st be t h e i n t e l l e c t u a l f a c t o r s w h ich a r e m easured, w ith t h e hope t h a t t h e p ro p e r " c o n d i t i o n s " f o r t h e i r e v e n tu a l m a n i f e s t a t i o n i n a d u lt l i f e w i l l be e n c o u r a g e d . S ince a t t h e p r e s e n t tim e th e p o s s i b i l i t y o f s e l e c t i n g c h il d r e n who w i l l be c r e a t i v e a d u lts w i l l p ro b a b ly h av e a wide m a r g in o f e r r o r , th e m ost p r o d u c t i v e p r a c t i c e f o r accumu l a t i n g t h e knowledge w hich w i l l p e r m it f u t u r e re fin e m e n t i n i n s t r u m e n t s f o r i d e n t i f y i n g c r e a t i v e c h i l d r e n would seem to be to adopt a th e o ry w h ich v iew s t h e i n t e l l e c t u a l f a c t o r s o f c r e a t i v i t y as p r e s e n t , i n v a r i a b l e q u a n t i t i e s , i n a l l p e o p le . The m ost p ro m is in g th e o ry o f t h i s ty p e i s th e G u ilf o r d S t r u c t u r e - o f - I n t e l l e c t m odel. G u ilf o r d assum ed: . . . c r e a t i v e t a l e n t s a re n o t c o n fin e d to a f a v o r e d few i n d i v i d u a l s , b u t a re p ro b a b ly w id e ly d i s t r i b u t e d to d i f f e r e n t d e g re e s th r o u g h o u t th e p o p u l a t i o n . C r e a tiv e t a l e n t s c o u ld t h e r e f o r e be i n v e s t i g a t e d w ith o u t b e in g r e s t r i c t e d to o b s e r v a t i o n o f th e g i f t e d few . ( 2 9 : 7 ) The m odel was d e v elo p ed a f t e r 40 i n t e l l e c t u a l f a c t o r s had b e en d e m o n s tra te d th ro u g h f a c t o r a n a l y t i c p r o c e d u r e s . (3 0 :60) An a n a l y s i s o f th e f a c t o r s a s s o c i a t e d w ith c r e a t i v e b e h a v io r h a s b e e n made by G u ilfo rd and h i s a s s o c i a t e s a t th e A p titu d e s P r o j e c t a t th e U n i v e r s i ty o f S o u th e rn C a l i f o r n i a . The c r e a t i v e a b i l i t i e s i d e n t i f i e d a g re e c l o s e l y w ith th o s e i d e n t i f i e d a t o t h e r r e s e a r c h c e n t e r s . They a r e c a l l e d s e n s i t i v i t y to p ro b le m s , f l u e n c y , f l e x i b i l i t y , o r i g i n a l i t y , e l a b o r a t i o n and r e d e f i n i t i o n . (3 3 :1 1 ) Lowenfeld. (4 7 ), an a u t h o r i t y on a r t e d u c a tio n , found t h a t t h e c r e a t i v e a b i l i t i e s i d e n t i f i e d by G u ilfo rd a g re e d w i t h th o s e b e lie v e d to be im p o r ta n t i n a r t i s t i c c r e a t i v i t y . S in c e t e s t s f o r th e s e f a c t o r s h av e b e en , and con t i n u e t o be d e v e lo p e d , th ey have b e e n p r o d u c t i v e o f a g r e a t d e a l o f r e s e a r c h i n r e c e n t y e a r s . The G u ilfo rd group h a s r e p e a t e d ly encouraged o t h e r s t o e x te n d i t s work and a p p ly i t t o a d d i t i o n a l p o p u l a t i o n s . B ased on t h e r e s u l t s o f t h i s r e s e a r c h , e d u c a to r s and p s y c h o l o g i s t s s h o u ld j o i n t o d e v e lo p a d d i t i o n a l t e s t s f o r e a c h o f th e a b i l i t i e s newly d e m o n s tra te d h e r e , and t o r e v i s e th e recommended, t e s t s . (5 9 :1 3 ) CITOC i s one o f a s e r i e s o f i n s t r u m e n t s i n c o r p o r a t in g A p titu d e s P r o j e c t f a c t o r t e s t s , som etim es i n m o d ifie d f o r m ,to s u i t c e r t a i n age g r o u p s . C o n ceiv ed by N. S. M e t f e s s e l , p r i n c i p a l i n v e s t i g a t o r o f P r o j e c t P o t e n t i a l — a r e s e a r c h p r o j e c t funded by t h e U n ite d S t a t e s O ffic e o f E d u c a tio n — th e in s tr u m e n ts CITOC and ITOC ( 6 9 ) w ere used i n r e s e a r c h s t u d i e s w ith d is a d v a n ta g e d y o u th . Each has b o th a v e r b a l and a p erfo rm an ce t e s t o f th e s i x h y p o th e s iz e d f a c t o r s o f c r e a t i v i t y . A g ro u p t e s t o f c r e a t i v i t y , GTOC, a ls o o r i g in a te d from P r o j e c t P o t e n t i a l , and i s i n c o n ti n u i n g r e s e a r c h u s e . ( l ) ( 2 0 ) ( 6 2 ) H y p o th e sis As a s t e p i n d e te rm in in g th e c h a r a c t e r i s t i c s o f CITOC, i t i s h y p o th e s iz e d t h a t th e r e a r e no d i f f e r e n c e s on any o f th e CITOC v a r i a b l e s betw een t h e s c o r e s o f th e s i x age g r o u p s , boys and g i r l s , o r a d v a n ta g e d and d i s a d v an tag e d c h i l d r e n i n th e group s t u d i e d . P ro c e d u re s The p o p u l a t i o n f o r th e m ajor p o r t i o n o f t h i s stu d y c o n s i s t e d o f 610 c h i l d r e n from u rb an and s u b u rb a n Los A ngeles County and th e c i t y o f F r e s n o . A bout h a l f o f t h i s number w ere p u p i l s i n B e ll f l o w e r School D i s t r i c t w ith th e re m a in in g h a l f from th e Los A ngeles C ity , Downey, Compton and L ow ell J o i n t S chool D i s t r i c t s . T w e n ty -th re e c h il d r e n a tt e n d i n g t h e p r e s c h o o l o f th e C a l i f o r n i a S t a t e C ollege a t F re sn o w e re in c lu d e d i n t h e stu d y p o p u l a t i o n . The m ajo r r a c i a l and e th n i c groups o f t h e a r e a were r e p r e s e n te d i n t h e sam p le, as were v a r io u s econom ic l e v e l s , a lth o u g h no p r o p o r t i o n a l r e p r e s e n t a t i o n was a tte m p te d . At each age l e v e l from f i v e to n in e , t h e r e w ere no few er th a n 88 c h i l d r e n , w h ile th e f o u r - y e a r - o ld g ro u p numbered 4 5 . Each o f t h e 610 s u b j e c t s re c e iv e d an i n d i v i d u a lly a d m in is te r e d CITOC. I n d i v i d u a l o r g roup i n t e l l i gence s c o r e s w ere a v a i l a b l e f o r a p o r t io n o f th e g ro u p and m easures o f r e a d i n g p r o g r e s s w ere g a th e re d f o r any o ld e r c h i l d r e n f o r whom t h e in f o r m a tio n was a v a i l a b l e . I n v e s t i g a t i o n o f t h e m ajo r h y p o th e s is was made u sin g m u l t i p l e d i s c r i m i n a n t a n a l y s i s and co m p a riso n o f group m eans. The s tu d y p ro c e d u re w i l l be p r e s e n te d i n g r e a t e r d e t a i l i n C h a p te r IV . A ssum ptions The f o l lo w in g a ssu m p tio n s were made i n t h i s s t u d y : 1 . C r e a t i v i t y i s a human c h a r a c t e r i s t i c i n c l u d i n g i n t e l l e c t u a l f a c t o r s w hich can be i d e n t i f i e d and m easured. 2 . The CITOC t e s t s a r e v a l i d m e a su re s. 3 . A tte n d a n c e a t a s c h o o l d e s ig n a te d as q u a l i f i e d f o r fu n d s u n d e r T i t l e I o f th e E lem entary and .S econdary E d u c a tio n Act o f 1965 i s a v a l i d c r i t e r i o n f o r d i f f e r e n t i a t i n g betw een ad v an tag ed and d is a d v a n ta g e d c h i l d r e n . 4 . The v a r io u s i n d i v i d u a l and. g ro u p i n t e l l i g e n c e m easures a v a i l a b l e , when a d ju s te d to common mean and. s ta n d a r d d e v i a t i o n , a re com parable and v a l i d m ea su re s o f i n t e l l i g e n c e . 5 . The S ta n f o r d A chievem ent T e s t i s an a p p r o p r i a te and v a l i d m easure o f r e a d in g a b i l i t y f o r th e ages t e s t e d . A ssum ptions r e l a t e d t o th e d ev elo p m en t o f CITOC w i l l be found, i n C h a p te r I I I . D e f i n i t i o n s Terms used i n t h i s s tu d y a re o p e r a t i o n a l l y d e f in e d as f o l l o w s : C r e a t i v i t y . A c h a r a c t e r i s t i c r e l a t e d to s c o r e s o b ta in e d on CITOC. I n t e l l i g e n c e . A s ta n d a r d s c o r e o b ta in e d by a d j u s t i n g a l l a v a i l a b l e i n d i v i d u a l o r g ro u p IQ s c o r e s to a common mean and s t a n d a r d d e v i a t i o n . 11 H eading A c h ie v e m e n t. A t o t a l raw s c o re on t h e S ta n fo rd A chievem ent T e s t - H eading, tra n sfo rm e d to a s ta n d a rd s c o r e f o r i n t e r - g r a d e c o m p a r a b ility . D is a d v a n ta g e d P u p i l . A c h il d who a tt e n d s a s c h o o l i n an a r e a d e s ig n a te d , a s e l i g i b l e f o r fu n d s un d er th e E lem en tary and S e c o n d ary E d u c a tio n Act of 1 9 6 5* T i t l e I . Under t h i s a c t a s c h o o l d i s t r i c t i s q u a l i f i e d to r e c e i v e fu n d s f o r th e c o m p e n sa to ry e d u c a ti o n of th o s e o f i t s c h i l d r e n who l i v e i n a r e a s w hich m eet c e r t a i n c r i t e r i a as of t h e i 960 c e n s u s . The S t a t e o f C a l i f o r n i a has is s u e d g u i d e l i n e s ( 7 ) w h ich s p e c i f y th e c r i t e r i a to be used i n d e s i g n a t i n g t h e s e t a r g e t a r e a s . The m andatory c r i t e r i o n i s f a m ily in co m e, and o t h e r s , su c h as c o n d i t i o n o f d w e llin g , p r o p o r t i o n o f w e l f a r e r e c i p i e n t s and. b ro k e n homes, may be s p e c i f i e d by t h e in d iv i d u a l d i s t r i c t . D e f i n i t i o n s r e l a t e d t o CITOC s u b t e s t s w i l l be found i n C h a p te r I I I . L i m i t a t i o n s and D e lim ita tio n s The f o l l o w i n g l i m i t a t i o n s and d e l i m i t a t i o n s a p p ly to t h i s s t u d y : 1 . W hile t h e s u b t e s t s o f CITOC w ere modeled a f t e r c e r t a i n S t r u c t u r e - o f - I n t e l l e c t f a c t o r t e s t s w hich c o r r e l a t e d w ith th e s ix a b i l i t y th e o r y 12 m odel, no a tte m p t was made i n t h i s s tu d y to d e te rm in e w h e th e r th e y m easu re th e same f a c t o r s , and, beyond sim p le c o r r e l a t i o n , no d e te r m i n a ti o n was made o f t h e in d e p e n d e n c e o f CITOC s u b t e s t s . 2 . A lth o u g h many o f th e known r a c i a l , econom ic and. s o c i a l c l a s s su b g ro u p s t o be fo u n d i n a l a r g e u r b a n a r e a w ere in c lu d e d i n t h e s tu d y p o p u l a t i o n , no a tte m p t was made t o a s s e s s i t s r e p r e s e n t a t i v e n e s s . j5. The stu d y was l i m i t e d to p u b l i c s c h o o l p u p i l s , f o u r th ro u g h n in e y e a r s o f a g e , i n t h e Los A ngeles County a r e a and f o u r - y e a r - o l d F re sn o S t a t e C o lle g e n u r s e r y s c h o o l p u p i l s . 4 . No i n v e s t i g a t i o n o f th e v a l i d i t y o f CITOC as - a m easure o f c r e a t i v i t y was made i n t h i s s t u d y . O r g a n iz a tio n o f R em aining C h a p te rs I n C h a p te r I I , th e l i t e r a t u r e i s re v ie w e d w ith e m p h a s is on t h e v a r io u s c u r r e n t a p p ro a c h e s t o t h e m ea su re m ent o f c r e a t i v i t y i n young c h i l d r e n and. r e s e a rc h , f i n d i n g s r e l e v a n t t o t h e p r e s e n t stu d y a re s u r v e y e d . R e l i a b i l i t y a n d v a l i d i t y f i n d i n g s f o r t e s t s o f c r e a t i v i t y c o n c lu d e t h e c h a p t e r . The d e v elo p m e n t o f CITOC i s t r a c e d , i n C h a p te r I I I ; b e g in n in g w ith i t s i n i t i a l u se as an in s tr u m e n t d e s ig n e d to e v a l u a t e •c r e a t i v e g ro w th i n p r e s c h o o l c h i l d r e n . I t s d i s t i n c t i v e c h a r a c t e r i s t i c s and. th e r a t i o n a l e f o r them a r e p r e s e n t e d . The S t r u c t u r e - o f - I n t e l l e c t m odel i s d e s c r ib e d and i t s f a c t o r t e s t s — presum ed to m easure c r e a t i v e a b i l i t i e s — l i s t e d w ith th e CITOC t e s t s a d a p te d from them . F i n a l l y , d e t a i l s o f CITOC's r e v i s i o n , i n c l u d i n g c o n te n t, fo rm a t and. s c o r i n g , a r e g iv e n and r e l i a b i l i t y and v a l i d i t y f i n d i n g s r e p o r t e d . C h a p te r IV d e s c r i b e s t h e p ro c e d u re s used i n t h i s s tu d y , th e h y p o th e s e s i n v e s t i g a t e d , d e s c r i p t i o n o f t h e p o p u l a t i o n , t h e a s s e s s m e n t i n s tr u m e n ts and t h e p l a n f o r d a t a a n a l y s i s . I n C h a p te r V t h e f i n d i n g s a re r e p o r te d and d i s c u s s e d . H y p o th eses a r e f i r s t i n v e s t i g a t e d fo llo w e d by an a n a l y s i s o f CITOC c h a r a c t e r i s t i c s . A summary, c o n c lu s io n s and recom m endations f o r f u t u r e r e s e a r c h a re fo u n d i n C h a p te r V I. CHAPTER II REVIEW OP THE LITERATURE I n t h i s c h a p te r a re v ie w w i l l be made o f t h e l i t e r a t u r e w hich i s p e r t i n e n t t o t h e q u e s t i o n s u n d e r s t u d y . G e n e ra lly th e re v ie w w i l l be l i m i t e d t o s t u d i e s w i t h e le m e n ta ry age c h i l d r e n , f o c u s i n g e s p e c i a l l y on th e p rim a ry g r a d e s , w ith e x c e p tio n s when f i n d i n g s f o r th e age g ro u p a re in c o m p le te o r n o n e x i s t e n t . The f i r s t s e c t i o n w i l l d e a l w i t h v a rie d , a p p ro a ch e s t o t h e i d e n t i f i c a t i o n o f p o t e n t i a l l y c r e a t i v e young c h i l d r e n . S u c c ee d in g s e c t i o n s w i l l d i s c u s s t h e r e l a t i o n s h i p b e tw ee n p e rfo rm an c e on c r e a t i v i t y t e s t s and th e v a r i a b l e s o f c h r o n o lo g ic a l age, s e x , i n t e l l i g e n c e and advantaged , o r d isa d v a n ta g e d , s t a t u s . A re v ie w w i l l be made, i n t h e f i n a l s e c t i o n , o f s t u d i e s w hich r e p o r t t h e r e l i a b i l i t y and v a l i d i t y o f c r e a t i v i t y m ea su re s. M easuring C r e a tiv e P o t e n t i a l i n Young C h i ld r e n T h ere h a s b e en much l e s s w ork w ith young c h i l d r e n i n d e te r m in in g c r e a t i v e p o t e n t i a l t h a n w ith o t h e r age 15- g ro u p s. I n t h e p r e - s c h o o l and p rim a ry g ra d e s r e a d i n g and w r i t i n g a b i l i t y may n o t be d e v e lo p e d so a p p ro a c h e s to m easurem ent which, d i f f e r from th o s e used, w ith a d u lt s have som etim es b e e n d e v is e d . E . P. T o r ra n c e , who h a s b e e n t h e p io n e e r i n w ork in g w ith t e s t s f o r c h i l d r e n , c la im s t h a t t h e T o rra n c e T e s ts o f C r e a tiv e T h in k in g c a n be used from k in d e r g a r te n th ro u g h g r a d u a t e s c h o o l . M o d if ic a tio n i s made, how ever, f o r th e young c h i l d : Below th e f o u r t h g r a d e , how ever, i t i s n e c e s s a ry to a d m i n i s t e r t h e v e r b a l a c t i v i t i e s o r a l l y and i n d i v i d u a l l y i n o r d e r to o b t a i n v a lid , and. r e l i a b l e m e a s u r e s . I n s t r u c t i o n s f o r su c h i n d i v i d u a l a d m i n i s t r a t i o n a r e g iv e n i n t h e D i r e c t io n s Manual S c o rin g G uide f o r e ac h v e r b a l b a t t e r y . (9^:2 ) The T o rra n c e t e s t c o n s i s t s o f com plex t a s k s , b o th v e r b a l and. f i g u r a l , p la n n e d to be m odels o f t h e c r e a t i v e p r o c e s s . The r e s u l t i n g p r o d u c t s a r e a sse ss e d , i n te rm s o f th e G u ilfo rd d i v e r g e n t p r o d u c t i o n t h i n k i n g f a c t o r s o f f l u e n c y , f l e x i b i l i t y , o r i g i n a l i t y and e l a b o r a t i o n . The t a s k s a r e su c h t h a t one may assume h ig h i n t e r e s t among c h i l d r e n . They in c lu d e p ro d u c in g id e a s f o r m aking a to y a n im a l more fu n t o p la y w ith , g u e s s in g c a u se s and c o n se q u e n c e s o f a p i c t u r e d e v e n t, and co n s t r u c t i n g p i c t u r e s by a d d in g l i n e s to a colored, p a p e r s t i c k e r p lac ed , on b la n k p a p e r . A ll t a s k s a re tim e d . A q u i t e d i f f e r e n t a p p ro a c h to m easurem ent i s t h a t 16 of Starkweather (79) who devised a testing procedure for p r e - s c h o o l c h i l d r e n . R a th e r t h a n a tte m p t t o m easu re th e i n t e l l e c t u a l com ponents o f c r e a t i v i t y , sh e c h o se to m easu re th e p e r s o n a l i t y c h a r a c t e r i s t i c s w h ich have b e e n fo u n d t o be r e l a t e d t o t h e i r e x p r e s s i o n . . When th e stu d y o f c r e a t i v i t y i n p r e s c h o o l c h i l d r e n i s p ro p o s e d , one m ust ask w h e th e r c r e a t i v e p o t e n t i a l c an be i d e n t i f i e d b e f o r e t h e r e h a s b e en c r e a t i v e a c h ie v e m e n t. R e se a rc h w i t h o l d e r , c h i l d r e n and ad .u lts s u g g e s t s t h a t t h e i n t e l l e c t u a l c h a r a c t e r i s t i c s and th e m o t i v a t i o n a l c h a r a c t e r i s t i c s o f th e c r e a t i v e i n d i v i d u a l . . . a re i n e x t r i c a b l y r e l a t e d and can be s e p a r a t e d o n ly i n t h e o r y . I f t h i s i s t r u e , t h e n t h e m easurem ent o f m o ti v a ti o n a l c h a r a c t e r i s t i c s may p r o v id e th e means f o r i d e n t i f y i n g young c h i l d r e n who a re p o t e n t i a l l y c r e a t i v e . I n l i n e w ith t h i s r e a s o n in g , free d o m to u s e C onform ing and n o n co n fo rm in g b e h a v io r and w i l l i n g n e s s to t r y th e d i f f i c u l t w ere c h o se n f o r s t u d y . . . . (8 0 :120) I n a d d i t i o n to t h e s e p e r s o n a l i t y c h a r a c t e r i s t i c s , t a s k s w ere d e v e lo p e d by S ta rk w e a th e r t o m easu re c u r i o s i t y , as d e te rm in e d by p r e f e r e n c e f o r t h e n o v e l, and o r i g i n a l i t y , ju d g ed by t h e v a r i e t y o f a c h i l d 's r e s p o n s e s t o s tim u lu s m a t e r i a l . O th e r a tte m p ts to m easure c r e a t i v e p o t e n t i a l i n young c h i l d r e n , as fo u n d i n t h e s t u d i e s o f McDowell and Howe ( 5 0 )> Markey (5.3), I s c o e and P i e r c e - J o n e s (5 8 ) j and P a to n ( 6 4 ) , have fo c u se d o n e v a l u a t i o n o f t h e i r p r o d u c t s o r sp o n ta n e o u s p l a y , o r have u se d t e s t s d e v e lo p e d f o r an o l d e r g ro u p — som etim es i n a d a p te d fo rm . 17 One t e s t f r e q u e n t l y u se d w ith c o lle g e - a g e g ro u p s i s The Remote A s s o c ia t e s T e s t o f O r i g i n a l i t y , o r RAT, which i s used by Med n i c k and Med n ic k ( 5 6 ) to m easure c r e a t i v i t y on th e a s s u m p tio n t h a t th e c r e a t i v e p ro c e ss i s : . . . th e fo rm in g o f a s s o c i a t i v e elem en ts i n t o new c o m b in a tio n s w hich e i t h e r m eet s p e c if ie d r e q u i r e m ents o r a re i n some way u s e f u l . The more mu t u a l l y rem o te t h e e le m e n ts o f th e new c o m b in a tio n , t h e more c r e a t i v e t h e p r o c e s s o r s o l u t i o n . (50:4) I t i s th e u s e f u l n e s s c r i t e r i a w h ic h d i s t i n g u i s h e s c re a t i v i t y from o r i g i n a l i t y . C r e a t i v i t y , i n t h i s view, c o n s i s t s o f u n u s u a l c o m b in a tio n s o f t h e a s s o c i a t i v e e le m e n ts i n o n e 's r e s p o n s e r e p e r t o i r e . The g r e a t e r th e re s p o n s e s t r e n g t h o f a few s t e r e o t y p e d a s s o c i a t i o n s , t h e l e s s p r o b a b le i s a c r e a t i v e s o l u t i o n . The RAT p r o b le m s , e le m e n ta ry sch o o l fo rm s of w h ic h have b e e n d e v is e d by M ednick, c o n s i s t o f t h r e e words fro m m u tu a lly e x c l u s i v e r e s p o n s e c l u s t e r s which h a v e a f o u r t h word a s a m e d ia tin g l i n k . The s u b j e c t i s to d is c o v e r t h i s word, w hich i s a re m o te a s s o c i a t e t o th e o t h e r t h r e e . The M ednick t e s t h a s b e e n u se d by o t h e r i n v e s t i g a t o r s , one team o f w h ic h h a s d e v e lo p e d a new r a t i o n a l e f o r i t s u s e . A n d e rso n and. C ro p ley ( 2 ) p ro p o se t h a t o r i g i n a l p e rfo rm a n c e i s t h e r e s u l t o f th e u n w illin g n e s s o r i n a b i l i t y o f an i n d i v i d u a l t o i n t e r n a l i z e t h e "stop r u l e s " o f s o c i e t y . I n t h e i r view th e s e i n t e r n a l i z e d p a r e n t a l o r a d u l t i n s t r u c t i o n s s h i f t th in k in g o r o b s e rv in g 18 away fro m u n u s u a l o r , p e rh a p s , s o c i a l l y u n d e s i r a b l e m odes. A n other a s p e c t o f t h e p e r s o n a l i t y o f c r e a t i v e i n d i v i d u a l s i s t h e ten d en cy t o s e e k s t i m u l u s v a r i a t i o n . Penny and. R e in e h r ( 6 6 ) have d e v e lo p e d a n a d u l t s c a l e , to m ea su re t h i s t r a i t , which a p p e a rs t o c o r r e l a t e h ig h ly w i t h s c o r e s on t h e G u ilford . U n u su al U ses t e s t , s c o re d f o r f l u e n c y and o r i g i n a l i t y . " I n a stu d y w ith g ra d e two and s i x p u p i l s , P i e l s t i c k and. W oodruff ( 67) d e v is e d s e v e r a l u n u s u a l ways o f o b s e r v in g and. m ea su rin g t h e i r c u r i o s i t y and e x p lo r a to r y b e h a v i o r i n a t r a i l o r l a b o r a to r y s e t t i n g . T o r r a n c e 's Ask and. Guess T e s t was in c lu d e d i n t h e f a c t o r a n a l y s i s an d t h e n in e s c o r e s d e riv e d from i t loaded, on one f a c t o r in d e p e n d e n tly o f t h e c u r i o s i t y and e x p l o r a t o r y m e a s u r e s . The a u th o r s c o n c lu d e : . . . t h e f a c t o r a n a l y t i c r e s u l t s i n d i c a t e t h a t t h e v a rio u s m ea su re s o f e x p lo r a to r y b e h a v io r u se d i n t h i s s tu d y were sa m p lin g q u i t e d i f f e r e n t a s p e c ts o f b e h a v io r and i t c a n n o t be assumed t h a t any one o f su c h m easu res i s a n a d e q u a te in d e x o f c u r i o s i t y o r g e n e r a l e x p l o r a t o r y b e h a v i o r . (6 7 0 3 ) V a rio u s f a c t o r t e s t s from J . P . G u i l f o r d 's A p t i tu d e s P r o j e c t have been used t o m ea su re c r e a t i v e p o t e n t i a l i n c h i l d r e n . L a u r i tz e n ( 4 5 ) , S i s k (75)* Schm adel ( 7 3 ), and o t h e r s hav e u se d v a r i o u s c o m b in a tio n s o f t h e s e f a c t o r t e s t s w ith c h i l d r e n i n t h e u p p e r e l e m e n ta ry g r a d e s . A d a p ta tio n s o f t h e G u i l f o r d t e s t s a re 19 fo u n d i n t h e I n d i v i d u a l T e s t o f C r e a t i v i t y , ITOC ( 6 9 ) , w hich h as b e e n used r e c e n t l y i n a stu d y by S in g h (7 4 ) w ith g ra d e one and s i x p u p i l s . Both t h e ITOC and G u ilfo rd , t e s t s a re tim ed, but t h e i n d i v i d u a l a d m i n i s t r a t i o n o f t h e ITOC may make i t more u s e f u l w ith y o u n g e r c h i l d r e n . A v e ry u n iq u e a p p ro a c h to th e m easurem ent o f c r e a t i v e a b i l i t y i s th e a tte m p t, by B a c h e lis (4 ) to m easure t h e s u b j e c t ’ s d e g re e o f b o d y - f i e l d d i f f e r e n t i a t i o n , and r e l a t e i t t o p e rfo rm a n c e on G u ilfo rd . T e s t s . H is t h e o r e t i c a l p r o p o s i t i o n , " C r e a tiv e t h i n k i n g r e q u i r e s t h e p re s e n c e o f a d i f f e r e n t i a t e d i n t e r a c t i o n w i t h t h e e n v i r o n m e n t," was p a r t i a l l y c o n firm ed i n h i s c o l l e g e age s u b j e c t s by t h e r e l a t i o n s h i p found, b e tw ee n G u ilfo rd t e s t s c o r e s and. d i r e c t b o d y -a w a re n e s s m e a su re s. The R e l a t i o n s h i p B etw een C h ro n o lo g ic a l Age And P e rfo rm a n c e on C r e a t i v i t y T e s ts S u r p r i s i n g l y l i t t l e h a s been w r i t t e n a b o u t t h e r e l a t i o n s h i p b e tw e e n c h r o n o lo g ic a l age and c r e a t i v i t y t e s t p e rfo r m a n c e . G u ilfo rd , s u g g e s ts t h a t "m ost a b i l i t i e s i n c r e a s e w i t h age and s c o r e s a re t h e r e f o r e c o r r e l a t e d w ith a g e . . . . " (350 : 2 6 ), and T o rra n c e m a in ta in s t h a t th e d e v e lo p m e n ta l c u rv e o f m ost o f th e a s s e s s e d c r e a t i v e t h i n k i n g a b i l i t i e s shows a s te a d y i n c r e a s e from f i r s t th ro u g h t h i r d g r a d e . (8 8 :9 3 ) G e tz e ls and J a c k s o n (2j5:17) i n t h e i r fam ous s tu d y , e s t a b l i s h e d s e p a r a t e s c o r in g i 20 norms f o r th e d i f f e r e n t age l e v e l s , i n d i c a t i n g t h a t th e y b e lie v e d , th e r e would be age d i f f e r e n c e s i n p e rf o r m a n c e . I n g e n e r a l te rm s , T o r r a n c e r e p o r t s th e t y p i c a l d e v e lo p m e n ta l c u rv e s f o r c h i l d r e n o f th e U n ite d S t a t e s : B e g in n in g a t age t h e r e i s a n i n c r e a s e u n t i l a p e a k i s reached, a t a b o u t t h e age o f 4|- y e a r s . A d ro p o c c u rs a t age 5* a b o u t t h e tim e t h e c h il d e n t e r s th e k i n d e r g a r t e n , and. i s follo w ed , by i n c r e a s e s i n t h e f i r s t , second., and t h i r d g r a d e s . At a b o u t age 9 , n e a r t h e end o f th e th ir d , g ra d e o r a t th e b e g in n in g o f t h e f o u r t h g r a d e , t h e r e i s a r a t h e r s e v e r e d e crem e n t i n a lm o s t a l l th e c r e a t i v e t h in k i n g a b i l i t i e s . T hen comes a p e rio d o f re c o v e ry , e s p e c i a l l y f o r g i r l s i n t h e f i f t h g r a d e . T his re c o v e ry , h o w e v er, i s l a r g e l y i n f lu e n c y and n o t i n o r i g i n a l i t y . The re c o v e r y i n o r i g i n a l i t y comes m ain ly i n t h e s i x t h g r a d e . (9 1 :1 3 5 ) I n o r d e r t o d e te rm in e w h e th e r t h e s e p a t t e r n s a r e d e v e lo p m e n ta l o r c u l t u r a l , T o rra n c e and. h i s a s s o c i a t e s have co n d u cted s t u d i e s i n o t h e r c u l t u r e s f o r c o m p a ris o n . P r e lim in a r y f i n d in g s s u g g e s t t h a t i n f i g u r a l o r i g i n a l i t y , th e sh ap e o f th e d e v e lo p m e n ta l c u r v e v a r i e s f o r d i f f e r e n t c u l t u r e s . ( 9 3 : 7 3 ) Most s t u d i e s o f c h i l d r e n ’ s c r e a t i v e a b i l i t i e s e l i m i n a t e th e age f a c t o r fro m c o n s i d e r a t i o n by c h o o sin g s u b j e c t s o f a s i n g l e age o r g ra d e l e v e l f o r t h e stu d y p o p u l a t i o n . T h is p ro c e d u re c o n t r o l s f o r t h e unknown v a r i a n c e a t t r i b u t a b l e to age d i f f e r e n c e s , b u t does n o t c o n t r i b u t e to know ledge o f t h e d i f f e r e n t i a l d e v e lo p m e n ta l p a t t e r n s o f th e v a r io u s a s p e c t s o f c r e a t i v i t y m ea su re d . I n t h e N o rm s-T e c h n ic a l Manual f o r t h e T o rra n c e T e s ts o f C r e a t i v i t y ( 9 4 ) , th e mean s c o r e s f o r many d i f f e r e n t g ro u p s a r e r e p o r t e d by g ra d e l e v e l . The "T" s c o r e c o n v e r s io n t a b l e s p ro v id e d a r e based on f i f t h g ra d e sam ples w h ich , t h e a u th o r r e p o r t s , have b e en found s a t i s f a c t o r y a t a l l e d u c a t i o n a l l e v e l s . No co m p o site s c o r e norms a re p r o v id e d — and t h e u s e o f su c h s c o r e s i s d i s c o u ra g e d — a lth o u g h i t i s conceded t h a t "su ch a s c o r e d o es seem to g iv e a r a t h e r s t a b l e in d e x o f th e t o t a l amount o f c r e a t i v e e n e rg y a p e r s o n h a s a v a i l a b l e o r i s w i l l i n g to u s e ." (9 ^ :7 2 ) E x a m in a tio n o f t h e v a r io u s c o m p a riso n g ro u p means f o r g r a d e s one th r o u g h t h r e e on P i g u r a l T e s ts A and B of t h e T o rra n c e T e s t s o f C r e a tiv e T h in k in g , r e v e a l s t h a t only e l a b o r a t i o n shows a d i s t i n c t upward tr e n d i n m ost g ro u p s —w ith a d v a n c in g a g e, w h ile f lu e n c y , f l e x i b i l i t y and. o r i g i n a l i t y m ea su re s f l u c t u a t e g r e a t l y from g ro u p to g ro u p w ith no c o n s i s t e n t t r e n d . I n V e rb al T e s ts A and B one c o m p a riso n g ro u p i s p ro v id e d f o r g ra d e s one th ro u g h t h r e e , a r u r a l W is c o n s in s c h o o l g ro u p , and d i s t i n c t age i n c r e a s e s i n s c o r e s w ere e v id e n t f o r e ac h o f t h e v e r b a l m e a su re s: f l u e n c y , f l e x i b i l i t y , and o r i g i n a l i t y . I n a l o n g i t u d i n a l stu d y o f f i g u r a l e l a b o r a t i o n s c o r e s i n g r a d e s one th r o u g h s i x , -Eastwood (17) used The M in n e so ta P i c t u r e C o m p letio n T e s t , one o f t h e T o rra n c e . . r? 22 F i g u r a l T e s t s , i n an A u s t r a l i a n s c h o o l . He fo und d i f f e r - r * e n t t r e n d s f o r th e two p a r t s o f t h e e l a b o r a t i o n s c o r e i n * term s o f p u p i l g r a d e . E l a b o r a t i o n s c o r e A, th e number o f d e t a i l s p h y s i c a l l y c o n n e c te d t o t h e s t i m u l u s , shows a g e n e r a l i n c r e a s e w ith g r a d e l e v e l , w h ile e l a b o r a t i o n s c o r e B, th e number o f d e t a i l s in c lu d e d i n th e p i c t u r e b u t n o t c o n n e c te d to t h e s t i m u l u s s h a p e , d e c r e a s e d . T hese t r e n d s w ere a p p a re n t i n b o th a i 9 60 and a 1963 s t u d y . A stu d y o f i d e a t i o n a l f lu e n c y and f l e x i b i l i t y was made by I s c o e and P i e r c e - J o n e s (3 8 ) u s in g an U nusu al U ses T e s t s i m i l a r t o a G u ilf o r d t e s t m o d ifie d by T o rra n c e f o r h i s v e r b a l b a t t e r y . They found, no s i g n i f i c a n t age d i f f e r e n c e s i n flu e n c y f o r t h e i r g ro u p o f Negro and w h ite f i v e th ro u g h n i n e - y e a r - o l d s , b u t a s i g n i f i c a n t i n t e r a c t i o n b etw een age and r a c e m arked t h e te n d e n c y " f o r y o u n g e r w h ite c h i l d r e n and r e l a t i v e l y o l d e r Negro c h i l d r e n t o be th e more f l u e n t i n r e s p o n s e t o t h e U n u su al U ses T e s t . " (3 8 : 7 8 9 ) I n i d e a t i o n a l f l e x i b i l i t y , "no l i n e a r i n c r e a s e s w ith age w ere n o te d f o r e i t h e r race.,!' (3 8 :7 9 0 ) An e a r ly stu d y o f t h e r e l a t i o n s h i p b e tw ee n age and c r e a t i v e a b i l i t y i n p r e s c h o o l c h i l d r e n , as m easured by t h e i r u se o f t h r e e p la y m a t e r i a l s — b l o c k s , p a i n t and d a y — was made by McDowell and Howe ( 5 0 ) . F i f t y c h i l d r e n b e tw ee n t h e ages o f two and f o u r w ere o b se rv e d and t h e i r c r e a t i v e p r o d u c ts c l a s s i f i e d . C r e a t iv e a b i l i t y was d e f in e d by s t a g e s o f c r e a t i v e n e s s f o r each m a t e r i a l . C h r o n o lo g ic a l age was found, to be s i g n i f i c a n t l y r e l a t e d to c r e a t i v i t y , a s m ea su re d , w ith o l d e r c h i l d r e n p r o d u c in g more c r e a t i v e p r o d u c t s . The a s p e c t o f c r e a t i v i t y m e a su re d i n t h i s s tu d y a p p e a rs t o be c lo s e l y r e l a t e d t o w h at i s c a l l e d e l a b o r a t i o n i n m odern c r e a t i v i t y t e s t s . A n o th e r e a r l y s tu d y of t h e two to f o u r age g ro u p fo und a s i m i l a r r e l a t i o n s h i p betw een i m a g in a tiv e b e h a v i o r and c h r o n o l o g i c a l a g e . Markey (5 3 ) o b ta in e d c o r r e l a t i o n c o e f f i c i e n t s o f .6 0 and h ig h e r by tim e -s a m p lin g t h e c h i l d r e n 's p la y b e h a v i o r . I n a r e p l i c a t i o n o f one o f T o r r a n c e 's e le m e n ta r y s c h o o l s t u d i e s F u q u a (2 1 ) compared c h i l d r e n i n g r a d e s f o u r and s i x from a low so cio eco n o m ic a r e a . He fo u n d t h a t any d i f f e r e n c e s b e tw ee n the g ro u p s on t h e M in n e s o ta T e s t s o f C r e a t i v e T h in k in g were i n f a v o r o f g r a d e s i x . S i m i l a r f i n d i n g s , u s in g ITOC, The I n d i v i d u a l T e s t o f C r e a t i v i t y , as t h e t e s t in s tr u m e n t, w ere r e p o r t e d i n a s tu d y by S in g h (7 4 ) i n w hich th e s c o r e s o f f i r s t and. s i x t h ; g r a d e c h i l d r e n w ere com pared. A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f t h e o l d e r g ro u p was fou n d i n t e n o f t h e tw e lv e : s u b t e s t s . The two e x c e p tio n s w ere i n th e v e r b a l s u b t e s t s o f R e d e f i n i t i o n and F l e x i b i l i t y . A lth o u g h one m ig h t e x p e c t an im proved l e v e l o f c r e a t i v e p e rfo rm a n c e t o accompany i n c r e a s i n g a g e , t h e r e 24 seems to be i n s u f f i c i e n t e v id e n c e a t t h i s tim e . S tu d ie s have shown b o th s i g n i f i c a n t s c o r e im provem ent w ith age and l i t t l e o r n o n - s i g n i f i c a n t im p ro v em en t. Only i n t h e two to f o u r - y e a r - o l d g ro u p a re t h e f i n d i n g s o f im provem ent w ith i n c r e a s i n g age c o n s i s t e n t ; a lth o u g h i t i s n o t c l e a r hoW 'the t e s t s o f t h e s e o l d e r s t u d i e s r e l a t e t o t o d a y ’s t e s t s . Many o f th e s t u d i e s re v ie w e d c a l l e d f o r t h e s e r i e s o f l o n g i t u d i n a l s t u d i e s w h ich may g iv e a more d e f i n i t i v e a n sw e r. The R e l a t i o n s h i p B etw een Sex and P erfo rm an ce on C r e a t i v i t y T e s ts Are th e p a t t e r n s o f p e rfo rm a n c e on t e s t s o f c r e a t i v i t y d i f f e r e n t f o r boys t h a n f o r g i r l s ? T h e re i s a common a ssu m p tio n t h a t g i r l s e x c e l i n v e r b a l and boys i n p e rfo rm a n c e t e s t s o f i n t e l l i g e n c e ; a lth o u g h many s t u d i e s r e f u t e th e g e n e r a l i z a t i o n . I f s i g n i f i c a n t d i f f e r e n c e s a re fo u n d betw een t h e s e x e s on v a r i o u s m easu res o f c r e a t i v i t y , s e p a r a t e norms may be r e q u i r e d f o r a d e q u a te t e s t i n t e r p r e t a t i o n . I n a summary o f f a c t o r t e s t s i n w hich a sex d i f f e r e n c e i s c l e a r l y e v i d e n t , G u ilf o r d (j50) l i s t s t h r e e f lu e n c y f a c t o r s — DUS, DMQ, and DMS— i n w hich fe m a le s e x c e l . Male s u p e r i o r i t y i s e v id e n t i n f a c t o r DPT, w hich p ro b a b ly c o n t r i b u t e s to f i g u r a l o r n o n v e rb a l t e s t s o f f l e x i b i l i t y , many o f w hich a r e m odeled a f t e r t h e G u ilfo rd i 25 f a c t o r t e s t s . E v id en ce f o r d i f f e r e n t i a l d e v e lo p m e n ta l p a t t e r n s i n t h e c r e a t i v e a b i l i t i e s i s , a t p r e s e n t , v e ry s k e tc h y . At t h e p r e s c h o o l l e v e l , Markey (5 2 ) fo u n d no r e l i a b l e se x d i f f e r e n c e s i n im a g in a tiv e p la y b e h a v io r , w h ile McDowell and Howe (5 0 ) found t h a t g i r l s used p a i n t s more c r e a t i v e l y b u t d id n o t d i f f e r fro m boys i n t h e c r e a t i v e r a t i n g s o f t h e i r c la y p r o d u c t s . S ta r k w e a th e r ( 7 9 ) i n h e r s tu d y o f p r e s c h o o l c h i l d r e n , u s i n g n o n -c o n fo rm ity as t h e i n d i c a t o r o f c r e a t i v i t y , fo u n d m arked se x d i f f e r e n c e s . W hile g i r l s w ere p r i m a r i l y c o n f o r m i s t s , some boys w ere c o n fo rm in g and o t h e r s n o n c o n fo rm in g . C h ild r e n from e le m e n ta ry g r a d e s one th ro u g h t h r e e w ere T o r r a n c e 's ( 8 9 ) s u b j e c t s i n a n a d m i n i s t r a t i o n o f th e P ro d u c t Im provem ent t a s k s . T h e se t a s k s c o n s i s t e d o f a n u r s e 's k i t as a fe m in in e to y , a f i r e t r u c k as a m a s c u lin e ! t o y , and a su p p o s e d ly n e u t r a l dog t o y . At t h e f i r s t i g ra d e l e v e l each sex e x c e lle d i n b o th f lu e n c y and f l e x i b i l i t y on t h e to y a s s o c i a t e d w ith t h a t s e x . F o r t h e dog, I t h e g i r l s showed a s l i g h t s u p e r i o r i t y . At t h e second and j t h i r d g ra d e l e v e l s t h e boys g a in e d b o th i n f lu e n c y and f l e x i b i l i t y . T o rra n c e r e p o r t s : P e rh a p s th e m ost s u r p r i s i n g f i n d i n g o f t h e s tu d y i s th e i n c r e a s i n g s u p e r i o r i t y o f bo y s o v e r g i r l s on t h i s ty p e o f t h in k i n g , b e g in n in g w ith th e seco n d g r a d e . I t w i l l be r e c a l l e d t h a t by th e j t h i r d g r a d e , boys ten d e d t o p ro d u c e more i n v e n t i v e i d e a s th a n g i r l s f o r a l l t h r e e t o y s . ( 8 9 : 1 0 8 ) j 26 I n a s tu d y i n w hich s i x h y p o th e s iz e d s e m e n tic f a c t o r s w e re i n v e s t i g a t e d , a t th e f i r s t g ra d e l e v e l , ^ M c C a rtin and M eyers (4 9 ) found two d iv e r g e n t f a c t o r s , DM U and DMS, c l e a r l y d i f f e r e n t i a t e d . I n th e t e s t s o f DMU, e s s e n t i a l l y f l u e n c y m easu res, boys had. h i g h e r mean s c o r e s o n f o u r o f t h e s i x t e s t s b u t th e d i f f e r e n c e s w ere n o t s i g n i f i c a n t . A h i g h e r v a r i a b i l i t y was fo u n d among boys i n a l l b u t one o f t h e t e s t s o f f lu e n c y . S t u d i e s i n t h e u p p e r e le m e n ta ry g r a d e s h av e y i e l d e d c o n f l i c t i n g r e s u l t s . Yamamoto and C h im b id is (1 0 9 ), u s in g t h e T o r ra n c e T e s t s o f C r e a tiv e T h in k in g i n a f i f t h g ra d e s t u d y , d id n o t f i n d any c l e a r se x d i f f e r e n c e i n e i t h e r a v e r a g e o r h ig h IQ p u p ils i n c o r r e l a t i o n s b e tw e e n c r e a t i v i t y s c o r e s , IQ s c o r e s and ach iev e m e n t t e s t s c o r e s . I n a f a c t o r a n a l y s i s o f t h i s d a ta , Yamamoto and F r e n g e l ( 1 1 0 ) f i r s t a n a ly z e d t h e s i x d i f f e r e n c e s b e tw ee n t h e tw e n ty -o n e mean s c o r e s d e r iv e d from th e s ix t e s t t a s k s . Mean s c o r e s w ere n o t s i g n i f i c a n t o n t h r e e v a r i a b l e s . On 11 v a r i a b l e s , b o y s ' means w ere s i g n i f i c a n t l y h i g h e r t h a n g i r l s ' and g i r l s , i n t u r n s c o r e d s i g n i f i c a n t l y h i g h e r on th e re m a in in g s e v e n v a r i a b l e s th a n b o y s . ( 1 1 0 :2 2 2 ) I t was r e p o r t e d t h a t t h e r e was no c l e a r p a t t e r n ' t o t h e sex d i f f e r e n c e s . W a lla c h and Kogan ( 9 6 ), i n a n o th e r f i f t h g r a d e s tu d y r e p o r t e d s i g n i f i c a n t se x d i f f e r e n c e s o n o n ly one o f t h e i r f i v e c r e a t i v i t y "g am es." The d i f f e r e n c e s , i n f a v o r o f b o y s, were i n b o th Number, an untim ed. v e r b a l flu e n c y } m ea su re , and i n U n iq u e n e s s , v e r b a l o r i g i n a l i t y d e te rm in e d by t h e s t a t i s t i c a l commonness o f th e r e s p o n s e . At th e u p p e r e le m e n ta ry l e v e l , Sm ith and N e isw o rth ( 7 7 ) t e s t e d s i x t y i n t e l l e c t u a l l y s u p e r i o r c h i l d r e n m atched w ith s i x t y norm al c h i l d r e n on r a c e , s e x , so c io ec o n o m ic s t a t u s and sc h o o l f a c t o r s , u s i n g s e v e n G u ilf o r d t e s t s and t h e T o rra n c e C i r c l e s T e s t . F ew er s i g n i f i c a n t se x d i f f e r e n c e s o c c u rre d th a n would, h av e b e e n e x p e c te d by chance i n th e 154 s e p a r a t e c o m p a r is o n s . M ales showed s u p e r i o r i t y on t h e s e n s i t i v i t y t o p ro b le m s t e s t and fe m a le s w ere s u p e r i o r on word f l u e n c y . G if te d fe m a le s w ere a ls o s u p e r i o r on n o n - v e r b a l f l e x i b i l i t y and. norm al m ales on n o n - v e r b a l f l u e n c y . From a r e c e n t c r o s s - c u l t u r a l stu d y o f s i x t h g ra d e p u p i l s by M earig (55), comes t h e s u g g e s t i o n t h a t demon s t r a t e d se x d i f f e r e n c e s i n c r e a t i v i t y t e s t s sh o u ld be c a r e f u l l y e v a lu a te d i n te rm s o f t h e p o p u l a t i o n m ea su re d . The c l e a r s u p e r i o r i t y o f th e U n ite d S t a t e s fe m a le s on f l u e n c y , f l e x i b i l i t y and o r i g i n a l i t y i n th e T o rra n c e v e r b a l t e s t s was i n c o n t r a s t t o r e s u l t s f o r th e I s l e o f Skye sam ple i n w hich t h e r e w ere no s i g n i f i c a n t sex d i f f e r e n c e s . No c o n s i s t e n t e v id e n c e f o r th e s u p e r i o r i t y o f c h i l d r e n o f e i t h e r se x o n c r e a t i v i t y t e s t s y e t e x i s t s 28 a lth o u g h b o y s, more o f t e n t h a n g i r l s , h a v e b e e n fo u n d t o h ave a g r e a t e r v a r i a b i l i t y o f s c o r e s and s c o r e s i g n i f i c a n t l y h i g h e r on v e r b a l f lu e n c y and f l e x i b i l i t y . The c o n s t r u c t l a b e l s a p p e a r t o c o n fu s e t h e i s s u e s i n c e a f lu e n c y s c o r e f o r one t a s k seem s u n r e l a t e d t o su c h a s c o r e on a n o th e r t a s k . The s e n s i t i v i t y o f c h i l d r e n t o t h e a p p r o p r i a t e n e s s o f t a s k s to t h e i r s e x may a l s o le a d t o u n s u s p e c te d b i a s i n t e s t s c o r e s . The R e l a t i o n s h i p B etw een A dvantaged o r D isa d v a n ta g e d S t a t u s and P e rfo rm a n c e o n C r e a t i v i t y T e s t s The r e l a t i o n s h i p b e tw ee n t h e s o c i a l c l a s s o r " a d v a n ta g e " s t a t u s o f c h i l d r e n and t h e i r p e rfo rm a n c e on t e s t s o f c r e a t i v i t y h as r e c e iv e d some s tu d y and. may be c o n s id e r e d a p a r t o f th e c o n tin u in g i n v e s t i g a t i o n o f a l l i n t e l l e c t u a l t r a i t s i n t h e i r r e l a t i o n s h i p t o s o c i a l c l a s s . Much o f t h i s r e s e a r c h h a s p ro b a b ly b e e n m o tiv a te d by th e n o t i c e a b l e p o o r s c h o o l a c h ie v e m e n t r e c o r d o f many s o - c a l l e d " d is a d v a n ta g e d " c h i l d r e n and t h e h ig h s c h o o l d r o p o u t r a t e among them . I n th e f o l lo w in g s t u d i e s , n e i t h e r t h e c r i t e r i a f o r " d is a d v a n ta g e d " n o r t h e m easu re o f c r e a t i v i t y was fo u n d t o be c o n s i s t e n t from s tu d y t o s t u d y . U sin g a f a c t o r i a l a n a l y s i s o f v a r i a n c e d e s ig n , S a v o c a (7 2 ) com pared t h e c r e a t i v e a b i l i t y o f f o u r - y e a r - o l d s from d i f f e r e n t so c io e c o n o m ic l e v e l s . The s o c i o - 29 econom ic s t a t u s i n d i c e s o f 0 - 3 and 5 -7 w ere c h o sen f o r c o m p a riso n g r o u p s . P o u r t a s k s w ere p r e s e n te d w h ich could. be scored, f o r f o u r o f t h e d i v e r g e n t f a c t o r s i s o l a t e d by G u ilf o r d : s e m a n tic f l e x i b i l i t y , f lu e n c y , o r i g i n a l i t y , and f i g u r a l f l e x i b i l i t y . T hose c h i l d r e n o f h ig h e r s t a t u s sc o re d s i g n i f i c a n t l y h i g h e r t h a n th o s e o f th e lo w e r s t a t u s g ro u p . S a v o c a c o n c lu d e d t h a t : . . . c u l t u r a l d e p r i v a t i o n , i n term s o f t h e en v ir o n m e n ta l c o n d i t i o n s r e s u l t i n g from th e p a r e n t a l e d u c a ti o n and o c c u p a tio n , h a s a n e g a tiv e e f f e c t on t h e d i v e r g e n t t h i n k i n g o f p r e s c h o o l c h i l d r e n . (7 2 :2 3 2 7 ) I n a s tu d y u s i n g Negro and w h ite f i r s t and s i x t h g ra d e c h i l d r e n o f a d v a n ta g e d and d is a d v a n ta g e d s t a t u s , S in g h (7^0 com pared t h e i r p e rfo rm a n c e on The I n d i v i d u a l T e s t o f C r e a t i v i t y , ITOC. On f i v e o f th e s i x v e r b a l s u b - t e s t s — R e d e f i n i t i o n , F lu e n c y , F l e x i b i l i t y , E l a b o r a t i o n , and S e n s i t i v i t y t o P ro b le m s— t h e d is a d v a n ta g e d g roup s c o re d s i g n i f i c a n t l y h i g h e r . On v e r b a l O r i g i n a l i t y th e r e v e r s e was t r u e . On p e rfo rm a n c e t e s t s S in g h fou n d th e a d v a n ta g e d g ro u p mean s c o r e s i g n i f i c a n t l y h i g h e r on two o f th e s i x t e s t s , F l e x i b i l i t y and O r i g i n a l i t y , w h ile t h e d is a d v a n ta g e d s c o r e d s i g n i f i c a n t l y h ig h e r on R e d e f i n i t i o n . C o n t r a s t i n g r e s u l t s w ere fou nd by Sm ith (7 ^ ) j u s in g a d i f f e r e n t i n s t r u m e n t , i n h i s stu d y o f Negro and w h ite f i f t h g r a d e p u p i l s . F o r t h e w h ite p o p u l a t i o n , w ith e i t h e r I .Q . o r a c h ie v e m e n t c o v a r ie d , t h o s e o f h i g h e r 30 so c io e c o n o m ic s t a t u s m easured s i g n i f i c a n t l y h i g h e r on t h e v e r b a l c r e a t i v i t y t a s k s w h ile th o s e o f lo w e r s t a t u s m easured s i g n i f i c a n t l y h ig h e r o n t h e p e rfo rm a n c e , o r non v e r b a l , t a s k s . F o r Negro p u p i l s t h e r e w ere no s i g n i f i c a n t d i f f e r e n c e s b e tw ee n th e c r e a t i v i t y s c o r e s o f h i g h e r o r lo w e r s t a t u s c h i l d r e n . The i n s t r u m e n t used i n t h i s stu d y was a c o l l e c t i o n o f e i g h t p a p e r and p e n c i l t e s t s s e le c te d , from t h o s e d e v e lo p e d by G u ilf o r d and T o r ra n c e . Fuqua ( 2 1 ) , r e p l i c a t i n g a T o rra n c e s tu d y w ith a sam ple s e l e c t e d from a s c h o o l c l a s s i f i e d as o f low s o c i o econom ic s t a t u s , found t h a t h i s r e s u l t s d i f f e r e d from th o s e o f T o rra n c e i n s e v e r a l i n s t a n c e s t h a t m ig h t be a t t r i b u t a b l e t o th e so c io e c o n o m ic s t a t u s d i f f e r e n c e s b e tw e e n th e Fuqua and T o rra n c e p o p u l a t i o n s . W hile d i f f e r e n c e s i n i n t e l l i g e n c e o r a c h ie v e m e n t b e tw ee n g ra d e s f o u r and s i x w ere i n f a v o r o f g ra d e s i x , any d i f f e r e n c e s i n c r e a t i v i t y , as m easu red by th e M in n e s o ta T e s t s o f C r e a tiv e T h in k in g , w ere i n f a v o r o f g r a d e f o u r . I t a l s o was i n d i c a t e d t h a t s u c c e s s on a c h ie v e m e n t t e s t s f o r t h i s lo w e r s t a t u s g ro u p was n o t a f u n c t i o n o f a p t i t u d e a lo n e b u t o f a p t i t u d e and c r e a t i v e a b i l i t y . U sin g th e same i n s t r u m e n t , C i c e r e l l i (10) e v a l u a te d th e d i f f e r e n c e s found b e tw e e n h ig h and low s o c io econom ic g ro u p s , as d e te rm in e d by a r e a o f r e s i d e n c e and 31 p a t e r n a l o c c u p a tio n , o f s i x t h g ra d e p u p i l s . The two g ro u p s d i d n o t d i f f e r s i g n i f i c a n t l y on t h r e e o f f o u r f a c t o r s w h ic h had b e e n se p a ra te d , from e i g h t s u b s c o r e s . On t h e f o u r t h , c a l l e d NVE f o r n o n v e rb a l e l a b o r a t i o n , th e h ig h so c io e c o n o m ic g ro u p sc o re d s i g n i f i c a n t l y h i g h e r , as i t d id on I .Q . T h a t t h e u s u a l i n d i c e s o f so c io e c o n o m ic s t a t u s , d e v e lo p e d i n fo rm e r y e a r s , may n o t be a p p r o p r i a t e t o t o d a y ’s s o c i a l and w ork s t r u c t u r e h a s b e e n s u g g e s te d by S ch m ad el. (7 3 ) I t may a ls o be t h a t f o r any c l e a r p a t t e r n s to em erge g e o g r a p h ic a l r e s id e n c e may h av e t o be c o n s i d e r e d . I t i s p o s s i b l e t h a t t h e low s t a t u s c h i l d r e n o f one p a r t o f t h e c o u n tr y a re n o t e q u iv a le n t enough i n b ack g ro u n d and e x p e r i e n c e s to be compared w ith t h o s e fro m d i f f e r e n t r e g i o n s . The R e l a t i o n s h i p B etw een Measured. I n t e l l i g e n c e “ " and P erfo rm an ce on C r e a t i v i t y T e s t s Much h a s b e en w r i t t e n a b o u t th e r e l a t i o n s h i p b e tw e e n i n t e l l i g e n c e and c r e a t i v i t y , b o th a s m easured by t e s t s and as m a n if e s te d i n i n d i v i d u a l l i v e s . W hile c o r r e - ; l a t i o n c o e f f i c i e n t s b etw een e x i s t i n g t e s t s o f c r e a t i v i t y and o f i n t e l l i g e n c e hav e been foun d to b e g e n e r a l l y low , a h ig h I .Q . h a s b e en d e m o n stra te d t o be a lm o s t a n e c e s s a r y c o n d i t i o n f o r h ig h c r e a t i v e p r o d u c t i v i t y i n t h e f i e l d s m ost commonly s t u d i e d . G u ilfo rd e x p l a i n s why t h i s .....................I 32 r e l a t i o n s h i p i s t o be e x p e c te d i n such g r o u p s : Among o u t s t a n d i n g l y c r e a t i v e p ro d u c e rs i n th e g e n e r a l p o p u l a t i o n a h i g h p r o p o r t i o n o f h ig h IQ i n d i v i d u a l s i s u s u a l l y n o te d w here t h e f i e l d s have b e en s c i e n c e , w r i t i n g , o r a r c h i t e c t u r e , f o r exam ple. T h is r e l a t i o n s h i p i s to be e x p e c te d , f o r a c o lle g e e d u c a t i o n i s a lm o s t e s s e n t i a l f o r i n d i v i d u a l s t o e n t e r such, p r o f e s s i o n s i n th e s e t i m e s . The members o f t h e c r e a t i v e p r o f e s s i o n s have t h e r e f o r e p a s s e d o v e r some h ig h academ ic h u r d l e s , w hich th e y c o u ld n o t have done w ith o u t h a v in g a b o v e -a v e ra g e I Q s . B u t p a s s i n g th o s e h u r d le s i s no a s s u r a n c e o f c r e a t i v e s u c c e s s . And i t i s s t i l l p o s s i b l e f o r an i n d i v i d u a l to become d i s t i n g u i s h e d i n some a r e a s o f c r e a t i v e e n d e a v o r, su ch as i n v e n t i n g and com posing, p e rh a p s p a i n t i n g , w i t h o u t p a s s i n g h ig h academ ic h u r d le s and. p re s u m a b ly w i t h o u t an e x c e p tio n a lly h ig h IQ . ( 3 0 :1 6 8 ) S tu d ie s o f t e n r e p o r t I .Q . c o r r e l a t i o n s with, a t o t a l c r e a t i v i t y s c o r e , m aking i t d i f f i c u l t t o compare r e s u l t s s i n c e t h i s c r e a t i v i t y s c o r e may c o n s i s t o f d i f f e r e n t s u b t e s t c o m b in a tio n s i n e a c h s t u d y . T o rra n ce comments on h is s u rv e y o f su c h s t u d i e s . T hese d a t a im p r e s s one w ith t h e f u t i l i t y o f d o in g sim p le c o r r e l a t i o n s t u d i e s o f th e r e l a t i o n s h i p b e tw ee n m e a s u re s o f i n t e l l i g e n c e and c r e a t i v e t h i n k i n g a b i l i t y . The n a tu r e o f bo th k in d s o f m e a su re s, th e s e x and age o f th e s u b j e c t s , th e ra n g e o f t h e i n t e l l i g e n c e t e s t s c o r e s , and m o t i v a t i o n a l f a c t o r s m ust be con s i d e r e d . (9 0 :1 4 7 ) The m edian c o r r e l a t i o n c o e f f i c i e n t b etw een 178 m easures o f i n t e l l i g e n c e and t o t a l o r c o m p o site c r e a t i v i t y s c o r e s i n T o r r a n c e ’s c o l l e c t i o n w as .2 0 , w h ile th e m edian f o r v e r b a l c r e a t i v i t y s c o r e s w as .2 1 and f o r f i g u r a l c r e a t i v i t y s c o re s .0 6 . He c o n c lu d e d t h a t th o u g h th e ra n g e o f 33 c o r r e l a t i o n s i n th e c o l l e c t e d s t u d i e s c o n ta in e d h i g h e r and lo w e r c o e f f i c i e n t s th a n h e had o b ta in e d i n h i s own s t u d i e s , t h e c e n t r a l te n d e n c i e s w ere v e ry s i m i l a r . I n su m m arizin g t h e f i n d i n g s o f h i s own s t u d i e s , T o r ra n c e h a s fo u n d : . . . s m a ll b u t p o s i t i v e and so m etim es s t a t i s t i c a l l y s i g n i f i c a n t r e l a t i o n s h i p s b e tw ee n t h e s e two ty p e s o f m e a su re s. The r e l a t i o n s h i p s have b e e n c o n s i s t e n t l y h ig h e r f o r g i r l s t h a n f o r b o y s, f o r th e lo w e r h a l f o r lo w e r q u a r t e r o f th e i n t e l l i g e n c e continuum t h a n f o r th e u p p e r h a l f o r q u a r t e r , f o r v e r b a l t h a n f o r f i g u r a l m e a su re s, and f o r f lu e n c y and e l a b o r a t i o n t h a n f o r o r i g i n a l i t y . . . . (9 0 :1 4 7 ) S e v e r a l common p ro c e d u r e s u se d i n s t u d y in g t h e i n t e l l i g e n c e - c r e a t i v i t y r e l a t i o n s h i p hav e b e e n n o te d as s o u r c e s o f b i a s e d f i n d i n g s . The c o r r e l a t i o n s b e tw e e n m e a s u re s , as R ip p le and May ( 6 8 ) p o i n t o u t , i s , i n p a r t , a f u n c t i o n o f t h e v a r i a b i l i t y o f t h e g ro u p s s t u d i e d . When th e ra n g e o f I . Q . s i n t h e s tu d y p o p u l a t i o n i s lim ite d ., t h e c o r r e l a t i o n b etw een I .Q . and c r e a t i v i t y w i l l be u n d e r - e s t i m a t e d . A n o th e r p o t e n t i a l s o u rc e o f b ia s e d c o r r e l a t i o n s , i n d i c a t e d by W allach and. Kogan (9 5 ) , i s t h e common u s e o f a t o t a l raw c r e a t i v i t y s c o r e w hich i s c o r r e l a t e d w ith t h e I .Q . s c o r e . Such a c o r r e l a t i o n w i l l be an u n d e r e s t i m a t e , s i n c e th e I .Q . s c o r e h as an age c o r r e c t i o n and t h e c r e a t i v i t y s c o r e does n o t . W alla ch and Kogan s u g g e s t t h a t s c a le d c r e a t i v i t y s c o r e s f o r e a c h age would, g iv e a t r u e r p i c t u r e . The u n r e l i a b i l i t y o f c u r r e n t t e s t s o f c r e a t i v i t y i s a t h i r d s o u r c e o f e r r o r i n I Q - c r e a t i v i t y c o r r e l a t i o n s t u d i e s . Yamamoto (1 0 6 ), i n a p a r t i a l r e p l i c a t i o n o f th e R ip p le and May s t u d y , made s t a t i s t i c a l c o r r e c t i o n s f o r b o th r e s t r i c t i o n o f ra n g e and a t t e n u a t i o n , w hich r e s u l t e d i n h i g h e r c o r r e l a t i o n c o e f f i c i e n t s . W ith two p o o le d g ro u p s o f 4 6 l and 827 f i f t h g ra d e s u b j e c t s , w ith I . Q . s r a n g in g from below 90 t o o v e r 1;50, th e c o r r e c t e d c o r r e l a t i o n s w ere above . 5 0 . F o r su b g ro u p s " t h e r e was a c o n s i s t e n t d e c r e a s e i n t h e s i z e o f c o r r e l a t i o n as th e I .Q . l e v e l o f su b g ro u p s became h ig h e r " (1 0 6 :3 0 4 ) . I n two g ro u p s o f I .Q . 1^1 and above, c o r r e c t e d c o r r e l a t i o n s w ere .1 6 and . 0 9 * I n t h e many s t u d i e s o f t h e i n t e l l i g e n c e - c r e a t i v i t y r e l a t i o n s h i p , a ro u g h g r o u p in g c a n be made by t h e s t a t i s t i c a l t r e a t m e n t g iv e n to th e d a t a . Most o f t h e p e r t i n e n t s t u d i e s h av e u se d one o r more o f t h e f o l lo w in g p r o c e d u r e s : c o r r e l a t i o n o f t h e I .Q . and c r e a t i v i t y t e s t s c o r e s o f a c o m p le te g ro u p — as summarized, by T o r ra n c e , c o m p a riso n o f t h e I . Q . - c r e a t i v i t y t e s t c o r r e l a t i o n s o f g ro u p s s t r a t i f i e d by I .Q . l e v e l , a co m p a riso n f o r s i g n i f i c a n t d i f f e r e n c e s o f t h e mean c r e a t i v i t y s c o r e s o f d i f f e r e n t I .Q . l e v e l s — u s u a l l y an a n a l y s i s o f v a r ia n c e p r o c e d u r e , and' a ' f a c t o r a n a l y s i s a p p ro a c h w hich exam ines 35 d a t a f o r p o s s i b l e common f a c t o r v a r i a n c e i n t h e I . Q . and c r e a t i v i t y t e s t s employed.. C om parisons o f Mean C r e a t i v i t y S c o r e s — Croups S t r a t i f i e d , by I.Q. LeveT I n a f i f t h g ra d e s t u d y , S m ith and N e isw o rth (77) m atched s i x t y ''b r i g h t ” p u p i l s (Mean I .Q . 1 2 5 ) w ith i n t e l l e c t u a l l y norm al p u p i l s (Mean I .Q . 102) f o r s e x , r a c e , so c io e c o n o m ic s t a t u s , s c h o o l and. c la s s ro o m s e t t i n g . The e v a l u a t i o n in s tr u m e n ts u se d w ere t h e K uhlm an-A nderson I n t e l l i g e n c e T e s t , e i g h t f a c t o r t e s t s from G u i l f o r d 's b a t t e r y and th e T o rra n c e C i r c l e s T e s t . I n an a n a l y s i s o f v a r i a n c e , t h e b r i g h t p u p i l s ex ce ed e d t h e n o rm al p u p i l s , a t t h e .0 5 l e v e l o f c o n f id e n c e , on e i g h t o f t h e v e r b a l c r e a t i v i t y m e a su re s. T h e re w ere no s i g n i f i c a n t d i f f e r e n c e s on t h e n o n - v e r b a l t e s t s o f c r e a t i v i t y . S is k (75) d iv id e d , a s i x t h g r a d e g ro u p i n t o t h r e e l e v e l s based, on t h e i r C a l i f o r n i a T e s t o f M en tal M a tu r ity I .Q . s c o r e s . The I .Q . l e v e l s w ere h ig h (125 and. a b o v e ), a v e ra g e (1 0 5 -1 1 5 ), and. low (b elo w 9 0 ) . I .Q . was found, s i g n i f i c a n t l y r e l a t e d , a t t h e .0 0 1 l e v e l , to s c o r e s on G u ilf o r d t e s t s o f f l e x i b i l i t y and o r i g i n a l i t y . W ith s i m i l a r s t r a t i f i c a t i o n o f s e v e n th g ra d e p u p i l s on O tis I .Q . s c o r e s , K la u sm e ie r and W iersm a (45) fou n d s i g n i f i c a n t d i f f e r e n c e s b e tw e e n I .Q . l e v e l s on se v e n o f e i g h t s c o r e s on G u ilf o r d t e s t s o f f l u e n c y , 36 f l e x i b i l i t y and c le v e r n e s s ( o r i g i n a l i t y ) , and two s e n te n c e im provem ent s c o r e s . The d i f f e r e n c e s i n b o th t h e S is k and t h e K la u sm e ie r and W iersma s t u d i e s w ere i n f a v o r o f th e h i g h e r I .Q . g ro u p s . F a c t o r A n a ly s is A num ber o f s t u d i e s h av e b e e n made i n w hich f a c t o r a n a l y t i c p ro c e d u r e s w ere used to d e te r m in e th e d e g re e to w hich I .Q . and c r e a t i v i t y t e s t s a r e m e a su rin g common c o g n i t i v e f a c t o r s , a l b e i t i n d i f f e r e n t w ays. S in c e 1 o n ly th o s e f a c t o r s w h ich a re e n te r e d i n t h e b a t t e r y c an em erge i n t h e a n a l y s i s , d i f f e r e n t r e s u l t s w i l l o c c u r w ith t h e u s e o f d i f f e r e n t s e t s o f t e s t s o r s u b t e s t s , m aking a c o m p a ris o n o f s t u d i e s d i f f i c u l t . F o llo w in g t h e G u ilf o r d S t r u c t u r e - o f - I n t e l l e c t m odel i n an i n v e s t i g a t i o n o f s e m a n tic f a c t o r s a t t h e f i r s t g r a d e l e v e l , M c C a rtin and M eyers (4 9 ) w ere a b le t o demon s t r a t e two d i v e r g e n t f a c t o r s , DM U and DMS, s e p a r a t e from t h e c o n v e rg e n t f a c t o r s N M U and MJS w hich in c lu d e d s e v e r a l i n t e l l i g e n c e m e a s u re s . The c l e a r e s t f i n d i n g s o f t h i s s tu d y a r e t h e demon s t r a t i o n s o f h y p o th e s iz e d d i v e r g e n t p r o d u c t i o n f a c t o r s . T h ese s to o d o u t s h a r p ly from e a c h o t h e r and from o t h e r f a c t o r s . The f i n d i n g was made on c h i l d r e n r a n g in g i n v e r b a l IQ from 60 t o 154 w ith a mean n o t much o v e r 1 0 0, and. may s u r p r i s e some who h av e b e li e v e d t h a t , a t y o u n g e r a g es and a t I Q ’ s u n d e r 100, " c r e a t i v e 1 ’ a b i l i t y i s n o t d i s t i n c t fro m " IQ ." (4 9 :9 2 ) 31 A d i f f e r e n t i n t e r p r e t a t i o n was made by L o v ell arsd (^ 6 ), in a 3tudy o f e i g h t t o te n - y e a r - o l d g i f t e d E n g lish p u p i l s . The i n v e s t i g a t o r s r e p o r te d t h a t : . d iv e r g e n t th in k i n g c a n n o t be a cc o u n te d f o r by one dim ension ; r a t h e r t h e a b le p u p i l i s c r e a t i v e to d i f f e r e n t d e g r e e s a c c o rd in g to th e %mk t h a t is s e t him . . . t h e p r e s e n t e v id e n c e is c l e a r t h a t a g r e a t p a r t o f t h e ' i d e n t i f i e d v a ria n c e of th e s e t e s t s i s a c c o u n te d f o r by a c e n t r a l i n t e l l e c t i v e com ponent, w hich i s common to a c o n v e n tio n a l t e s t o f i n t e l l i g e n c e , to ta s k s in v o lv in g l o g ic a l th in k i n g and t o t e s t s o f t t i o a l a t t a i n m e n t . ( 4 6 :2 0 7 ) 3 l * i l a r c o n c lu s io n s w ere draw n by Ward ( 9 8 ) a f t e r f a c t o r . a n a ly s is o f W allach and K o g a n 's c r e a t i v i t y c o r r e l a t i o n s ( 9 7 ). As in th e p r e c e d in g s t u d y , how ever, r o t a t i o n c le a r l y s e p a r a te d c r e a t i v i t y from i n t e l l i g e n c e ' m e a s u re s . Ward c o n c lu d e s t h a t " th e m u l t i f a c t o r i a l n a tu r e o f c r e a t i v i t y i s once a g a in d e m o n s tra te d d e s p i t e th e p re s e n c e o f two a p p a r e n tly n e a r o r th o g o n a l and e a s i l y i d e n t i f i a b l e a c t s of m e a s u re s ." ( 9 8 :2 8 2 ) Using G u ilfo rd and RAT c r e a t i v i t y t e s t and t h e Cai i f o r n i a Teat o f M ental M a tu r ity t o t a l I . Q . , t o g e t h e r w ith o t h e r t e a t s , P le s c h e r ( l 8 ) fou n d t h a t s e v e r a l o rth o g o r.a l f a c t o r s c o n tr i b u te d t o th e v a r i a n c e o f th e t o t a l c r e a t i v i t y s c o r e , w h ile I .Q . lo a d e d m ainly on one f a c t o r - - s h a r e d w ith a ch iev e m e n t m e a s u re s . The f a c t t h a t d i f f e r e n t c r e a t i v i t y s u b t e s t s p ro v e d t o be q u i t e i n d e pendent m easures o f d i f f e r e n t t h i n g s was su g g e ste d as a posa:r>:« e x p la n a tio n o f " i n c o n s i s t e n t f i n d i n g s on c r e a t i v i t y among d i f f e r e n t i n v e s t i g a t o r s 38 ( 1 8 : 2 6 5 ) C o r r e l a ti o n o f I . Q . and C r e a t i v i t y T e s t S c o re s W hile some i n v e s t i g a t o r s u sed c o r r e l a t i o n as t h e i r s i n g l e m easure o f th e r e l a t i o n s h i p b etw een i n t e l l i g e n c e and. c r e a t i v i t y t e s t s c o r e s , o th e r s computed th e s i g n i f i cance o f th e r e l a t i o n s h i p o r added o t h e r p ro c e d u re s to a id i n t e r p r e t a t i o n o f t h e o b se rv e d c o r r e l a t i o n s . S tu d ie s i n w hich th e ra n g e o f I . Q . ' s was r e s t r i c t e d w i l l be review ed w ith s t r a t i f i e d I .Q . i n v e s t i g a t i o n s . T here i s u n u s u a l agreem ent among th e c o r r e l a t i o n c o e f f i c i e n t s o b ta in e d i n t e s t s o f u n s e le c te d g ro u p s o f sc h o o l c h i l d r e n w i t h a w ide ran g e o f I . Q . ’s . T h is i s t r u e d e s p i t e th e v a r i e t y o f c r e a t i v i t y and i n t e l l i g e n c e t e s t s u sed i n t h e d i f f e r e n t s t u d i e s . Low and s i g n i f i c a n t c o r r e l a t i o n s w ere r e p o r t e d by M cC artin and Meyers (49) u s in g t h e WISC V e rb a l I .Q . w ith f i r s t g ra d e c h il d r e n , Yamamoto (106) and Yamamoto and C him bidis (109) i n c o r r e l a t i o n s o f th e L o rg e -T h o rn d ik e and M in n e so ta T e s ts o f C r e a tiv e T h in k in g a t t h e f i f t h g ra d e l e v e l , Fuqua (21) i n a stu d y o f f o u r t h and s i x t h g ra d e p u p i l s u s in g th e M in n eso ta N o n -v e rb a l T e s t s and th e C a l i f o r n i a T e s t o f M ental M a tu rity , and I s c o e and P ie r c e - J o n e s (3 8 ) u s in g U nusual Uses and WISC t e s t s c o r e s f o r f i v e to n i n e - y e a r - o ld s . 39 A s l i g h t b u t s i g n i f i c a n t c o r r e l a t i o n was found by Mayhon (5 2 ) i n a n i n th g ra d e s tu d y u s i n g th e CTM M and M in n e so ta T e s ts and by M cC artin and M eyers (4 9 ) when t h e Peabody P i c t u r e V ocabulary T e s t was t h e I .Q . m ea su re . C o n t r a s ti n g , f in d in g s w ere r e p o r te d by Pogue ( 6 5 ) and F uqua (21) f o r u p p e r e le m e n ta ry s c h o o l p u p i l s t e s t e d w ith t h e M in n e so ta T e s ts o f C r e a t i v i t y . Pogue found a s i g n i f i c a n t r e l a t i o n s h i p w ith u n s p e c i f i e d I .Q . s c o r e s w h ile P u q u a found n o n - s i g n i f i c a n t c o r r e l a t i o n s w ith th e CTMM. When t h e g ro u p s a re s t r a t i f i e d by I .Q . l e v e l , o r t h e s t u d i e s a re o f a s e l e c te d I .Q . ra n g e , q u i t e d i s t i n c t p a t t e r n s em erge. F o r g i f t e d , o r i n t e l l e c t u a l l y s u p e r i o r c h i l d r e n w i t h I . Q . ' s above 120, n e g l i g i b l e t o s l i g h t c o r r e l a t i o n s w ere found by Yamamoto (1 0 6 ), Yamamoto and C h im b id is (1 0 9 ), P le s c h e r ( 1 8 ), and C la r k , Veldman and T horpe ( l l ) . Sm ith and N eisw o rth (7 7)«# wund c o r r e l a t i o n s r a n g in g from - . 2 2 to .07 f o r v e r b a l c r e a t i v i t y s c o r e s and - . 2 8 t o .2 6 f o r n o n v e rb a l s c o r e s i n t h e i r s tu d y o f s u p e r i o r c h i l d r e n . These f i n d i n g s a r e a ls o i n s u b s t a n t i a l a g reem en t w ith th o s e o f G e tz e ls and J a c k s o n (2j5). The r e l a t i o n s h i p betw een I .Q . and c r e a t i v i t y t e s t s c o r e s i n c r e a s e s as th e I .Q . l e v e l d e c r e a s e s . F o r av erag e a b i l i t y g ro u p s , Yamamoto (106) d is c o v e r e d a low c o r r e l a t i o n w h ile i n th e Smith and N e is w o rth (77) stu d y 4o c o r r e l a t i o n s ran g e d from low t o m o d e ra te . The r e l a t i o n s h ip f o r below a v e ra g e c h i l d r e n h a s n o t been w id ely s tu d ie d b u t Yamamoto (106) r e p o r t s low c o r r e l a t i o n s f o r th e s c o r e s o f c h i l d r e n w i t h I . Q . ’s below 90. The r e l a t i o n s h i p b e tw e e n I .Q . and c r e a t i v i t y t e s t s c o r e s seems t o be f a i r l y c o n s i s t e n t c o n s id e r in g th e v a rio u s i n s tr u m e n ts used i n th e s t u d i e s . I t sh o u ld be k e p t i n mind t h a t t h e s o u r c e s o f b i a s noted, by R ip p le and May (68), Yamamoto (10 6 ) and W allach and Kogan (95) a l l tend to u n d e r e s t i m a t e t h e t r u e r e l a t i o n s h i p . The R e l i a b i l i t y and V a l id i t y of T e s ts o f C r e a t i v i t y The r e l i a b i l i t y o f t e s t s o f c r e a t i v i t y f o r c h i l d re n has r e p e a te d ly b een e v a l u a t e d —w ith v a r i a b le r e s u l t s . S in c e su c h t e s t s a r e g e n e r a l l y o f an op en-ended o r f r e e answ er ty p e , t h e c o n t r i b u t i o n o f th e c o n d itio n s of t e s t a d m i n i s t r a t i o n and s c o r i n g r e l i a b i l i t y to t e s t r e l i a b i l i t y i s g r e a t e r t h a n w i t h th e u s u a l t e s t s o f achievem ent o r i n t e l l i g e n c e . T e s t - r e t e s t r e l i a b i l i t i e s o f from .71 to . 9 5 , f o r a two-week i n t e r v a l , a r e r e p o r t e d i n t h e N orm s-T echnical Manual f o r t h e T o rra n c e T e s t s o f C r e a tiv e T h in k in g . (9^) W ith an e i g h t m onth i n t e r v a l c o r r e l a t i o n s ra n g in g from .5 0 to .8 7 w e re r e p o r t e d f o r g ra d e f i v e p u p i l s . 41 A te n d e n c y f o r th e r e l i a b i l i t i e s o f th e T o rra n c e T e s t s t o be h i g h e r i n th e u p p e r g ra d e s was found by W odtke ( 1 0 1 ) who r e t e s t e d g ra d e s two th ro u g h f i v e a f t e r a s i x m onth i n t e r v a l . C o r r e l a ti o n s f o r th e n o n v e rb a l b a t t e r y w ere .4 6 , .5 4 , .61 and .64 i n a s c e n d in g g r a d e o r d e r , w h ile f o r th e v e r b a l b a t t e r y c o r r e l a t i o n s w ere .61 and .7 5 f o r g r a d e s f o u r and f i v e . A c o e f f i c i e n t o f .79 was used by Yamamoto (106) t o c o r r e c t f o r a t t e n u a t i o n . I t was o b ta in e d fro m th e r e t e s t s o f u p p e r e le m e n ta ry c h il d r e n w ith th e T o r ra n c e t o t a l b a t t e r y a f t e r an e ig h t week i n t e r v a l . W hile a t e s t - r e t e s t s t a t i s t i c , som etim es o b ta in e d w i t h a l t e r n a t e fo rm s, i s th e commonly found r e l i a b i l i t y m e a s u re , o t h e r m ethods o f e s t im a t i n g r e l i a b i l i t y a re o c c a s i o n a l l y u s e d . I n t h e i r f a c t o r a n a l y t i c s t u d i e s , G u i l f o r d and h i s a s s o c i a t e s commonly u se i n t e r c o r r e l a t i o n s o f s e p a r a t e l y tim ed p a r t s o f t e s t s . (22 ) (57) Where t h i s i s n o t p o s s i b l e , o b ta in e d c o m m u n a litie s a r e used a s a lo w e r-b o u n d e s t i m a t e . T h is p r o c e d u re was used by L a u r i tz e n ( 4 5 ) , u s in g G u i l f o r d t e s t s w ith a f i f t h g ra d e g ro u p . She f o u n d : . . . m ost o f th e t e s t r e l i a b i l i t i e s w ere h ig h , o f t h e o r d e r o f .7 0 . They compare f a v o r a b l e w ith r e l i a b i l i t i e s o b ta in e d from o t h e r r e s e a r c h s t u d i e s u s in g A p titu d e s P r o j e c t t e s t s . ( 4 5 :2 7 ) W hile t h e v a l i d i t y o f a t e s t w i l l depend on i t s r e l i a b i l i t y , v a l i d i t y i s a v e x in g m a tte r f o r t e s t s o f 42 c r e a t i v i t y . The A m erican P s y c h o lo g ic a l A s s o c i a t i o n ’s S ta n d a rd s f o r E d u c a tio n a l and P s y c h o lo g ic a l T e s ts and M anuals ( 7 8 ) c l a s s i f i e s t e s t v a l i d i t y — th e d e g re e t o w hich th e t e s t i s a b le to a c h ie v e i t s p u rp o s e — i n t o th r e e ty p e s , each r e q u i r i n g a d i f f e r e n t i n v e s t i g a t i o n . Each o f th e t h r e e ; c o n te n t v a l i d i t y , c r i t e r i o n - r e l a t e d , v a l i d i t y and c o n s t r u c t v a l i d i t y , have some r e le v a n c e to t e s t s of c r e a t i v i t y . C ontent v a l i d i t y , t h e d e g re e t o w hich th e t e s t sam ples t h e u n iv e rs e o f b e h a v io r b e in g m easured, i s d ep en d en t upon a th o ro u g h know ledge o f t h a t u n i v e r s e . S in c e no one p resu m es, a t t h i s tim e , t o have such know ledge o f c r e a t i v i t y , t e s t m a k e rs, a t b e s t , can t r y to in c lu d e m easures o f v a rio u s ty p e s o f a b i l i t i e s which have o f t e n b een found i n 'a d u l t s i d e n t i f i e d as c r e a t i v e . T o rra n c e s t a t e s i n h i s t e s t m anual: To i n s u r e c o n te n t v a l i d i t y , a c o n s i s t e n t and d e l i b e r a t e e f f o r t h as b e e n made t o b a se th e t e s t s t i m u l i , th e t e s t t a s k s , i n s t r u c t i o n s , and s c o r i n g p ro c e d u re s on t h e b e s t th e o r y and r e s e a r c h now a v a i l a b l e . (9 4 :2 4 ) The v a r i e t y and c o m b in a tio n o f m easu res now b e in g used to a r r i v e a t a ’’c r e a t i v i t y ” s c o r e m ust r e f l e c t many d e f i n i t i o n s of c r e a t i v i t y . Yamamoto rem arks on t h i s p o i n t : . . . i t seem s d i f f i c u l t to c la im t h a t th e u n iv e r s e of c r e a t i v e b e h a v io r , as b ro a d ly con c e iv e d , i s f a i r l y and th o ro u g h ly sam pled by th e a v a i l a b l e m e a s u r e s . (1 0 5 :1 9 5 ) 43 The v a l i d i t y w hich would, a llo w e s t i m a t i o n o f a c h i l d ’s a d u l t c r e a t i v e s t a t u s o f o r h i s c u r r e n t o r f u t u r e s t a n d i n g on a n o th e r v a r i a b l e i s c r i t e r i o n - r e l a t e d v a l i d i t y . S e l e c t i o n o f a d e q u a te c r i t e r i a h a s b e en a m a jo r p ro b le m i n c r e a t i v i t y r e s e a r c h . Many s t u d i e s u se c o n c u r r e n t m e a su re s, such a s r a t i n g s , s c h o o l g r a d e s , w ork sa m p le s o r o t h e r t e s t s c o r e s , s i n c e tim e i s r e q u i r e d t o c o m p le te lo n g - ra n g e p r e d i c t i v e i n v e s t i g a t i o n s ; Yamamoto, who h as w r i t t e n e x t e n s i v e l y on t h i s s u b j e c t ( 1 0 3 ) ( 1 0 5 ) ( 1 0 8) , in c lu d e s t h e s e c o n c u r r e n t c r i t e r i a i n w hat he c a l l s " in te r m e d ia te c r i t e r i a , " th e d a t a t o be g a th e r e d w h ile a w a itin g th e r e s u l t s o f l o n g i t u d i n a l s t u d i e s . F o r th e moment we c a n n o t a ff o r d t o be to o p a r t i c u l a r a b o u t what s p e c i f i c i n t e r m e d i a t e ^ c r i t e r i a to u s e . The m ajo r t a s k would a p p e a r to be i n g a t h e r i n g as much d e p en d a b le in f o r m a ti o n a b o u t as many c a r e f u l l y d e f in e d c r i t e r i a as p o s s i b l e . (1 0 8 :2 8 9 ) A f a v o r i t e in te r m e d ia te , c r i t e r i o n has b e en s c h o o l a c h ie v e m en t— p o s s i b l e more b e c a u se th e d a t a i s r e a d i l y a v a i l a b l e t h a n b e c a u s e o f any p h i lo s o p h ic a l c o n v i c t i o n a b o u t th e r e l a t i o n s h i p . R e la ti o n s h ip s re p o rte d have g e n e r a l l y b e e n m o d e s t, as i n s t u d i e s by F le s c h e r ( 1 8 ) , C i c e r e l l i ( 9 ) , Yamamoto (104) and Carey (8 ) , w h ich i s t o be e x p e c te d w ith com plex c r i t e r i a . F le s c h e r w r i t e s : A c o m p e llin g q u e s t io n r e g a rd in g r e s e a r c h i s why o r i g i n a l t h in k i n g sh o u ld be e x p e c te d to be a r e l e v a n t f a c t o r i n s c h o l a s t i c a c h ie v e m e n t, t h e 44 n a tu r e o f th e l a t t e r b e in g s o m arkedly c o n v e rg e n t, i n c o n te n t . . . in f a c t an i n v e r s e r e l a t i o n s h i p betw een c o n v e rg e n t and d i v e r g e n t p r o c e s s e s i s j u s t as l i k e l y t o be t h e c a s e . ( 1 8 : 2 6 4 ) Prom a l a r g e c o l l e c t i o n o f s t u d i e s , T o rra n c e has computed th e m edian c o r r e l a t i o n b e tw een h i s C r e a tiv e T h in k in g T est s c o r e s and. m e a s u re s o f s c h o o l ach iev em en t, t e a c h e r g ra d e s , and t e a c h e r e s t i m a t e s o f c r e a t i v e p o t e n t i a l . W hile th e range o f c o e f f i c i e n t s was w id e , th e m edians w ere . 2 8 , .21 and . 2 0, r e s p e c t i v e l y . (9 0 :1 4 9 ) The f r e q u e n t use o f m i d d l e - c l a s s sc h o o l c h il d r e n as s u b j e c t h as b e e n p o in te d o u t by Yamamoto (105) as a s o u rc e o f low v a l i d i t y i n c o n c u r r e n t s t u d i e s due to th e f a c t t h a t t h i s g ro u p is " r e s t r i c t e d i n ra n g e o f both t e s t and c r i t e r i o n sc o re s as a r e s u l t o f p r e s e l e c t i o n . " (1 0 5 :1 9 6 ) J a n s s e n (4 l) h a s d is c o v e r e d one way i n which t h i s p r e s e l e c t i o n may be w o rk in g a t t h e h ig h sc h o o l sophom ore l e v e l . A co m p a riso n o f d r o p o u ts and non d ro p o u ts on G u ilfo r d t e s t s c o r e s r e v e a le d t h a t d ro p o u ts w ere s i g n i f i c a n t l y s u p e r i o r w hen I .Q . s c o r e s were co v a r ie d . C o n s tru c t v a l i d i t y i s , e s s e n t i a l l y , th e d eg ree to w hich a t e s t m easures an h y p o th e s iz e d t r a i t o r q u a l i t y . T o r r a n c e ’s a p p ro a c h to c o n s t r u c t v a l i d i t y i s t e s t i n g f o r h y p o th e s iz e d p e r s o n a l i t y d i f f e r e n c e s b etw een more and l e s s c r e a t i v e c h i l d r e n a s i d e n t i f i e d by h i s t e s t s . He has been a b le , i n t h i s way t o c r e a t e a com posite 45 p i c t u r e o f th e c r e a t i v e c h il d w hich has b een u s e f u l to te a c h e r s and p a r e n t s . (8 8 ) ( 8 9 ) (9 0 ) (9 1 ) The a p p ro a c h o f G u ilfo r d and h i s a s s o c i a t e s i s t h a t o f f a c t o r a n a l y s i s . F in d in g t h e i n t e r c o r r e l a t i o n s among a s e t o f t e s t s i s o n ly a s t e p i n th e d i r e c t i o n o f a f a c t o r a n a l y s i s w hich i s w e ll d e s ig n e d , w ith p r o p e r u s e , t o le a d t o c o n c lu s io n s r e g a r d in g u n d e r ly in g v a r i a b l e s ( a b i l i t i e s o r o t h e r t r a i t s ) , each m easured i n common by a su b -g ro u p o f t e s t s . When su c h u n d e r ly in g v a r i a b l e s are v e r i f i e d r e p e a te d ly i n c o n n e c tio n w ith th e same t e s t s , c o n fid e n c e d e v e lo p s i n a c o n s ta n t o f some k in d , w hich c an w e l l be g iv e n a name. (5 0 :1 3 ) The f a c t o r t e s t s d e v e lo p e d i n t h i s way l e d t o a f u r t h e r h y p o th e s is r e g a r d i n g t h e i r i n t e r r e l a t i o n s h i p s — t h e S t r u c t u r e - o f - I n t e l l e c t model w hich w i l l be exam ined more c lo s e l y i n C h a p te r I I I . The model i t s e l f h a s le d to t h e developm ent o f a d d i t i o n a l f a c t o r t e s t s w hich w ould f i t , by l o g i c a l a n a l y s i s , i n t o i t s s t r u c t u r e . Some o f t h e f a c t o r t e s t s d eveloped by th e U n iv e r s ity o f S o u th e rn C a l i f o r n i a A p titu d e s P r o j e c t have b een i d e n t i f i e d a s im p o r ta n t t o c r e a t i v e t h i n k i n g , and, s in g ly o r i n b a t t e r i e s have b e e n a d m in is te r e d as G u ilfo r d c r e a t i v i t y t e s t s . V a l i d a t i o n o f th e f a c t o r s f o r d i f f e r e n t age g ro u p s c a l l s f o r e v id e n c e t h a t th e f a c t o r s do em erge i n a f a c t o r a n a l y s i s o f t h e i r t e s t s c o r e s . From th e P r o j e c t have come s t u d i e s o f s i x t h and n i n th g ra d e p u p i l s ( 5 9 ) ( 3 7 ) i n w hich su ch f a c t o r s have b een demon s t r a t e d . « 46 M cC artin and M eyers (49 ) w ere a b le to show d i f f e r e n t i a t i o n o f s ix s t r u c t u r e - o f - i n t e l l e c t a b i l i t i e s i n s ix - y e a r - o l d . c h il d r e n , i n c l u d i n g two d i v e r g e n t- p r o d u c ti o n f a c t o r s , b u t few su c h s t u d i e s hav e b e e n done a t th e p r e s c h o o l and p rim a ry l e v e l . F a c t o r a n a l y t i c s t u d i e s o f th e T o rra n ce t e s t s have b e e n sum m arized by Yamamoto and F r e n g e l who c o n c lu d e d t h a t "common se m a n tic s c o r e l e v e l s d id n o t r e p r e s e n t any common, u n d e rly in g c o n s tru c ts ." (1 1 0 :2 2 5 ) Summary o f T h is C h a p te r A v a r i e t y o f a p p ro a c h e s a r e b e in g used i n th e a tte m p t to i d e n t i f y c h i l d r e n w ith h ig h c r e a t i v e p o t e n t i a l . They a re b e in g m easured i n v a r i o u s ways f o r th e p e rs o n a l i t y o r i n t e l l e c t u a l c h a r a c t e r i s t i c s w hich have b een i d e n t i f i e d i n r e s e a r c h w ith c r e a t i v e a d u l t s . W hile t h e r e may be a g e n e r a l upward tr e n d i n t o t a l c r e a t i v i t y t e s t s c o r e s w ith i n c r e a s i n g ag e, th e r e i s , as y e t , no a g re em e n t on t h e d e v e lo p m e n ta l p a t t e r n s o f i n d i v i d u a l l y la b e le d f a c e t s o f c r e a t i v i t y — th e s u b t e s t s . T h is may, i n p a r t , be due t o th e l a c k o f v a li d f a c t o r t e s t s f o r young c h i l d r e n . W hether o r n o t t h e r e a r e se x d i f f e r e n c e s on t e s t s o f c r e a t i v i t y seems to be an unansw ered q u e s t io n . C h ild r e n have b e e n foun d to be e x tre m e ly s e n s i t i v e to th e a p p r o p r i a te n e s s o f a t a s k to t h e i r sex, and f i n d in g s o f s u p e r i o r i t y o f e i t h e r sex may r e f l e c t th e p e r c e p t i o n o f th e ta s k by th e c h i l d r a t h e r th a n h i s a b i l i t y . F in d in g s on th e i n f l u e n c e o f socioeco nom ic s t a t u s on t e s t s c o r e s have a l s o b e e n c o n f l i c t i n g . A low p o s i t i v e r e l a t i o n s h i p has c o n s i s t e n t l y b e en found b etw een t o t a l m easu res o f i n t e l l i g e n c e and c r e a t i v i t y f o r u n s e le c te d g ro u p . F o r g ro u p s s e l e c te d by I.Q . l e v e l , th e r e l a t i o n s h i p i n c r e a s e s as th e I .Q . l e v e l d ro p s. The r e l i a b i l i t i e s o f c r e a t i v i t y b a t t e r i e s have been g e n e r a l l y h ig h a lth o u g h v a r i a b l e f o r i n d iv i d u a l s u b t e s t s . S u i t a b l e c r i t e r i a f o r v a l i d i t y i s s t i l l o f c o n c e rn to many i n v e s t i g a t o r s . CHAPTER I I I THE DEVELOPMENT OP A CHILDREN'S INDIVIDUAL TEST OP CREATIVITY T h is c h a p t e r p r e s e n t s t h e h i s t o r y o f CITOC and th e r a t i o n a l e f o r t h e c h a r a c t e r i s t i c s w hich d i f f e r e n t i a t e i t from o t h e r t e s t s . The S t r u c t u r e - o f - I n t e l l e c t m odel w i l l be d e s c r i b e d , follow ed, by t h e f a c t o r t e s t s presum ed t o m easure t h e s p h e r e o f c r e a t i v i t y and t h e CITOC t e s t s ad ap ted from them . The c o n c lu d in g s e c t i o n s w i l l d e s c r i b e r e v i s io n s w hich have b e e n made i n t e s t ite m s , fo rm a t and s c o r i n g o f CITOC and f i n d i n g s as to i t s r e l i a b i l i t y and v a l i d i t y . Background, f o r CITOC I n i t i a l l y d e v elo p ed by J . T. P o s t e r f o r th e e v a l u a t i o n o f a p r e - s c h o o l p r o j e c t (1 9 ) > CITOC fo llo w e d th e fo rm a t s u g g e s te d by N. S. M e tfe s s e l f o r b o th t h e CITOC and. ITOC, an i n d i v i d u a l t e s t o f c r e a t i v i t y f o r o ld e r c h i l d r e n and a d u l t s ( 6 9 ) . R is s e r r e p o r t s t h a t M e t f e s s e l : 48 49 . . . c o n c e iv e d th e i d e a o f d e v e lo p in g t h e b e s t p o s s i b l e v e r b a l t e s t and t h e b e s t p o s s i b l e p e r fo rm an ce t e s t , fo llo w in g t h e W e c h sle r p r o t o ty p e , f o r th e c r e a t i v e a b i l i t i e s G u ilfo r d h as i d e n t i f i e d . (69:4j5) The s i x a b i l i t i e s i d e n t i f i e d a r e s e n s i t i v i t y to p ro b lem s, f l u e n c y , f l e x i b i l i t y , o r i g i n a l i t y , e l a b o r a t i o n and r e d e f i n i t i o n . A v e rb a l and a p e rfo rm a n c e m easure o f each was c o n s tru c te d ., making " a llo w a n c e s f o r th e l i m i t e d v e rb a l s k i l l s o f young c h i l d r e n i n g e n e r a l , and c u l t u r a l l y d i s ad v an tag e d c h i l d r e n i n p a r t i c u l a r . ” (19 0 1 ) F o llo w in g i t s u s e i n t h e p r e - s c h o o l s tu d y , CITOC was u sed e x p e rim e n ta lly by P r o j e c t P o t e n t i a l s t a f f w ith c h i l d r e n o f v a r io u s b a c k g ro u n d s and a w id e r age r a n g e . S u g g e s tio n s f o r r e v i s i o n o f t e s t ite m s and s c o r i n g w ere acc u m u late d and, i n th e summer o f 19 6 6 , th e p r e s e n t CITOC was d e v e lo p e d . The g o a ls i n r e v i s i n g CITOC w ere to make i t s u i t a b le f o r u s e w ith c h i l d r e n o f s c h o o l a g e, t o a s s ig n i t s s u b t e s t s l o g i c a l l y to t h e i r S t r u c t u r e - o f - I n t e l l e c t f a c t o r s and t o d e v e lo p a fo rm at f o r a d m i n i s t r a t i o n w hich would s i m p li f y i t s u s e . The m anual and r e c o r d form w ere a ls o r e v i s e d t o make s c o r in g p r o c e d u re s more e x p l i c i t . T e s t C h a r a c t e r i s t i c s I f , as su g g e ste d by W alla ch and Kogan (9 7 ), tim e l i m i t s a re i n a p p r o p r i a t e to t e s t s o f c r e a t i v i t y , i t must 5° be e s p e c i a l l y so f o r young c h i l d r e n who may n o t be ready to conform to a d u l t e x p e c t a t i o n s o f when one sh o u ld b e g in a t a s k . A d d i t io n a l e v id e n c e f o r th e p r e f e r e n c e o f untim ed t e s t s i s p r e s e n t e d by W allach and Kogan i n an a n a ly s is o f M ednick’s " g r a d i e n t o f a s s o c i a t i o n . " I t was found t h a t a tim e l i m i t m e d ia te s a g a i n s t th e p ro d u c e r of u n iq u e r e s p o n s e s , a s opposed to t h e more s te r e o ty p e d r e s p o n s e s . I n accord w i t h t h i s r e a s o n in g , CITOC i s l a r g e l y untimed., u s in g tim e as a p e rfo rm a n c e m easure o n ly i n th e two s u b t e s t s m e a su rin g f l u e n c y . On th e s e t e s t s th e c h il d i s n o t aw are o f t h e tim in g o r sto p p ed a t th e end o f th e tim e p e r i o d b u t i s e n c o u ra g e d to c o n tin u e r e sponding as lo n g a s he c a n . D u rin g th e re sp o n se p e r io d a one m inute tim e sam p le o f h i s flu e n c y i s r e c o rd e d . I n o r d e r t o a v o id t h e s t r e s s o f an e v a l u a t i v e o r " t e s t " a tm o sp h e re , CITOC i s i n d i v i d u a l l y a d m in is te r e d . The approach i s t h a t o f a game i n w hich th e c h ild i s encouraged to respond, and a l l o f h i s e f f o r t s a re approved . S in c e he i s a lo n e i n t h e s i t u a t i o n he cannot compare h im s e lf u n fa v o r a b ly w ith o t h e r s . I n d i v i d u a l t e s t a d m i n i s t r a t i o n i s planned t o o f f e r a g r e a t e r d e g re e o f a d ju s tm e n t to th e p a c e , o r mode o f re s p o n s e , o f a n i n d i v i d u a l c h il d and a llo w f o r q u e s t io n i n g by e i t h e r s u b j e c t o r e x am in er i f a m isu n d e r 51 s ta n d in g o c c u r s . I t a ls o a llo w s th e t r a i n e d p s y c h o m e tr is t o r p s y c h o l o g i s t to n o te any s i t u a t i o n o r s u b j e c t v a r i a b l e s w hich m ight a f f e c t th e i n d i v i d u a l 's p e rfo rm a n c e . F o r e a c h o f t h e s i x a b i l i t i e s i d e n t i f i e d by G u ilfo r d as a s s o c ia te d , w ith c r e a t i v i t y , CITOC in c lu d e s one s u b t e s t i n w hich t h e c h i l d resp o n d s v e r b a l l y to q u e s t i o n s posed by th e e x a m in e r, u s u a l ly i n c o n ju n c tio n w ith a s tim u lu s p i c t u r e o r o b j e c t , and one s u b t e s t i n w hich th e re s p o n s e i s e s s e n t i a l l y n o n - v e r b a l, i n d i c a t i n g p a r t s o f a p i c t u r e o r c o n s t r u c t i n g so m e th in g . I n th e p e rfo rm a n c e p a r t o f t h e t e s t t h e o n ly v e r b a l re sp o n se r e q u ir e d i s f o r c l a r i f i c a t i o n o f t h e m eaning, to th e c h i l d , o f th e c o n s t r u c t i o n s . Thus a c h il d may be ask ed , "What d id you m ake?", o r , "What d o es i t d o ? ", f o r c l a r i f i c a t i o n r e l a t i v e to s c o r i n g . The i n c l u s i o n o f b o th v e r b a l and p e rfo rm an c e t e s t s i s n o t b ased a lo n e on t h e p o s s i b i l i t y t h a t young o r d i s a d v an tag ed c h i l d r e n may more r e a d i l y r e v e a l c r e a t i v e b e h a v io r i n t h e n o n - v e r b a l mode, b u t a ls o on th e S t r u c t u r e - o f - I n t e l l e c t m odel i n w hich each s u b t e s t may sam ple a d i f f e r e n t a b i l i t y w hich c o n t r i b u t e s to p o t e n t i a l c r e a t i v i t y . A ssum ptions The d e v elo p m e n t and r e v i s i o n o f CITOC assumed 52 thef f o l lo w in g : 1 . The i n t e l l e c t u a l f a c t o r s o f c r e a t i v i t y a re p r e s e n t , i n v a r i a b l e q u a n t i t i e s , i n a l l p e o p l e . 2 . C r e a tiv e a b i l i t i e s as d e f in e d by A p titu d e s P r o j e c t t e s t s a re an a d e q u a te m odel f o r th e c o n s t r u c t i o n o f a c h i l d r e n ’s t e s t o f c r e a t i v i t y . 3 . The i n c l u s i o n o f a v e r b a l and a p e rfo rm a n c e t e s t f o r e ac h o f th e i d e n t i f i e d c r e a t i v e a b i l i t i e s p r o v id e s f o r a w id e r sa m p lin g o f th e s e a b i l i t i e s th a n would a t e s t l i m i t e d to e i t h e r mode o f r e s p o n s e . 4 . I n d i v i d u a l t e s t a d m i n i s t r a t i o n by a t r a i n e d e x am in e r p ro v id e s more r e l i a b l e t e s t r e s u l t s and a llo w s f o r g r e a t e r a d a p t a b i l i t y to th e p ace and. u n d e r s ta n d in g o f a young c h il d th a n does g ro u p a d m i n i s t r a t i o n . 5 . A "gam es” atm o sp h ere w ith o u t aw are n ess o f e v a l u a t i o n o r tim in g i s p r e f e r a b l e i n t e s t i n g young c h i l d r e n to th e tim ed t e s t p ro c e d u re used w ith o ld e r c h i l d r e n and a d u l t s . 53 The S t r u o t u r e - o f - I n t e l l e c t Model The o r g a n i z a t i o n o f a c o l l e c t i o n o f d e m o n s tra te d f a c t o r s i n t o a m o rp h o lo g ic a l m odel was acco m p lish ed by G u ilfo rd i n th e S t r u c t u r e - o f - I n t e l l e c t m odel. C e r t a i n p a r a l l e l s i n th e f a c t o r p r o p e r t i e s , th e l a c k o f any M g" f a c t o r s and th e s m a ll and a lm o st e q u a l number o f t e s t s f o r e a c h f a c t o r s u g g e s te d t h a t a h i e r a r c h i c a l m odel w ould n o t f i t th e observed, r e l a t i o n s h i p s . A way was fo u n d t o i n t e g r a t e a l l th e s e p a r a l l e l s . . . by p u t t i n g t h e known i n t e l l e c t u a l f a c t o r s i n a s i n g l e , s o l i d m odel, w ith th e f i v e o p e r a t i o n c a t e g o r i e s arra n g ed , a lo n g one d im e n sio n , th e t h r e e c o n te n t c a t e g o r i e s a lo n g a second dim en s i o n , and t h e s i x p r o d u c t c a t e g o r i e s a lo n g th e t h i r d d im e n s io n . Thus c o n te n t, o p e r a t io n , and p r o d u c t became t h r e e p a ra m e te r s o f a t h r e e - d im e n s io n a l m o d el. (3 0 :6 2 ) The f i v e o p e r a t i o n c a t e g o r i e s a re e v a l u a t i o n , c o n v e rg e n t p r o d u c t i o n , d i v e r g e n t p ro d u c tio n , memory and c o g n it i o n , w h ile t h e c o n te n t d im e n sio n c o n s i s t s o f f i g u r a l , sy m b o lic , se m a n tic and b e h a v i o r a l c a t e g o r i e s . The t h i r d d im e n sio n o f th e m o d el, p r o d u c t, r e f e r s t o th e form o f th e i n f o r m a tio n as u n i t s , c l a s s e s , r e l a t i o n s , s y s te m s , t r a n s f o r m a t i o n s , and i m p l i c a t i o n s . F a c t o r t e s t s a r e d e s ig n a te d by tr ig r a m s w hich i n d i c a t e t h e i r l o c a t i o n i n t h e m odel. F o r exam ple, a f a c t o r t e s t w hich a s k s s u b j e c t s to s e l e c t th e one f i g u r e i n a s e t o f f i v e w h ic h d o es n o t b e lo n g t o th e c l a s s i s 5 3 5 The S t r u c t u r e - o f - I n t e l l e c t Model The o r g a n i z a t i o n o f a c o l l e c t i o n o f d e m o n s tra te d f a c t o r s i n t o a m o rp h o lo g ic a l model was a c c o m p lish e d by G u ilf o r d i n t h e S t r u c t u r e - o f - I n t e l l e c t m o d el. C e r t a i n p a r a l l e l s i n t h e f a c t o r p r o p e r t i e s , th e l a c k o f any "g" f a c t o r s and t h e 's m a ll and alm o st e q u a l num ber o f t e s t s f o r e a c h f a c t o r su g g e ste d , t h a t a h i e r a r c h i c a l m odel w ould n o t f i t t h e o b s e rv e d r e l a t i o n s h i p s . A way was found, to i n t e g r a t e a l l t h e s e p a r a l l e l s . . . by p u t t i n g th e known i n t e l l e c t u a l f a c t o r s i n a s i n g l e , s o l i d m odel, w ith th e f i v e o p e r a t i o n c a t e g o r i e s arran g ed , along one d im e n sio n , t h e t h r e e c o n te n t c a t e g o r i e s a lo n g a second, d im e n s i o n , and t h e s i x p ro d u c t c a t e g o r i e s a lo n g t h e t h i r d d im e n s io n . Thus c o n te n t, o p e r a t i o n , and p r o d u c t became t h r e e p a ra m e te rs o f a t h r e e - d im e n s io n a l m odel. (350:62) The f i v e o p e r a t i o n c a t e g o r i e s a r e e v a l u a t i o n , c o n v e rg e n t p r o d u c t i o n , d iv e r g e n t p r o d u c t i o n , ^memory and c o g n i t i o n , w h ile t h e c o n te n t d im e n sio n c o n s i s t s o f f i g u r a l , s y m b o lic , s e m a n tic and b e h a v io r a l c a t e g o r i e s . The th ir d , d im e n s io n o f th e m odel, p ro d u c t, r e f e r s t o t h e fo rm o f t h e i n f o r m a t i o n as u n i t s , c l a s s e s , r e l a t i o n s , s y s te m s , t r a n s f o r m a t i o n s , and i m p l i c a t i o n s . F a c t o r t e s t s a re d e s ig n a te d by t r i g r a m s w hich i n d i c a t e t h e i r l o c a t i o n i n th e m odel. F o r e x a m p le , a f a c t o r t e s t w hich a sk s s u b j e c t s to s e l e c t t h e one f i g u r e i n a s e t o f f i v e w h ich does n o t b e lo n g t o t h e c l a s s i s sy m b o lized CFC— c o g n i t i o n o f f i g u r a l c l a s s e s . (3 0 ) S in ce t h e m o d e l’s d e v e lo p m e n t, th e number o f d e m o n s tra te d f a c t o r s h a s m ore th a n d o u b led and many more a r e u n d e r i n v e s t i g a t i o n . Most o f t h e f a c t o r s r e l a t e d to c r e a t i v i t y a r e found i n th e d i v e r g e n t p r o d u c t i o n o p e r a t io n c a t e g o r y . These t e s t s r e q u i r e f r e e answ ers r a t h e r th a n a c h o ic e from g i v e n a l t e r n a t i v e s . The l a b e l s o f f l u e n c y , f l e x i b i l i t y , o r i g i n a l i t y and e l a b o r a t i o n have b e e n g i v e n to th e a b i l i t i e s i n t h i s c a te g o r y r e l a t e d to c r e a t i v i t y , a lth o u g h f a c t o r a n a l y s i s h a s r e v e a le d more th a n one k in d o f f lu e n c y and f l e x i b i l i t y . Two o th e r c r e a t i v i t y a b i l i t i e s a re c a lle d , s e n s i t i v i t y t o p ro b le m s, found i n t h e c o g n i t i o n c a te g o r y , and r e d e f i n i t i o n , i n t h e c o n v e rg e n t p r o d u c t i o n c a te g o ry o f o p e r a t i o n s . D e f i n i t i o n s The d e f i n i t i o n s o f th e c r e a t i v e a b i l i t i e s w hich CITOC was d e s ig n e d to m easure have been draw n p r i m a r i l y from G u i l f o r d : S e n s i t i v i t y to P ro b le m s : The a b i l i t y t o r e c o g n iz e ; p roblem s w h ich c o u ld o c c u r w ith a common o b je c t,- t h e a b i l i t y t o s e e d e f e c t s o r m is s in g p a r t s i n p i c t u r e s o f f a m i l i a r o b j e c t s . F l u e n c y ; The a b i l i t y to p ro d u ce many e le m e n ta ry 55 id e a s o r f i g u r e s a p p r o p r i a t e to g iv e n r e q u ir e m e n ts . F l e x i b i l i t y ; The a b i l i t y to change a m e n ta l s e t so t h a t new i n t e r p r e t a t i o n s o r u s e s can be fo u n d f o r a common o b j e c t : t h e a b i l i t y t o u s e g iv e n f i g u r a l e le m e n ts i n r e v i s e d w a y s . O r i g i n a l i t y : The a b i l i t y to p ro d u ce u n u s u a l, rem ote o r c l e v e r r e s p o n s e s : t h e a b i l i t y t o p ro d u c e u n u s u a l, m e a n in g fu l o b j e c t s g i v e n a s e t o f e le m e n ts . E l a b o r a t i o n : The a b i l i t y to su p p ly d e t a i l s f o r a p l a n : th e a b i l i t y to e l a b o r a t e upon g iv e n f i g u r a l i n f o r m a ti o n . R e d e f i n i t i o n : The a b i l i t y t o p ro d u c e new u s e s f o r o b j e c t s by r e d e f i n i n g th em : th e a b i l i t y t o b r e a k down g iv e n f i g u r a l u n i t s t o form new o n e s . The R e l a t i o n s h i p o f CITOC S u b t e s t s to S t r u c t u r e - o f - l n t e l l e c t F a c to r foes'ts B e fo re i n i t i a t i n g t h e p r e s e n t s tu d y , a r e - e v a l u a t i o n was made o f CITOC s u b t e s t s and t h e i r l o g i c a l a ssig n m e n t t o S t r u c t u r e - o f - I n t e l l e c t f a c t o r s . I n two c a s e s s h i f t s w ere made i n a ssig n m e n t and i n a n o th e r , a new t e s t was d e v ise d , t o f i t th e m odel. O th e r c o n te n t changes w ere m in o r. I n t h e f o l lo w in g s e c t i o n e ac h o f t h e s i x c r e a t i v e a b i l i t i e s d e f in e d above a r e l i s t e d . Under i t s t r i g r a m and. S t r u c t u r e - o f - I n t e l l e c t f a c t o r l a b e l , a G u ilf o r d t e s t 56 f o r t h a t f a c t o r i s p r e s e n t e d fo llo w e d by th e CITOC t e s t adapted, from i t . * SENSITIVITY TO PROBLEMS CMI - C o g n itio n o f S e m an tic I m p l i c a t i o n s S e e in g Problem s A. L i s t a s many as f i v e problem s con n e c te d w ith a common o b j e c t . (5 7 ) CITOC V e rb a l: P r e s e n te d w ith t h e p i c t u r e o f a t r i c y c l e th e s u b j e c t i s a sk e d t o t e l l t h e problem s w hich c o u ld o c c u r w i t h i t and., as a check on u n d e r s ta n d in g , t o s u g g e s t ways to p r e v e n t th e p ro b le m s from o c c u r r i n g . CPU -V - C o g n itio n o f F i g u r a l U n i t s - V is u a l G e s t a l t C om pletion T e s t - W rite t h e names o f o b je c ts p re s e n te d , i n s i l h o u e t t e f i g u r e s w ith enough p a r t s b lo tte d , o u t t o make t h e t a s k of cog n i t i o n s u f f i c i e n t l y d i f f i c u l t f o r t e s t i n g p u r p o s e s . (5 2 ) CITOC P e rfo rm a n c e : T h ree s t i m u l u s p i c t u r e s w ith m is s in g p a r t s o r i n c o n g r u i t i e s a r e p r e s e n t e d and th e s u b j e c t i s a sk e d t o i d e n t i f y th e problem FLUENCY DM U - D iv e rg e n t P r o d u c tio n o f S e m a n tic U n its ( i d e a t i o n a l f l u e n c y ; U t i l i t y T e s t : L i s t many d i f f e r e n t u s e s f o r a common o b j e c t . S c o r e : num ber o f a c c e p ta b le r e sp o n se s g iv e n i n t e n m in u te s . (57) CITOC V e rb a l: S u b je c t i s asked, t o g iv e d i f f e r e n t u s e s f o r a p a p e r b a g , a p i e c e o f s t r i n g and a p o p s i c le s t i c k . S c o r e : num ber o f u ses g iv e n f o r e a c h o b j e c t i n 60 s e c o n d s . DFU - D iv e rg e n t P r o d u c tio n o f F i g u r a l U n its 57 S k e t c h e s : Add f i g u r a l d e t a i l s to s e v e r a l r e p l i c a t i o n s o f t h e same b a s i c d e s ig n t o p ro d u c e a v a r i e t y o f r e c o g n iz a b le o b j e c t s . (5 2 ) CITOC P e rfo rm a n c e : A f te r b r i e f l y v ie w in g a s tim u lu s f a c e p i c t u r e , s u b j e c t i s ask ed t o make a f a c e w ith t h r e e d i f f e r e n t m a t e r i a l s i n t u r n , f e l t p i e c e s , b ead s and c l a y . S c o r e : th e number o f p ie c e s p la c e d , o r f e a t u r e s fo rm ed , i n 60 s e c o n d s , f o r each s i t u a t i o n . FLEXIBILITY DMC - D iv e rg e n t P r o d u c tio n o f S em an tic C la s s e s (sp o n ta n e o u s f l e x i b i l i t y ) D i f f e r e n t U ses: L i s t as many as s i x d i f f e r e n t u s e s f o r common o b j e c t s . S c o re : one p o i n t f o r e a c h u se t h a t does n o t d u p l i c a t e any o t h e r u se l i s t e d . ( 5 9 ) CITOC V e r b a l: G iven th e m a t e r i a l s o f F lu e n c y - V e r b a l, a l t e r e d by c u t t i n g them i n h a l f , t h e s u b j e c t i s a sk ed to g iv e d i f f e r e n t u s e s f o r th e a l t e r e d m a t e r i a l s . S c o r e : num ber o f u s e s w hich do n o t d u p l i c a t e t h o s e o f f e r e d i n F lu e n c y - V e r b a l. DFT - D iv e rg e n t P r o d u c tio n o f F i g u r a l T r a n s f o r m a tio n s ^A daptive f l e x i b i l i t y ) Make a F ig u r e T e s t - S h i f t s : G iven l i n e s , u s e a l l and o n ly t h e g iv e n l i n e s to draw many d i f f e r e n t f i g u r e s i n a s e r i e s o f b la n k s q u a r e s . S c o re : th e num ber o f s h i f t s b e tw e e n s u c c e s s i v e s q u a r e s . (5 7 ) CITOC P e rfo rm a n c e : G iven th e m a t e r i a l s o f F lu e n c y - P e rfo rm a n c e , th e same t a s k i s s c o re d i n a d i f f e r e n t w ay. S c o r e : t h e num ber o f d i f f e r e n t u s e s f o r e ac h bead and f e l t s h a p e . 58 ORIGINALITY DMT - D iv e rg e n t P r o d u c tio n o f S em an tic T r a n s fo r m a tio n s Names f o r S t o r i e s : W rite as many t i t l e s as you can f o r a s h o r t s t o r y p l o t . S c o re : one p o i n t f o r e a c h t i t l e t h a t i s e s p e c i a l l y s u c c i n c t , re m o te ly b u t c l e v e r l y r e l a t e d to t h e p l o t , o r i n d i c a t e s a r e - i n t e r p r e t a t i o n o f th e p l o t by a new e m p h a s is . ( 5 9 ) CITOC V e rb a l: ( a ) P r e s e n te d w ith a p i c t u r e o f a clow n t a l k i n g t o a dog, t h e s u b j e c t i s asked w hat th e " s i l l y " clow n i s s a y i n g . (b ) P r e s e n te d w ith a p i c t u r e o f a b i r d f l y i n g above a t r e e , t h e s u b j e c t i s ask ed w hat "fu n n y " t h i n g he s e e s i n t h e t r e e and w hat i t i s d o in g t h e r e . (c ) P r e s e n te d w i t h t h r e e s i l h o u e t t e c u to u ts o f a n im a ls , t h e s u b j e c t i s asked w hat th e p i c t u r e i s a l l a b o u t. S co re ( a , b , c ) : h i g h e r p o i n t s a r e awarded f o r uncommon o r u n e x p e c te d , y e t a p p r o p r i a t e , r e s p o n s e s . DPS - D iv e rg e n t P r o d u c tio n o f F i g u r a l System s M aking O b je c ts : G iven a few f i g u r e s and l i n e s , c o n s t r u c t from them , w ith n o th in g ad d ed , s p e c i f i e d m e a n in g fu l o b j e c t s . ( 5 9 ) CITOC P e rfo rm a n c e : G iven a num ber o f T in k e r to y p i e c e s , th e s u b j e c t i s asked t o make t h r e e t h i n g s . S c o re : h i g h e r p o i n t s a r e g iv e n f o r uncommon and f u n c t i o n i n g o b j e c t s . ELABORATION DMI - D iv e rg e n t P r o d u c tio n o f S e m an tic I m p li c a t io n s ' “ * ( s e m a n tic e l a b o r a t i o n ) 59 M aking a P la n : P i l l i n as many d e t a i l s as n e c e s s a r y to make a b r i e f l y o u t l i n e d a c t i v i t y w ork. S c o re : one p o i n t f o r e a c h d i f f e r e n t d e t a i l l i s t e d . (59) CITOC V e r b a l: The s u b j e c t i s ask ed t o t e l l a l l th e t h in g s he w ould need t o do t o g e t read y to have a p a r t y . S c o re : t h e num ber o f d i f f e r e n t , a p p r o p r i a t e a s p e c t s o f p a r t y p la n n in g l i s t e d . . DPI - D iv e rg e n t P r o d u c tio n o f P i g u r a l I m p l i c a t i o n s ( f i g u r a l e l a b o r a t i o n ) D e c o r a tio n s : D e c o ra te two i d e n t i c a l o u t l i n e d raw in g s d i f f e r e n t l y . S c o re : e a c h e le m e n t i s r a t e d a c c o rd in g t o t h e amount o f d e t a i l and com p l e x i t y . (37) CITOC P e rfo rm a n c e : Same t a s k as F lu e n c y and. F l e x i b i l i t y , S c o re : th e amount o f d e t a i l p ro d u ce d i n th e s i t u a t i o n w hich i s i n e x c e s s o f th e b a s ic f e a t u r e s d e m o n s tra te d i n t h e s tim u lu s p i c t u r e . REDEFINITION NM T - C onvergen t P r o d u c tio n o f S e m a n tic T r a n s f o rm a tio n s The a b i l i t y to p ro d u ce new u s e s f o r o b j e c t s by t e a r i n g them o u t o f t h e i r g i v e n c o n te x t and r e d e f i n i n g them . (5 2 ) No s u i t a b l e f a c t o r t e s t m odel. CITOC V e r b a l: Same t a s k as F l u e n c y - V e r b a l . S c o re : th e num ber o f d i f f e r e n t f u n c t i o n s o r c l a s s e s o f u s e s g iv e n f o r t h e o b j e c t s . NFT - C o n v erg en t P r o d u c tio n o f F i g u r a l T r a n s f o rm a tio n s H idden F i g u r e s : F in d human o r a n im a l p i c t u r e s h id d e n i n a com plex s c e n e . (22 ) 60 CITOC P e rfo rm a n c e : G iven a com plex o u td o o r s c e n e , th e s u b j e c t i s asked t o name o r p o i n t o u t a l l th e t h i n g s he s e e s . CITOC S u b te s t R e v is io n The form o f CITOC used i n t h e p r e s e n t stu d y d i f f e r s i n s e v e r a l ways from t h a t em ployed by P o s t e r i n t h e p r e s c h o o l s tu d y . (20) Only t h e m ost o b v io u s r e v i s i o n s w ere made p r i o r to t h i s stu d y b u t th e need f o r o t h e r c h an g e s was d is c o v e r e d i n th e c o u rs e o f t h e t e s t i n g and s c o r i n g f o r t h i s stu d y and. s t i l l o t h e r s a w a it i t s f i n d i n g s .: I n o r d e r to show th e n a t u r e and e x t e n t o f th e c h a n g e s , e a c h s u b t e s t w i l l be l i s t e d - - t o g e t h e r w ith any r e v i s i o n and i t s r a t i o n a l e . S c o r in g r e v i s i o n s w i l l be d i s c u s s e d s e p a r a t e l y . VERBAL TESTS S e n s i t i v i t y t o Problem s - O r i g i n a l l y t h i s t e s t c o n s i s t e d o f two t a s k s , t h e T r i c y c l e ( I ) , and t h e P e n c e and B a ll ( I I ) . I n e a c h , a p i c t u r e was p re s e n te d , and p o s s i b l e p ro b le m s w h ich m ig h t o c c u r i n t h e s i t u a t i o n w ere e l i c i t e d fro m t h e c h i l d . F o llo w in g t h i s he was a sk ed w hat c o u ld be done t o p r e v e n t t h e im agin ed p ro b le m s . I n p r a c t i c e th e p r o c e d u re was fo u n d t o be a n e g a t i v e i n t r o d u c t i o n t o th e t e s t . A sk in g a young c h i l d , 6l "What m ig h t happen i f you ro d e t h i s t r i c y c l e o u t i n t o th e s t r e e t w here t h e r e a re a l o t o f c a r s ? " , r e s u l t e d i n t h e c o n d itio n e d f e a r re s p o n s e s w hich many p a r e n t s hope to i n s t i l l . The q u e s t io n was r e v i s e d t o a s k , "What can h a p p e n w i t h t h i s t r i c y c l e ? T e l l me a l l t h e t h i n g s t h a t c a n go wrong w ith t h i s t r i c y c l e . " The r e v i s e d q u e s tio n te n d e d t o e l i c i t an e n u m e ra tio n o f t h i n g s w h ich could b r e a k o r come o f f o f th e t r i c y c l e r a t h e r t h a n i n j u r i e s . Only th e t r i c y c l e t a s k was r e t a i n e d s i n c e i t was fo u n d t h a t r e p e t i t i o n o f "p ro b lem s" l e d t o s u b j e c t r e s t l e s s n e s s . F lu e n c y - T h is t e s t was n o t changed, i n c o n te n t b u t i t s a d m i n i s t r a t i o n p ro c e d u re was r e v i s e d . I t c o n s i s t s o f t h r e e i d e n t i c a l tim ed t a s k s i n w h ich t h e s u b j e c t i s asked t o t e l l t h e t h in g s he can do w ith a common o b j e c t . The o b j e c t s a r e a p a p e r sa c k , a p i e c e o f s t r i n g and. a p o p s ic le s t i c k . The e x am in e r was to q u e s t i o n " f o r one m in u te o r u n t i l th e S u b je c t i n d i c a t e s t h a t he i s n o t a b le to c o n t i n u e ." I n p r a c t i c e t h i s w o rd in g proved, t o be am biguous. C ould t h e e x am in er c o n tin u e t o e l i c i t r e s p o n s e s a f t e r t h e one m in u te p e r io d i f th e s u b j e c t was a b le t o c o n tin u e ? T h is was e s p e c i a l l y im p o r ta n t s i n c e t h e s c o r i n g o f an o t h e r s u b t e s t , R e d e f i n i t i o n , was b a s e d on t h e answ ers g i v e n f o r F lu e n c y . The R e d e f i n i t i o n s c o r e w ould be 62 a r t i f i c i a l l y l i m i t e d to th e number o f r e s p o n s e s g iv e n i n a m in u te , and, p e rh a p s , u n n e c e s s a r i l y r e s t r i c t a c h i l d ' s p o s s i b l e s c o r e . T h is p ro b lem was re s o lv e d by s t r e s s i n g , i n t r a i n i n g t h e e x a m in e r s , t h a t th e c h ild was n o t t o be sto p p e d a t t h e end o f t h e one m in u te p e r io d , b u t s h o u ld be en co u rag ed t o re s p o n d a s lo n g as he was a b le . P r o v i s i o n w as made f o r a n i n d i c a t i o n o f th e tim e l i m i t on t h e r e c o r d form so t h a t t h e F lu e n c y s c o r e would be a one m in u te sam ple o f b e h a v i o r , y e t th e c h i l d need n o t be a w a re o f t h e tim in g and t h e R e d e f i n i t i o n s c o re would n o t be i n f l u e n c e d . F l e x i b i l i t y - T h is t e s t was n o t re v is e d , beyond a m inor change o f w o rd in g . To "What could, you d o w ith t h i s p a p e r bag i f som eone t o r e i t l i k e t h i s ? " , was added " T e l l me a l l t h e t h i n g s you c o u ld do w ith t h i s p a p e r bag . . . e t c . " T h is h e lp e d t o make c l e a r to th e s u b j e c t t h a t a number o f r e s p o n s e s w ere t o be g iv e n . O r i g i n a l i t y - No c h a n g e s. E l a b o r a t i o n - The t e s t o r i g i n a l l y a s s ig n e d to t h i s c a t eg o ry was s h i f t e d t o R e d e f i n it i o n - P e rfo rm a n c e , w here i t s r e l a t e d f a c t o r t e s t i s fo u n d . To r e p l a c e i t , a new t e s t was d e v is e d , m odeled on a S t r u c t u r e - o f - I n t e l l e c t f a c t o r t e s t f o r t h i s l o c a t i o n and d e s c r i b e d i n t h e p r e v io u s s e c t i o n . 63 R e d e f i n i t i o n - No change e x c e p t t h a t r e l a t e d t o i n s t r u c t i o n s f o r F lu e n c y , noted, above. I t seem s l i k e l y t h a t t h i s t e s t i s p r e s e n t l y m is p la c e d , b e in g p r o b a b ly a more r i g o r o u s t e s t o f F l e x i b i l i t y . I t d i f f e r s from t h e p r e s e n t F l e x i b i l i t y t e s t i n t h a t i t i s s c o re d f o r s h i f t s i n c l a s s e s o f u s e s , l o g i c a l l y a b e t t e r t e s t o f DMC. PERFORMANCE TESTS S e n s i t i v i t y t o P roblem s - No c h a n g e s. F lu e n c y - No c h a n g e s . F l e x i b i l i t y - The o r i g i n a l t e s t f o r t h i s l o c a t i o n proved to h a v e e x tre m e ly low r e l i a b i l i t y . ( 1 9 ) I t was a ls o v ery d i f f i c u l t to s c o r e . I t was r e p la c e d by t h e t e s t w hich had b e e n i n t h e R e d e f i n i t i o n c a te g o ry and. w hich resem bled, a f a c t o r t e s t o f a d a p tiv e f l e x i b i l i t y , t h e M a k e -a -F ig u re T e s t , s c o re d f o r s h i f t s . I n b o th , t h e s u b j e c t i s r e q u ir e d to " p r o c e s s f i g u r a l in f o r m a tio n i n r e v i s e d w a y s." (32) T h is f a c t o r t e s t h a s n o t , to d a t e , p ro v ed to be c lo s e ly , r e l a t e d t o th e m arker t e s t s f o r DFT, w h ich a re M atch P ro b lem s and P la n n in g A ir M an euvers. (3 2 ) T hese a p p e a re d to be d i f f i c u l t t o a d a p t f o r you ng c h i l d r e n b u t c o n tin u e d a tte m p ts sh o u ld be made. O r i g i n a l i t y - The t a s k o f c o n s t r u c t i n g a p u r p o s e f u l o b j e c t o f T in k e r to y s h as n o t b e e n b a s i c a l l y a l t e r e d . I n p r a c t i c e i t was fo u n d t h a t g i v in g th e. r e q u e s t to make t h r e e t h i n g s , w ith a l i m i t e d number o f p i e c e s , r e s u l t e d i n q u i c k e r c o n s t r u c t i o n tim e w ith o u t t h e fo rm e r tim e - consum ing e l a b o r a t i o n o f t h e c o n s t r u c t i o n s . S c o rin g t h r e e ite m s f o r t h e i r d e g re e o f u n u s u a ln e s s was a ls o p la n n e d t o im prove t h i s t e s t ’s r e l i a b i l i t y , w hich P o s t e r found t o be v ery low . ( 1 9) E l a b o r a t i o n - No c h an g e s. R e d e f i n i t i o n - The t e s t fo rm e rly found, i n t h i s l o c a t i o n has b e e n s h i f t e d to F l e x i b i l i t y and r e p l a c e d by th e H idden F i g u r e s t a s k - fo rm e rly i n t h e E la b o r a tio n - V e r b a l c a t e g o r y . T h is t e s t has n o t been a l t e r e d i n form and conform s c l o s e l y to t h e a p p r o p r i a t e f a c t o r t e s t . CITOC Form at R e v is io n The e a r l y v e r s i o n o f CITOC c o n s i s t e d o f a c o l l e c t i o n o f s tim u lu s p i c t u r e s and c o n c r e t e m a t e r i a l s , a m anual o f i n s t r u c t i o n s f o r a d m i n i s t r a t i o n and s c o r i n g and a fo rm f o r r e c o r d in g r e s p o n s e s . When i t became n e c e s s a r y t o t r a i n o t h e r p s y c h o l o g i s t s and p s y c h o m e tr is ts i n i t s u s e , a s i m p l i f i e d fo rm a t was s o u g h t w hich would f r e e t h e e x a m in e r from h a v in g to h a n d le a m anual, p i c t u r e s and m a t e r i a l s a t th e same tim e . The CITOC used, i n t h e p r e s e n t s tu d y i s i n th e form o f a l a r g e p i c t u r e book made of 9 " x 1 1 ” s h e e t s o f heavy c a r d b o a r d h e ld t o g e t h e r by m etal r i n g s . The book i s p la c e d on a low t a b l e , f a c i n g th e c h i l d and t h e p a g e s tu rn e d away from him . A s tim u lu s p i c t u r e i s l o c a t e d on t h e s h e e t f a c i n g th e c h il d and d i r e c t i o n s f o r a d m i n i s t r a t i o n a r e l o c a t e d on t h e b ack of t h e p r e v io u s s h e e t f a c i n g th e e x a m in e r, who i s th u s f r e e o f a s e p a r a t e m an u al o f d i r e c t i o n s . Many o f t h e c o n c r e te m a t e r i a ls u s e d i n t h e t e s t , th e p a p e r s a c k , s t r i n g , s t i c k s , anim al fo rm s and f e l t p i e c e s , a r e l o c a t e d i n p l a s t i c z ip p e r p o c k e ts i n t h e book l o c a t i o n s w here th e y a re u sed and can be q u i c k l y rem oved, handed t o t h e c h ild , and. r e p la c e d . A few b u l k i e r m a t e r i a l s , th e T i n k e r t o y , c la y and b e a d s , a r e lo c a te d i n a s e p a r a t e z ip p e r p o u c h . A m anual f o r s c o r i n g —a l l of w h ich i s d o n e f o l l o w in g t h e t e s t a d m i n i s t r a t i o n — and a s im p lifie d , r e c o r d form c o m p le te t h e t e s t k i t . CITOC S c o rin g R e v is io n The r e v i s e d s c o r i n g m anual does n o t d i f f e r g r e a t l y from t h a t o f th e o r i g i n a l CITOC. T aking i n t o a c c o u n t t h e c o n t e n t r e v i s i o n s , an a tte m p t was made to a s s i g n p o i n t s t o e a c h s u b t e s t so t h a t e a c h would have a s i m i l a r ran g e and a c e i l i n g o f J>0. 66 No change w as made i n th e c o n c e p t o f c e i l i n g s f o r each s u b t e s t and i t s p a r t s c o r e s , as g iv e n i n th e o r i g i n a l CITOC, a lth o u g h su c h l i m i t a t i o n s seemed i n a p p r o p r i a te f o r a c r e a t i v i t y t e s t . R e v is io n o f t h i s and o t h e r q u e s t io n a b le a s p e c t s o f th e t e s t w i l l a w a it f i n d i n g s o f th e p r e s e n t s t u d y . CITOC R e l i a b i l i t y and. V a l i d i t y As CITOC h a s b e e n re v ise d , s i n c e th e o r i g i n a l i n v e s t i g a t i o n o f i t s p r o p e r t i e s , r e f e r e n c e w i l l be made only to th o s e s u b t e s t s w h ich rem a in s u b s t a n t i a l l y un changed and i n t a c t . I n P o s t e r 's s tu d y o f a combined, g ro u p o f 4j5 f o u r - y e a r - o ld p r e s c h o o l c h i l d r e n , s e v e r a l e s t im a t e s o f r e l i a b i l i t y w ere o b t a i n e d . P e a rs o n t e s t - r e t e s t c o r r e l a t i o n c o e f f i c i e n t s w ere computed, w ith a f i v e to s e v e n month p e rio d b e tw e e n t e s t i n g s . V e rb a l s u b t e s t c o e f f i c i e n t s o f . 5 8, .2 5 , .30, .24 and .2 0 w ere o b ta in e d f o r S e n s i t i v i t y to P ro b lem s, F lu e n c y , F l e x i b i l i t y , O r i g i n a l i t y and R e d e f i n i t i o n . F o r p e rfo rm a n c e s u b t e s t s t h e c o e f f i c i e n t s w ere .2 6 , .2 4 , .4 8 , .52 and .51 f o r S e n s i t i v i t y t o P ro b le m s, F lu e n c y , F l e x i b i l i t y , E l a b o r a t i o n and R e d e f i n i t i o n . A ll s u b t e s t l a b e l s a r e t h o s e f o r t h e r e v is e d CITOC. E s tim a te d c o m m u n a litie s w ere p r e s e n te d as 67 e s t im a t e s o f r e l i a b i l i t y f o r t h e p r e and p o s t CITOC a d m i n i s t r a t i o n s . T h ese ra n g e d from .J 5 to .82 f o r CITOC s u b t e s t s w ith an o v e r a l l low t o m o d erate r e l a t i o n s h i p s betw een t h e s u b t e s t s . I n t e r n a l c o n s i s t e n c y e s t i m a t e s o f r e l i a b i l i t y , p a r t - i t e m and p a r t - t e s t c o r r e l a t i o n c o e f f i c i e n t s , w ere computed f o r v e r b a l s u b t e s t s , p e rfo rm a n c e s u b t e s t s and. combined s c a l e s . The v e r b a l s c a l e i n t e r - i t e m c o r r e l a t i o n s w ere s i g n i f i c a n t a t t h e .0 1 l e v e l f o r a l l c o m b in a tio n s o f F lu e n c y , F l e x i b i l i t y and R e d e f i n i t i o n . Only v e r b a l S e n s i t i v i t y to P ro b le m s and O r i g i n a l i t y s u b t e s t s have s e p a r a t e p a r t s c o r e s and t h e s e w ere s i g n i f i c a n t a t .01 f o r p a r t - i t e m c o r r e l a t i o n . P e rfo rm a n c e s u b t e s t s s i g n i f i c a n t l y c o r r e l a t e d w ere S e n s i t i v i t y t o P ro b lem s w i t h R e d e f i n i t i o n and F l e x i b i l i t y w ith E l a b o r a t i o n . S e n s i t i v i t y to Problem s v e r b a l and S e n s i t i v i t y t o P ro b lem s p e rfo rm a n c e s c o r e s were s i g n i f i c a n t l y c o r r e l a t e d a t t h e .01 l e v e l , as were F l e x i b i l i t y v e r b a l and F l e x i b i l i t y p e rfo rm an c e s c o r e s . The g e n e r a l l y low s u b t e s t i n t e r c o r r e l a t i o n s o b ta in e d w ere i n s u b s t a n t i a l ag reem en t w ith a Hoyt a n a l y s i s o f v a r ia n c e e s t i m a t e o f i n t e r n a l c o n s is te n c y w hich y i e l d e d a c o e f f i c i e n t o f .2 4 . A s tu d y was made o f t h e r e l i a b i l i t y o f th e r e v i s e d | CITOC by Weber (1 0 0 ) u s i n g seco n d and t h i r d g ra d e s u b j e c t s 68 random ly s e l e c t e d from t h e 1967 S ch u lw erk e v a l u a t i o n p o p u la tio n , p a r t o f t h e p r e s e n t s tu d y p o p u la tio n . T w enty- n in e p u p ils w ere r e - t e s t e d f o l lo w in g a two week i n t e r v a l and a Spearm an-rho r a n k o r d e r c o r r e l a t i o n com puted. C o r r e l a ti o n s o f . 7 0 , .6 4 , .7 4 , .4 0 , .6 7 and .71 w ere o b ta in e d f o r th e v e r b a l s u b t e s t s o f S e n s i t i v i t y to P ro b lem s, F lu e n c y , F l e x i b i l i t y , O r i g i n a l i t y , E la b o r a tio n and R e d e f i n i t i o n . F o r t h e p e rfo rm a n c e s u b t e s t s , i n th e same o r d e r , c o r r e l a t i o n s w ere . 6 1 , .52* . 7 8 * *4-2, .6 7 and . 6 8 . F o r th e same p o p u l a t i o n H arsh d e te rm in e d t h a t r e l i a b i l i t y c o e f f i c i e n t s f o r t h e V e rb a l, P erfo rm an ce and. F u l l S c a le s c o r e s w ere .86.2, .7 7 6 and *825* (354) The v a l i d i t y o f CITOC was e s tim a te d i n F o s t e r ’s ( 1 9 ) stu d y by t h e r e l a t i o n s h i p o f i t s s u b t e s t s c o re s to S ta n f o rd -B in e t a s s ig n e d f a c t o r s o f v e r b a l , s p a t i a l , p e r c e p t u a l and re a s o n in g a b i l i t i e s . I n g e n e r a l , v e r b a l s u b t e s t s showed l i t t l e r e l a t i o n s h i p w ith o t h e r th a n th e a s s ig n e d memory f a c t o r . A nother e s t i m a t e o f v a l i d i t y was o b ta in e d by t e a c h e r ra n k in g o f th e 42 s u b j e c t s on th e s i x CITOC t h i n k i n g a b i l i t i e s . No s i g n i f i c a n t r e l a t i o n s h i p s b etw een CITOC s c o r e s and t e a c h e r r a n k in g s w ere fo u n d . CHAPTER IV PROCEDURE I n t h i s c h a p te r th e p r o c e d u r e s u se d i n c o n d u c tin g t h e s tu d y a re p r e s e n t e d . The known c h a r a c t e r i s t i c s o f t h e s u b j e c t s and t h e i r a r e a o f r e s i d e n c e i s f i r s t d e s c r ib e d w ith th e c h ro n o lo g y o f CITOC a d m i n i s t r a t i o n . I n th e second s e c t i o n th e d e t a i l s o f CITOC a d m i n i s t r a t i o n and s c o r i n g p r o c e d u r e s a r e g i v e n and th e n a t u r e o f o t h e r t e s t d a t a f o r th e s u b j e c t s p r e s e n t e d . The m ajo r h y p o th e s e s t e s t e d and. t h e a u x i l i a r y a r e a s o f i n t e r e s t a r e n e x t d e s c r i b e d , fo llo w ed , by th e p l a n f o r d a t a a n a l y s i s . S u b je c ts The i n d i v i d u a l CITOC a d m i n i s t r a t i o n f o r t h i s s tu d y was acco m p lish ed th ro u g h th e c o o p e r a t i o n o f sc h o o l p s y c h o l o g i s t s and p s y c h o m e tr is ts i n t h e Los A ngeles County m e t r o p o l i t a n a r e a . I n th e s c h o o l y e a r 1 9 6 6- 6 7 , t h r e e s c h o o l d i s t r i c t s c o n t r i b u t e d CITOC sa m p lin g s o f t h e i r s c h o o l p o p u l a t i o n s . The e x a m in e rs a l l p a r t i c i p a t e d i n i n d i v i d u a l o r group 69 70 t r a i n i n g s e s s i o n s b e fo re a d m i n i s t e r i n g CITOC. Los A ngeles C ity , L ow ell J o i n t , and B e l l f l o w e r S c h o o l D i s t r i c t s p a r t i c i p a t e d , and s u g g e s tio n s f o r im provem ent i n f o r m a t, r e c o r d i n g o f r e s p o n s e s and f u t u r e r e v i s i o n w ere r e q u e s te d . S u g g e s tio n s w h ich would, n o t a f f e c t t h e c o m p a r a b ility o f s c o r e s i n th e p r e s e n t stu d y w ere p u t i n t o e f f e c t as soon as t r y o u t s p ro v ed t h e i r e f f i c a c y . A number o f t e s t s were g i v e n i n e a c h o f th e Los A n g e les C ity E le m e n tary a r e a s and i n t h e s u b u rb a n a r e a served, by th e L ow ell J o i n t D i s t r i c t . T h ese s u b j e c t s , m ost o f whom w ere k i n d e r g a r te n o r f i r s t g r a d e p u p i l s , a ls o r e c e iv e d i n d i v i d u a l i n t e l l i g e n c e t e s t s . B e l l f l o w e r D i s t r i c t , i n c o n n e c tio n w i t h t h e e v a l u a t i o n o f th e O rth ScJjulwerk P r o j e c t , an ESEA, T i t l e I I I , c r e a t i v e m usic pro g ram , a d m in iste re d . CITOC's t o a l a r g e , random ly s e l e c t e d sam ple o f i n t a c t se c o n d and t h i r d g rad e c la s s ro o m g ro u p s . T h is t e s t i n g was c a r r i e d o u t i n th e s p r i n g o f 1 9 6 7 * A gain i n th e s p r in g o f 1 9 6 8 , a l a r g e r g ro u p o f k i n d e r g a r t e n , se c o n d , t h i r d and f o u r t h g ra d e p u p i l s from B e l l f l o w e r D i s t r i c t were t e s t e d i n a s i m i l a r i n t a c t c la s s ro o m p l a n , and a t the- same tim e a d d i t i o n a l k i n d e r g a r t e n p u p i l s from Downey and Compton S c h o o l D i s t r i c t s p a r t i c i p a t e d i n th e music program e v a l u a t i o n and CITOC t e s t i n g . 71 An a d d i t i o n a l g ro u p o f 45 c h i l d r e n , o f a g e s f o u r , s e v e n , e i g h t and n in e , from s c h o o ls i n th e d is a d v a n ta g e d t a r g e t a r e a o f Los A n g eles C ity D i s t r i c t , w ere t e s t e d , i n t h e s p r i n g and f a l l o f 1 9 6 8 . The s e v e n - y e a r - o ld s w ere g iv e n i n d i v i d u a l i n t e l l i g e n c e t e s t s i n a d d i t i o n t o CITOC. V ' T w e n ty -fo u r f o u r - y e a r - o l d s from t h e p r e s c h o o l a t F re sn o S t a t e C o lle g e w ere g iv e n CITOC and i n d i v i d u a l i n t e l l i g e n c e t e s t s i n th e s p r in g o f 19 6 8. The 6 l 0 s u b j e c t s , i n summary, a re from u r b a n and s u b u r b a n m e t r o p o l i t a n a r e a s o f r e s i d e n c e , from l a r g e , medium and s m a ll sc h o o l d i s t r i c t s , o f v a r i o u s e t h n i c b a c k g ro u n d s and o f b o th ad v an tag ed and d is a d v a n ta g e d s t a t u s . CITOC A d m in is tr a tio n and S c o rin g I n m o st c a se s CITOC was i n d i v i d u a l l y a d m in is te r e d by C a l i f o r n i a c r e d e n tia le d . p s y c h o m e tr is ts o r p s y c h o l o g i s t s who w e re in tr o d u c e d t o CITOC p ro c e d u re s by t h i s i n v e s t i g a t o r b e f o r e t e s t i n g b e g a n . For t h e s p r i n g , 1 9 6 8 , e v a l u a t i o n o f t h e O rth S ch u lw erk P r o j e c t , t h r e e Long B each S t a t e . Co^],ege p sy c h o lo g y s tu d e n ts were in c lu d e d w i t h t h e d i s t r i c t p s y c h o l o g i s t s i n t h e t r a i n i n g f o r CITOC a d m in is t r a t i o n . A ll CITOC's w ere i n d i v i d u a l l y s c o re d by t h i s i n v e s t i g a t o r . U sing t h e c o n te n t o f th e 200 1 9 6 6 -6 7 p r o t o c o l s , s c o r i n g s t a n d a r d s w ere d e v e lo p e d and t a l l i e s made o f th e fre q u e n c y o f r e s p o n s e s f o r th e O r i g i n a l i t y s u b t e s t s w hich a r e s c o r e d f o r u n u s u a ln e s s o f r e s p o n s e . The t e s t s w ere t h e n r e - ‘ e v a l u a t e d and _:scored. f o r O r ig in a l i t y . - R e d e f i n i t i o n - V e r b a l c a t e g o r i e s o f use w ere d e v ise d , l o g i c a l l y , i n advance o f s c o r i n g and i n s t a n c e s o f e a c h a ccu m u lated d u r in g t h e s c o r i n g p r o c e s s f o r f u t u r e r e f e r e n c e . O th er s u b t e s t s could, be s c o re d more e a s i l y by t h e a p p l i c a t i o n o f c l e a r l y s t a t e d p r i n c i p l e s . i The s p r i n g , 1968 s c o r i n g was *acpom plished by u s i n g th e s ta n d a r d s d e v e lo p e d t h e p r e v i o u s y e a r . A ll CITOC's w ere sc o re d i n g ro u p s o f f i f t e e n , s c o r in g a l l f i f t e e n f o r t h e f i r s t s u b t e s t , t h e n a l l f i f t e e n f o r th e second s u b t e s t and so f o r t h , f o r g r e a t e r c o n s is te n c y . \ * O th e r T e s t D a ta S t a n f o r d - B i n e t , WISC o r Peabody P i c t u r e V o c a b u la ry i n d i v i d u a l i n t e l l i g e n c e t e s t s w ere a d m in is te re d to a b o u t one h u ndred s u b j e c t s . A s i m i l a r num ber had r e c e n t s c o r e s ■ -fy. f o r t h e SCAT, S ch o o l and. C o lle g e A b i l i t y T e s t, i n t h e i r s c h o o l r e c o r d s . A chievem ent t e s t d a t a was a v a i l a b l e f o r p u p i l s i n g r a d e s tw o, t h r e e and f o u r . A l t o g e t h e r , 212 p u p i l s had s c o re s a v a i l a b l e o n t h e S ta n f o r d A chievem ent T e s t - 13 R e a d in g . Most o f th e s u b j e c t s w ere t e s t e d w i t h i n a month o f t h e i r CITOC t e s t i n g . A few f o u r t h g ra d e p u p i l s had t e s t s c o r e s a v a i l a b l e from th e p r e v io u s y e a r . H y p o th e se s T h ree h y p o th e s e s w ere o f c o n c e rn i n th e i n v e s t i g a t i o n of CITOC c h a r a c t e r i s t i c s . S ta te d i n th e n u l l form th e y a r e : Hn : T h ere a r e no d i f f e r e n c e s b etw een th e s c o r e s °1 o f th e d i f f e r e n t age g ro u p s t e s t e d on any o f th e CITOC v a r i a b l e s . H : T h ere a r e no d i f f e r e n c e s b etw een th e s c o r e s °2 o f boys and. g i r l s on any o f th e CITOC t e s t v a r i a b l e s . H : T h ere a r e no d i f f e r e n c e s b etw een t h e s c o r e s o f advantaged, and d is a d v a n ta g e d c h i l d r e n on any o f t h e CITOC v a r i a b l e s . A d d itio n a l q u e s t i o n s to be answ ered c o n c e rn th e r e l a t i o n s h i p b etw een CITOC and t h e i n t e l l i g e n c e and r e a d in g a ch iev e m e n t m e a s u r e s . A n a ly s is o f D a ta I n o r d e r to i d e n t i f y t h e CITOC v a r i a b l e s w hich would d i s c r i m i n a t e b e tw e e n t h e s u b j e c t s d iv id e d on th e b a s i s o f s e x , a g e , o r a d v a n ta g e s t a t u s , and to d e te rm in e 74 t h e c o n t r i b u t i o n made by . e a c h CITOC v a r i a b l e to t h e d i s c r i m i n a t i o n , th e F - r a t i o f o r t h e s i g n i f i c a n c e o f th e d i f f e r e n c e b etw een g roup means was com puted and m u lt i p le d i s c r i m i n a n t a n a l y s i s c a r r i e d o u t by t h e BM D 07M (1 5 ) c o m p u ter pro g ram . The r e l a t i o n s h i p b e tw e e n i n t e l l i g e n c e , r e a d in g a c h ie v e m e n t and a l l CITOC v a r i a b l e s , s e x , age and advan t a g e g ro u p m em bership was d e te rm in e d u s in g a c o r r e l a t i o n p ro g ram w h ich a llo w s f o r m is s in g d a t a . The i n t e l l i g e n c e and a c h ie v e m e n t t e s t s c o r e s w ere f i r s t tra n s fo rm e d i n t o "C" s c o r e s f o r c o m p a r a b i l it y . * CHAPTER V REPORT AND DISCUSSION OP FINDINGS I n t h i s c h a p t e r t h e f i n d i n g s o f t h e s tu d y a re r e p o r t e d and d is c u s s e d i n two s e c t i o n s . The f i r s t , I n v e s t i g a t i o n o f H y p o th e se s, i n c l u d e s a s t a te m e n t o f h y p o th e s e and an i n v e s t i g a t i o n o f e a c h , i n t u r n , th ro u g h d e s c r i p t i v e s t a t i s t i c s and d i s c r i m i n a n t a n a l y s i s . The second, s e c t i o n , I n s tr u m e n t C h a r a c t e r i s t i c s , ex am in es t h e r e l a t i o n s h i p s b etw een CITOC, i n t e l l i g e n c e and r e a d i n g a ch iev em en t s c o r e s as w e l l as t h < 2 i n t e r r e l a t i o n s h i p s b etw een CITOC s u b s c o r e s . The d i s t r i b u t i o n o f s c o r e s f o r each s u b t e s t a t each age l e v e l f o r th e stu d y p o p u l a t i o n i s p r e s e n te d t o c o n clu d e t h e c h a p t e r . I n v e s t i g a t i o n o f H y p o th eses S ta te m e n t o f H y p o th e s e s . The t h r e e h y p o th e s e s u n d e r i n v e s t i g a t i o n i n t h i s stu d y w e re : H0 : T h ere a re no d i f f e r e n c e s b e tw e e n t h e s c o r e s 1 o f th e d i f f e r e n t age g ro u p s t e s t e d on any o f th e CITOC v a r i a b l e s . H0 : T h ere a r e no d i f f e r e n c e s b e tw ee n t h e s c o r e s 2 75 o f boys and g i r l s on any o f t h e CITOC v a r i a b l e s . H0 : T h e re a r e no d i f f e r e n c e s b e tw e e n t h e s c o r e s o f a d v an tag e d and d is a d v a n ta g e d c h i l d r e n on any o f th e CITOC v a r i a b l e s . The .01 l e v e l o f c o n fid e n c e was re q u ire d , t o r e j e c t t h e n u l l h y p o th e s is i n a l l s t a t i s t i c a l t e s t s o f s i g n i f i c a n c e . Age D i f f e r e n c e s . T a b le s 1 and 2 show t h e means and s t a n d a r d d e v i a t i o n s f o r e ac h o f th e CITOC v a r i a b l e s a t e a c h o f th e s i x age l e v e l s . An F r a t i o f o r th e d i f f e r e n c e b etw een mean s c o r e s f o r e ac h v a r i a b l e i s i p - c l u d e d . F o r t h e CITOC v e r b a l t e s t s , shown i n T a b le 1 , a l l s u b t e s t s c o r e s te n d t o i n c r e a s e w ith age and. t h e d i f f e r e n c e s i n mean s c o r e s betw een age g ro u p s i s s i g n i f i c a n t f o r a l l v a r i a b l e s . I n T a b le 2 th e p e rfo rm a n c e and t o t a l s c o r e means a ls o show a g e n e r a l l y p o s i t i v e i n c r e a s e w ith a g e . A ll p e rfo rm a n c e t e s t s , w ith th e e x c e p t i o n o f F l e x i b i l i t y , show s i g n i f i c a n t d i f f e r e n c e s b e tw e e n age g ro u p m ean s. A summary o f th e d i s c r im i n a n t a n a l y s i s i s p r e se n ted . i n T a b le 3 . L is te d i n ra n k o r d e r o f c o n t r i b u t i o n t o t h e age d i s c r i m i n a t i o n a re th e f o l lo w in g s e v e n s i g n i f i c a n t CITOC v a r i a b l e s : S e n s i t i v i t y to P ro b le m s -P e rfo rm a n c e , TABLE 1 DESCRIPTIVE STATISTICS - CITOC VERBAL TESTS CITOC V a r ia b le Age F o u r N=45 Age F iv e N=173 Age S ix N=107 Age S even Age E ig h t Age N ine N=88 N=106 N=91 F -V alu e d f - 5 ,6 o 4 S e n s i t i v i t y t o P roblem s Mean S.D . 5 .8 0 4 .3 3 8 .2 9 6.0.3 8 .1 7 6 .5 3 1 2 .7 9 6 .0 1 1 3 .0 1 6 .1 7 1 6 .7 3 7 .1 6 *p < . 01 3 6 .3 1 * F lu e n c y Mean S .D . 1 3 .0 7 5 .8 7 1 4 .8 0 6 .5 3 1 5 -1 4 6 .3 6 1 8 .8 9 5 .5 8 1 9 .9 8 5 .4 8 2 1 .9 8 5 .4 4 2 9 .9 3 * F l e x i b i l i t y Mean S.D . 6 .1 5 5 -7 7 6 .8 6 7 .4 0 5 .8 5 6 .2 9 1 1 .4 3 7 .7 7 1 1 .5 8 8 .2 5 1 3 .3 8 8 .7 3 1 8 .2 7 * O r i g i n a l i t y Mean S.D . 9 -5 3 5 .1 3 9 .4 0 4 .1 4 8 .9 7 4 .2 1 1 1 .4 3 5 .5 5 1 0 .4 4 5 .0 5 1 2 .0 3 5 .8 1 6 . 18* E l a b o r a t i o n Mean S.D . 8 .9 1 3 -7 9 1 2 .9 9 7 .4 4 1 5 .2 2 7 .2 0 1 7 .9 7 6 .4 3 1 8 .3 3 6 .2 1 2 1 .3 4 6 .93 3 1 .4 2 * R e d e f i n i t i o n Mean S .D . 9 .3 8 3 .9 0 1 0 .5 0 4 ,7 9 1 0 .6 7 4 .9 1 1 5 .3 0 4 .7 1 1 5 .5 8 5 .2 8 1 6 .4 8 4 .9 1 3 8 . 50* V e rb a l T o t a l Mean S .D . 5 2 .6 9 2 0 .4 8 6 2 .7 7 2 5 .3 6 6 4 .2 6 2 3 .4 8 8 7 .8 1 2 3 .7 6 8 8 .9 5 2 4 .2 6 1 0 2 .1 0 2 6 .6 1 si -0 TABLE 2 DESCRIPTIVE STATISTICS - CITOC PERFORMANCE TESTS AND TOTAL SCORE CITOC V a r ia b le Age F o u r N-45 Age F iv e N=173 Age S ix N=107 Age Seven Age E ig h t N=88 N=106 Age N ine N=91 F -V alu e d f - 5 ,6 0 4 B e n s . P roblem s Mean S.D . 1 4 .0 4 6 .8 0 1 8 .5 8 5 .1 2 2 0 .0 9 5 .4 6 2 3 .7 5 3 .6 5 2 5 .8 3 2 .6 6 2 6 .5 4 2 .1 5 * p < .01 8 9 . 67* F lu e n c y Mean S.D . 1 8 .7 1 5 .6 6 8 .1 9 4 .5 2 1 8 .5 0 4 .1 4 1 9 .8 3 4 .1 2 2 1 .4 9 4 .1 4 2 3 .1 3 3 .5 0 2 2 .5 2 * F l e x i b i l i t y Mean S.D . 6 .5 3 6 .1 1 6 .6 2 6 .4 6 5 -4 1 5 .6 2 6 .9 0 6 .4 1 7 .2 2 6 .4 6 7 .2 9 6 .1 3 • 1 .2 4 O r i g i n a l i t y Mean S.D . 1 2 .1 1 5 .1 9 1 1 .7 2 5 .8 2 1 1 .4 4 4 .4 2 1 3 .5 5 4 .8 2 1 2 .2 8 3 .9 3 1 2 .9 8 4 .2 6 3 . 45* E l a b o r a t i o n Mean S.D . 1 0 .6 4 8 .7 1 1 0 .5 0 8 .6 9 9 .2 6 7 .8 4 1 1 .7 0 8 .9 1 1 4 .2 3 8 .5 7 1 6 .7 7 7 -9 7 1 0 . 85* R e d e f i n i t i o n Mean S.D . 1 1 .2 2 5 .6 8 1 5 .6 5 5 .8 2 1 7 .5 7 5 .3 2 1 9 -48 4 .9 0 2 1 .7 2 4 .4 8 2 4 .0 5 4 .4 5 5 8 . 49* P e r f . T o ta l Mean S.D . 7 3 .3 1 2 5 .9 8 8 1 .2 6 2 1 .6 9 8 2 .0 0 2 0 .6 4 9 5 .0 9 2 1 .0 0 1 0 2 .7 6 2 0 .1 0 1 1 0 .9 5 1 8 .1 6 CITOC T o t a l S c o re 1 4 4 .0 5 3 9 .1 3 1 4 6 .2 6 3 5 .6 9 1 8 2 .9 0 3 8 .5 7 -< I Mean S .D . 1 2 6 .0 0 4 0 .2 9 1 9 1 .7 2 3 7 .3 2 2 1 5 .1 2 5 7 .9 3 79 TABLE 3 SUM M ARY OP DISCRIMINANT ANALYSIS FOR SIX AGE GROUPS S te p Number V a r ia b le E n te re d F V alue t o E n t e r o r Remove Number o f V a r ia b le s In c lu d e d 1 S e n s . P ro b le m s- P e rfo rm a n ce 8 9 . 6 7 3 7 * 1 2 R e d e f i n i t i o n - P e rfo rm a n ce 1 5 .8 0 8 0 * 2 5 R e d e f i n i t i o n - V e rb a l 9 . 018 1* 5 4 F lu e n c y -P e rfo rm a n c e 5 . 6365* 4 5 S e n s. P ro b le m s- V e rb a l 4 .9 9 5 1 * 5 6 F l e x i b i l i t y - P e rfo rm a n ce 4 .1 6 7 5 * 6 7 E l a b o r a t i o n - V e rb a l 3 .6 7 6 0 7 8 O r i g i n a l i t y - P e rfo rm a n ce 2 .1 2 6 1 8 9 F l e x i b i l i t y - V e rb a l 1 .6 8 3 1 9 10 E la b o r a t i o n - P e rfo rm a n ce 1 .0 8 4 0 10 11 O r i g i n a l i t y - V e rb a l 1 .0 3 1 7 11 12 F lu e n c y - V e rb al .6597 12 *p < .01 80 R e d e f i n it i o n - P e r f o r m a n c e , R e d e f i n it i o n - V e r b a l , F lu e n c y - P e rfo rm a n c e , S e n s i t i v i t y t o P ro b le m s -V e rb a l, F l e x i b i l i t y - P e rfo rm a n c e and E la b o r a t i o n - V e r b a l . A lth o u g h F l e x i b i l i t y - P e r f o r m a n c e was t h e one s u b t e s t i n w h ich th e F r a t i o f o r c o m p a riso n o f mean s c o r e s was n o t s i g n i f i c a n t , i n c o m b in a tio n w i t h o t h e r CITOC s c o r e s i t was a b le t o s i g n i f i c a n t l y d i s c r i m i n a t e b e tw e e n age g r o u p s . T a b le 4 p r e s e n t s th e F m a tr ix o f age g ro u p mean c o m p a ris o n s a f t e r a l l CITOC s c o r e s had b e e n e n te r e d i n t o t h e d i s c r i m i n a n t a n a l y s i s . Every c o m p a riso n i s s i g n i f i c a n t a t th e .01 l e v e l o f c o n fid e n c e . The h y p o th e s is o f no age d i f f e r e n c e s was fo u n d u n t e n a b le f o r th e s tu d y p o p u l a t i o n and was r e j e c t e d . F u r t h e r a n a l y s i s o f t h e d a t a was c a rr ie d , o u t s e p a r a t e l y f o r e a c h age g ro u p i n o r d e r t o c l a r i f y t h e f i n d i n g s . Sex D i f f e r e n c e s . T a b le s 5 th ro u g h 10 p r e s e n t th e m eans, s t a n d a r d d e v i a t i o n s and F r a t i o s o f CITOC s c o r e s f o r 'b o y s and g i r l s a t e a c h age l e v e l . No s i g n i f i c a n t d i f f e r e n c e s w ere found b e tw ee n t h e mean s c o r e s o f boys and g i r l s on any CITOC v a r i a b l e a t any age l e v e l . A lth o u g h d i f f e r e n c e s w ere s m a ll, g i r l s s c o re d h i g h e r on t h e sum o f v e r b a l s u b t e s t s a t ages f o u r and n in e w h ile bo y s s c o re d h i g h e r a t s i x , se v e n and e i g h t . On P e r f o r m a n c e - T o ta l boys s c o r e d h ig h e r t h a n g i r l s a t ag es f o u r , s i x , e i g h t and n in e w ith g i r l s s c o r i n g h i g h e r a t TABLE 4 P MATRIX OP AGE GROUP MEANS (FOLLOWING PINAL STEP OP DISCRIMINANT ANALYSIS- ALL CITOC VARIABLES ENTERED) Age 4 5 AGE 6 7 8 5 5 .4 2 4 3 * 6 9 . 8917* 2 .5 6 3 2 * 7 1 6 . 8802* 1 1 .0 7 4 3 * 6 .5 6 6 4 * 8 2 5 . 5947* : 2 1 . 1761* 1 1 .3 8 8 4 * 2 .6 4 0 2 * 9 3 3 .0 9 2 2 * 3 2 .2 2 4 3 * 1 9 .5 9 8 3 * 7 .0 7 9 9 * 3 . 0639* * p c .01 D eg rees o f Freedom 1 2 ,5 9 3 TABLE 5 DESCRIPTIVE STATISTICS - AGE POUR CITOC V a r ia b le Boys (N=2 2 ) Mean S .D . G i r l s (N=23) Mean S.D . F -V alu e d f = l ,4 3 A dvantaged (N -23) Mean S.D . D i s ad v a n t aged (N -2 2 ) Mean S .D . F -V alu e d f =1 ,4 3 V e rb a l T e s ts S e n s .t o P r o b 's . 6 .5 9 4 .9 3 5 .0 4 3 .6 0 1 .4 5 3 .9 1 3 .2 6 - X 7 -7 7 4 .4 8 p . 01 1 0 .9 9 * F lu e n c y 1 ^ .0 0 3.5:5 1 3 .1 3 7 .5 5 .01 IO .96 5 .0 8 1 5 .2 7 5 .9 4 6 .8 9 F l e x i b i l i t y 5 .1 8 4 .3 5 7 -0 4 6 .8 5 1.17 6 .7 3 6 .2 6 5 .4 6 5 .2 8 •59 O r i g i n a l i t y 8 .2 7 5 .5 1 1 0 .7 4 4 .5 4 2 .7 0 8 .5 2 4 .7 0 1 0 .5 9 5 .4 6 1 .8 6 E l a b o r a t i o n 8 .4 1 4 .9 8 9 .3 9 6 .5 4 .32 9 .1 3 5 .6 8 8 .6 2 6 .0 2 .07 R e d e f i n i t i o n 9 .3 6 3 .6 7 9 -3 9 4 .2 0 .00 9 .5 6 4 .2 2 9 .1 8 3 .6 3 .11 P e r f o r m . S u b t e s t s S e n s .t o P ro b * s . 1 4 .2 7 6 .3 3 1 3 .8 3 7 .3 6 .05 1 4 .1 7 7 .2 8 1 3 .9 1 6 .4 3 .02 F lu e n c y 1 9 .7 7 5 .3 0 1 7 .7 0 5 .9 3 1 .5 3 1 7 .4 8 4 .7 6 2 0 .0 0 6 .3 3 2 .2 9 F l e x i b i l i t y 6 .2 7 6 .1 3 6 .7 8 6 .2 1 .08 4 .7 0 4 .1 3 8 .4 5 7 .2 7 4 .6 0 O r i g i n a l i t y 1 1 .4 5 5 .2 3 1 2 .7 4 5 .1 9 .68 1 2 .9 6 5 .2 0 1 1 .2 3 5 .1 5 1 .2 5 E l a b o r a t i o n 1 0 .0 4 1Q113 1 1 .2 2 7 .2 8 .20 9 .3 5 7 .4 2 1 2 .0 0 9 .8 7 1 .0 4 R e d e f i n i t i o n 1 3 .0 0 6 .1 4 9 .5 2 4 .7 3 4 .5 6 1 1 .2 2 6 .0 1 1 1 .2 3 5 -4 6 .00 V e rb a l T o ta l 5 1 .0 0 1 7 -6 5 5 4 .3 0 2 3 .1 4 • 29 4 8 .4 3 1 8 .5 2 5 7 .1 4 2 1 .8 7 2 .0 8 P e r f . T o ta l 7 4 .9 1 3 0 .6 6 7 1 .7 8 2 1 .1 5 .1 6 6 9 .8 7 2 2 .5 6 7 6 .9 1 2 9 .2 2 .8 2 00 CITOC T o t a l 1 2 5 .9 1 4 2 .3 0 1 2 6 .0 9 3 9 -2 2 .00 1 1 8 .3 0 3 4 .8 3 1 3 4 .0 4 4 4 .6 9 1 .7 5 W TABLE 6 DESCRIPTIVE STATISTICS - AGE FIVE CITOC V a r ia b le Boys (N=104) Mean S.D . G i r l s ( n=69) Mean S.D . F -V a lu e d f - 1 ,1 7 1 A dvantaged (N -6 0 ) Mean S.D . D isa d v a n ta g e d (N=113) Mean S.D . F -V alu e d f = 1,171 V e rb a l T e s ts S e n s .t o P r o b 's . 9*05 6 .2 4 7 .1 6 5 .5 4 4 .1 5 8 .8 0 6 .1 5 8 .0 3 *P 5 .9 7 <^.01 .6 4 F lu e n c y 1 4 .8 6 6 .2 5 1 4 .7 0 6 .9 6 .03 1 5 .9 0 6 .6 6 1 4 .2 1 6 .4 0 2 .6 5 F l e x i b i l i t y 6 .9 4 7 .5 9 6 .7 2 7 .1 7 .0 4 8 .6 7 7 .9 1 5 .8 9 6 .9 6 5 .6 5 O r i g i n a l i t y 9 .0 5 4 .0 5 9 .9 4 4 .2 5 1 .9 4 9 .8 2 4 .4 1 9 .1 9 5 .9 9 .91 E l a b o r a t i o n 1 2 .0 4 6 .8 7 1 4 .4 3 8 .0 6 . 4 .3 9 1 3 .1 0 6 .5 8 1 2 .9 4 7 .8 8 .02 R e d e f i n i t i o n 1 0 . 6^ 4 .7 3 1 0 .2 9 4 .9 0 .21 1 0 .6 3 4 .7 4 1 0 .4 2 4 .8 4 •07 P e rfo rm . T e s ts S e n s .t o P ro b * s . 1 8 .6 3 5 .5 1 1 8 .4 9 4 .5 0 .03 1 9 .6 0 5 .6 5 1 8 .0 3 4 .7 5 5 .7 2 F lu e n c y 1 8 .4 0 4 .5 7 1 7 .8 7 4 .4 6 .58 1 8 .4 0 4 .5 1 1 8 .0 8 4 .5 5 .2 0 F l e x i b i l i t y 6 .4 9 6 .6 4 6 .8 3 6 .2 1 .11 5 .1 0 5 .1 0 7 .4 3 6 .9 6 5 .2 5 O r i g i n a l i t y 1 1 .8 6 3 .6 3 1 1 .5 2 4 .1 2 .32 1 1 .5 5 5 -9 5 1 1 .9 3 3 .7 6 •95 E l a b o r a t i o n 1 0 .4 8 8 .8 0 1 0 .5 2 8 .5 9 .00 9 -0 7 8 .5 8 1 1 .2 6 8 .6 9 2 .5 1 R e d e f i n i t i o n 1 5 .2 6 6 .1 7 1 6 .2 3 5 .2 4 1 .1 6 1 7 .5 0 5 .8 5 1 4 .7 7 5 .6 3 7 .6 9 * V e rb a l T o ta l 6 2 .5 7 2 4 .9 8 6 3 .0 7 2 6 .1 0 .0 2 6 6 .9 2 2 6 .7 4 6 0 .5 7 2 4 .4 3 2 .4 8 P e r f . T o ta l 8 1 .1 2 2 2 .2 5 8 1 .4 6 2 0 .9 7 .01 8 0 .8 0 2 1 .7 5 8 1 .5 0 2 1 .7 5 •04 00 ^ v>» .81 CITOC T o ta l 1 4 3 .6 9 3 9 -2 8 1 4 4 .5 3 3 9 -1 8 .0 2 1 4 7 .7 2 C \J IS- • 0 ■ = J - 1 4 2 .0 7 5 8 .3 0 TABLE 7 DESCRIPTIVE STATISTICS - AGE SIX CITOC V a r ia b le Boys (N=46) Mean S.D . G i r l s (N=6l ) Mean S.D . F -V a lu e d f = 1,105 A dvantaged (N=45) Mean S.D . D isa d v a n ta g e d (N=62) Mean S.D . F -V alu e d f =1 ,105 V e rb a l T e s ts S e n s .t o P r o b 's . 9 -5 9 7 .7 3 7 -1 0 5 .2 7 3 .9 1 9 .9 8 7 .9 5 6 .8 5 * 4 .9 3 p < ..0 1 6 .2 6 F lu e n c y 1 5 .8 3 6 .9 9 1 4 .6 2 5 .8 5 .94 1 6 .8 4 6 .6 5 1 3 .9 0 5 .8 9 5 .8 3 F l e x i b i l i t y 5 .8 3 5 .3 3 5 .8 7 6 .9 7 .00 6 .3 1 5 .9 1 5 .5 2 6 .5 8 .41 O r i g i n a l i t y 9 .0 0 4 .0 1 8 .9 5 4 .3 9 .00 8 .6 2 4 .3 1 9 .2 3 4 .1 6 • 53 E l a b o r a t i o n 1 3 .7 0 6 .7 4 1 6 .3 8 7 .3 8 3 .7 3 1 4 .8 7 6 .4 3 1 5 .4 8 7 .7 6 .19 R e d e f i n i t i o n 1 1 .2 2 5 .2 6 1 0 .2 6 4 .6 4 • 99 1 1 .5 6 4 . 6 9 1 0 .0 3 5 .0 1 2 .5 4 P e rfo rm . T e s ts S e n s .t o P r o b 's . 2 0 .9 6 5 .5 4 1 9 .4 4 5 .3 4 2 .0 4 2 2 .1 3 4 .7 0 1 8 .6 1 5 .5 2 1 1 . 98* F lu e n c y 1 8 .7 4 4 .5 9 1 7 .9 7 3 .7 7 .91 1 9 . I I 4 .1 1 1 7 .7 1 4 .0 9 3 .0 5 F l e x i b i l i t y 5 .5 6 6 .2 0 5 .2 9 5 .2 0 .0 6 5 .6 9 6 .6 3 5 .2 1 4 .8 1 .19 O r i g i n a l i t y 1 1 .9 1 4 .8 6 1 1 .0 8 4 .0 5 • 93 1 2 .1 3 5 .3 0 1 0 .9 3 3 .6 1 1 .9 3 E l a b o r a t i o n 1 1 .0 6 7 .5 2 7 .9 0 7 .8 7 4 .4 0 9 .0 0 7 .7 6 9 .4 5 7 .9 6 .09 R e d e f i n i t i o n 1 7 .5 9 5 .1 5 1 7 .5 6 5 .4 8 .00 1 8 .7 6 5 .1 9 1 6 .7 1 5 .2 9 3 -9 7 V e rb a l T o ta l 6 5 .3 7 2 3 .6 2 6 3 .4 3 2 3 .5 3 .18 6 8 .4 0 2 6 .1 7 6 1 .2 6 2 1 .0 3 2 .4 5 P e r f . T o t a l 8 3 .5 6 1 8 .9 7 7 9 .3 1 2 1 .5 8 2 .4 4 8 6 .6 4 2 2 .3 7 7 8 .6 3 1 8 .7 6 4 -°5 co CITOC T o ta l 1 5 0 .9 3 3 4 .4 7 1 4 2 .7 4 3 6 .4 7 1 .3 9 1 5 5 .0 4 4 0 .3 2 1 3 9 .8 9 3 0 .7 1 4 .8 7 ^ TABLE 8 DESCRIPTIVE STATISTICS - AGE SEVEN CITOC V a r ia b le Boys (N=44) Mean S.D . G i r l s (N=44) Mean S.D . F -V alu e d f = l ,8 6 A dvantaged (N=47) Mean S.D . D i s ad v a n t aged (N =4l) Mean S.D . F -V alu e d f = l ,8 6 V e rb a l T e s ts S e n s .t o P r o b 's . 1 3 .6 8 6 .1 1 1 1 .9 1 5 .8 4 1 .9 5 1 2 .0 4 6 .0 6 1 3 .6 6 *p . 01 5 .9 1 1 .5 9 F lu e n c y 1 9 .5 4 5 .5 1 1 8 .2 3 5 .8 2 1 .2 3 1 8 .1 3 6 .0 9 1 9 .7 6 4 .8 6 1 .8 8 F l e x i b i l i t y 1 1 .3 6 8 .1 6 1 1 .5 0 7 -4 6 .01 1 0 .6 8 7 .4 2 1 2 .2 9 8 .1 7 • 94 O r i g i n a l i t y 1 0 .5 4 5 .1 2 1 2 .3 2 5 .8 7 2 .2 8 1 2 .1 7 4 .9 5 1 0 .5 8 6 .1 3 1 .8 0 E l a b o r a t i o n 1 7 .1 1 6 .2 9 1 8 .8 2 6 .5 1 1 .5 6 1 7 .1 7 6 .3 4 1 8 .8 8 6 .4 8 1 .5 6 R e d e f i n i t i o n 1 6 .1 4 4 .6 5 1 4 .4 5 4 .6 6 2 .8 7 1 4 .7 7 4 .8 5 1 5 .9 0 4 .5 2 1 .2 8 P e rfo rm . T e s ts S e n s .t o P r o b 's . 2 3 .4 5 4 .3 0 2 4 .0 4 2 .8 8 .57 2 3 .7 0 2 .9 2 2 3 .8 0 4 .3 8 .02 F lu e n c y 1 9 .5 9 3 -9 7 2 0 .0 7 4 .3 0 .29 2 0 .4 0 5 .9 0 1 9 .1 7 4 .3 1 1 .9 8 F l e x i b i l i t y 6 .8 4 5 .8 2 6 .9 5 7 .0 2 .01 6 .0 6 5 .2 9 7 .8 5 7 .4 5 1 .7 2 O r i g i n a l i t y 1 5 .5 7 4 .5 4 1 5 .5 2 5 .1 4 .00 1 2 .8 3 4 .1 1 1 4 .3 7 5 .4 6 2 .2 5 E l a b o r a t i o n 1 0 .7 7 8 .6 9 1 1 .6 4 9 .1 5 .9 6 1 0 .8 9 8 .0 4 1 2 .6 3 9 .8 3 .8 3 R e d e f i n i t i o n 1 8 .4 3 5 .0 7 2 0 .5 2 4 .5 5 4 .1 4 2 0 .8 7 3 .8 7 1 7 .8 8 5 .4 9 8 . 91* , V e rb a l T o ta l 8 8 .3 9 2 3 .4 3 8 7 .2 3 2 4 .3 3 .05 8 4 .9 6 2 4 .2 1 9 1 .0 7 0 K\ C V I 1 .4 5 P e r f . T o t a l 9 2 .4 3 2 1 .7 6 9 7 .7 5 2 0 .1 0 1 .4 2 9 4 .7 7 1 7 .5 8 9 5 .4 6 2 4 .5 6 .02 0 0 CITOC T o t a l 1 8 0 .8 2 4 0 .1 4 1 8 4 .9 8 3 7 .2 9 .25 1 7 9 .7 2 3 7 .0 0 1 8 6 .5 4 4 0 .4 6 .68 01 TABLE 9 DESCRIPTIVE STATISTICS - AGE EIGHT CITOC V a r ia b le Boys (N=51) Mean S .D . G i r l s (N -55) Mean S.D . F -V alu e d f = 1 ,1 0 4 Advant (N-8 Mean a^ed S.D . D is a d v an tag e d (N=2 2 ) Mean S.D . F -V alu e d f = 1 ,1 0 4 V e rb a l T e s ts S e n s . t o P r o b ' s . 1 4 .2 3 5 .7 0 1 1 .8 7 6 .4 1 4 .0 0 1 2 .6 1 6 .5 7 1 4 .5 4 *p < . 01 5 -1 4 1 .7 4 F lu e n c y 2 0 .4 7 4 .9 2 1 9 .5 5 5 .9 5 .78 1 9 .5 5 5 .6 8 2 1 .6 4 4 .5 5 2 .5 8 F l e x i b i l i t y 11.00 8 .2 7 1 2 . 1 1 ' 8 .2 8 .48 1 1 .2 5 8 .5 5 1 2 .8 2 8 .0 2 .65 O r i g i n a l i t y 9 .9 8 5 .1 2 1 0 .8 7 5 .0 0 .82 IO .87 5 .2 4 8 .8 2 5 .9 5 2 .9 2 E l a b o r a t i o n 1 8 .0 6 6 .0 4 1 8 .5 8 6 .4 0 .19 1 8 .3 4 6 .5 5 1 8 .2 7 5 .7 7 .00 R e d e f i n i t i o n 1 6 .3 1 5 .2 5 1 4 .9 1 5 .2 6 1 .8 9 1 5 .1 9 5 .2 4 1 7 .0 9 5 .2 6 2 .2 9 P e rfo rm . T e s ts S e n s .t o P r o b 's . 2 6 .2 7 2 .4 3 2 5 .4 2 2 .8 2 2 .7 8 2 5 .6 4 2 .7 8 2 6 .5 4 2 .0 6 2 .0 2 F lu e n c y 2 1 .2 0 3 .8 8 2 1 .7 6 4 .5 8 -.50 2 1 .4 2 4 .5 1 2 1 .7 7 5 .4 8 .15 F l e x i b i l i t y 8 .0 6 6 .7 5 6 .4 4 6 .1 5 1 .6 8 7 -5 7 6 .5 6 5 .8 6 6 .0 5 1 .2 2 O r i g i n a l i t y 1 2 .7 2 3 .6 3 1 1 .8 7 4 .1 8 1 .2 5 1 2 .5 6 5 .9 2 1 1 .2 5 5 .8 5 2 .0 2 E l a b o r a t i o n 1 5 .0 6 8 .6 8 1 5 .4 5 8 .4 7 • 95 1 4 .1 9 8 .7 5 1 4 .5 6 8 .0 6 .01 R e d e f i n i t i o n 2 1 .5 7 4 .7 0 2 1 .8 7 4 .5 0 .11 2 1 .5 5 4 .6 1 2 2 .5 6 5 .9 7 .58 V e rb a l T o ta l 9 0 .1 2 2 4 .2 6 8 7 .8 7 2 4 .4 3 .22 8 7 .8 4 2 5 .0 2 9 5 .1 8 2 1 .0 7 .8 4 P e r f . T o ta l 1 0 4 .8 8 1 9 .8 2 1 0 0 .8 0 2 0 .3 4 1 .0 9 1 0 2 .9 5 2 0 .5 6 1 0 2 .1 4 1 8 .7 0 .0 5 00 o\ CITOC T o ta l 1 9 5 .0 0 3 7 .8 2 1 8 8 .6 7 5 6 .9 2 . . -.7.6 _ 1 9 0 .7 7 5 7 .9 8 1 9 5 .5 2 5 5 .2 7 .2 6 TABLE 10 DESCRIPTIVE STATISTICS - AGE NINE CITOC V a r ia b le Boys (N=49) Mean S.D . G i r l s (N=42) Mean S.D . F -V alu e d f = l ,8 9 Advant (N=6 Mean a^ed S.D . Di s a d v a n t aged (N -22) Mean S.D . F -V alu e d f = l ,8 9 V e rb a l T e s ts S e n s .t o F r o b ’s . 1 7 .8 2 7 .6 7 1 5 .4 5 6 .3 7 .251 1 6 .2 3 7 .1 8 1 8 .2 7 *p '*=•. 01 7 .0 4 1 .3 6 F lu e n c y 2 1 .0 6 5 .7 2 2 3 .0 5 4 .9 4 3 .0 9 2 1 .1 6 5 .4 6 2 4 .5 4 4 .5 8 6 .8 9 F l e x i b i l i t y 1 1 .9 2 9 .6 8 1 5 .0 9 7 .2 1 3 .0 7 1 2 .0 6 8 .8 7 1 7 .5 4 6 .9 0 7 .0 4 * O r i g i n a l i t y 1 2 .4 3 5 .6 8 1 1 .5 7 6 .0 0 .49 1 2 .0 9 5 .7 8 1 1 .8 6 6 .0 5 .02 E l a b o r a t i o n 2 1 .4 5 7 .5 8 2 1 .2 1 6 .1 6 .03 2 0 .9 6 7 .1 4 2 2 .5 4 6 .2 1 .88 R e d e f i n i t i o n 1 5 .9 6 5 .5 1 1 7 .0 9 4 .0 8 1 .2 1 1 4 .8 0 4 .8 2 1 8 .6 4 4 .6 8 5 .8 8 P e rfo rm . T e s ts S e n s .t o P r o b ’s . 2 6 .7 3 2 .1 1 2 6 .3 3 2 .1 6 .80 2 6 .5 8 2 .1 2 2 6 .4 5 2 .2 2 .06 F lu e n c y 2 3 .2 6 3 .1 0 2 2 .9 8 3 -9 5 .15 2 3 .1 3 3 .^ 1 2 3 .1 4 3 .8 7 .00 F l e x i b i l i t y 7 .5 9 6 .4 0 6 .9 5 5 .8 7 .2 6 7 .0 9 5 .6 3 7 .9 1 7 .6 1 •30 O r i g i n a l i t y 1 3 .1 8 4 .5 2 1 2 .7 4 3 .9 8 • 25 1 3 .0 4 4 .5 1 1 2 .7 7 3 .4 4 .07 E l a b o r a t i o n 1 8 .0 0 8 .1 0 1 5 0 3 7 .6 6 2 .5 8 1 6 .5 8 7 .8 7 1 7 .3 6 8 .4 5 .16 Red e f i n i t i o n 2 4 .0 0 4 .2 1 2 4 .0 7 4 .7 2 .01 2 4 .0 3 4 .6 0 2 4 .0 4 3 -9 3 .00 V e rb a l T o ta l 1 0 0 .8 8 3 0 .1 2 1 0 3 .5 2 2 2 .0 9 .22 9 8 .4 6 2 6 .7 2 1 1 3 .5 0 2 3 .3 1 5 .6 0 P e r f . T o ta l 1 1 3 .0 6 1 9 .2 7 1 0 8 .4 5 1 6 .6 5 1 .4 6 1 1 0 .7 0 1 7 .8 3 1 1 1 .6 8 1 9 .5 6 •05 00 -O CITOC T o ta l 2 1 4 .1 0 4 3 .2 2 2 1 1 .9 8 3 1 .1 3 .07 2 0 9 .2 7 3 7 -1 4 2 2 5 .1 8 3 8 .7 2 3 .0 0 88 age s e v e n . No a p p r e c i a b l e sex d i f f e r e n c e s w ere fo u n d f o r e i t h e r v e r b a l o r p e rfo rm an c e t e s t t o t a l s a t ag e f i v e . Of th e CITOC s u b t e s t s o nly S e n s i t i v i t y t o P ro b le ra s -V e rb a l showed, a c o n s i s t e n t l y h i g h e r s c o r e i n f a v o r o f one s e x . Boys sc o re d h ig h e r a t e v e ry age l e v e l on t h i s t e s t . At a g es f o u r and f i v e t h e r e a r e no a p p r e c i a b l e d i f f e r e n c e s b e tw ee n t h e mean CITOC t o t a l s c o r e s o f boys and g i r l s . S m all d i f f e r e n c e s f a v o r g i r l s a t age s e v e n and boys a t a g e s s i x , e i g h t and n i n e . None o f t h e d i f f e r e n c e s — tretw een means reached, th e l e v e l o f s i g n i f i c a n c e . The summary t a b l e s f o r t h e d i s c r i m i n a n t a n a l y s i s , T a b le s 11 th ro u g h 16, show th e v a r i a b l e s i n th e o r d e r o f t h e i r c o n t r i b u t i o n t o t h e sex d i s c r i m i n a t i o n a t e ac h age l e v e l . One s u b t e s t , S e n s i t i v i t y t o P r o b le m s -V e r b a l, s i g n i f i c a n t l y d i s c r i m i n a t e s betw een t h e s c o r e s o f boys and. g i r l s a t a g es f i v e and n in e . Where i t d id n o t re a c h t h e e s t a b l i s h e d l e v e l o f s i g n i f i c a n c e , t h i s s u b t e s t was alw ay s ra n k e d among t h e f i r s t f i v e s u b t e s t s i n c o n t r i b u t i o n t o t h e d i s c r i m i n a t i o n . At e v ery age l e v e l b o y s s c o re d h i g h e r t h a n g i r l s on S e n s i t i v i t y to P ro b le m s - V e r b a l. No o t h e r s u b t e s t d i s c r im i n a t e d s i g n i f i c a n t l y b e tw e e n boys and g i r l s a t any age l e v e l . F in d in g s o f b o th th e co m p ariso n o f means and t h e d i s c r i m i n a n t a n a l y s i s show t h a t f o r 70 o f t h e J2 s u b t e s t 89 TABLE 11 SUM M ARY OF DISCRIMINANT ANALYSIS FOR SEX GROUPS - AGE FOUR S te p Number V a r ia b le E n te re d F V alue t o E n te r o r Remove Number o f V a r ia b le s In c lu d e d 1 R e d e f i n i t i o n - P e rfo rm a n ce 4 .5 5 6 7 1 2 O r i g i n a l i t y - V e rb a l 2 .9 8 0 4 2 3 S e n s . P ro b le m s - V e rb a l 2 .3 0 1 7 3 4 F l e x i b i l i t y - V e rb a l 1 .4 3 5 ^ 4 5 F lu e n c y - P e r f . .6576 . 5 6 E l a b o r a t i o n - P e rfo rm a n ce 1 .1 5 9 0 6 7 O r i g i n a l i t y - P e rfo rm a n ce .6553 7 8 F l e x i b i l i t y - P e rfo rm a n ce .2672 8 9 F lu e n c y - V e rb a l .0482 9 10 R e d e f i n i t i o n - V e rb al .0796 10 11 E l a b o r a t i o n - V e rb a l .0124 11 *p C .O l 90 TABLE 12 SUM M ARY OP DISCRIMINANT ANALYSIS FOR SEX GROUPS - AGE FIVE S te p Number V a r ia b le E n te re d F V alue t o E n te r o r Remove Number o f V a r ia b le s In c lu d e d 1 E l a b o r a t i o n - V e rb a l 4 .3 8 9 7 1 2 S e n s . P ro b lem s - V e rb a l 8 .8820* 2 3 O r i g i n a l i t y - V e rb a l 1 .5 7 0 6 3 4 R e d e f i n i t i o n - P e rfo rm a n c e 1 .3 8 2 6 4 5 F lu e n c y - P e r f . 1 .7 1 8 3 5 6 F l e x i b i l i t y - P e rfo rm a n c e 1 .9 1 1 5 6 7 O r i g i n a l i t y - P e rfo rm a n c e .5478 7 8 R e d e f i n i t i o n - V e rb a l .0917 8 9 F lu e n c y - V e rb a l .1229 9 10 . S e n s. P ro b lem s - P e rfo rm a n c e .0790 10 11 F l e x i b i l i t y - V e rb a l .0707 11 12 E l a b o r a t i o n - P e rfo rm a n c e .0154 12 * p < . 0 1 . .. . . - ] 91 TABLE 13 SUM M ARY OP DISCRIMINANT ANALYSIS FOR SEX GROUPS - AGE SIX S te p Number V a r ia b le E n te re d F V alu e t o E n t e r o r Remove Number o f V a r ia b le s In c lu d e d 1 E la b o r a t i o n - P erfo rm an ce 4 .4 0 2 1 1 2 E la b o r a t i o n - V erb al 4 .2 0 3 0 2 3 S e n s . P roblem s - V erb al 5 .8 6 7 2 3 4 S e n s . P rob lem s - P erfo rm an ce 2 .2 5 9 8 4 5 F l e x i b i l i t y - P erfo rm an ce 1 .5 4 1 8 5 6 F lu e n cy - P e r f . .9408 6 7 R e d e f i n i t i o n - V erb al I .O 678 7 8 F l e x i b i l i t y - V erb al .9022 8 9 R e d e f i n i t i o n - P erfo rm an ce .4 343 9 10 O r i g i n a l i t y - P erfo rm an ce .1052 10 11 O r i g i n a l i t y - V e rb al .0207 11 *p<.01 9 2 TABLE 14 SUM M ARY OP DISCRIMINANT ANALYSIS FOR SEX GROUPS - AGE SEVEN S te p Number V a r ia b le E n te re d F V alue t o E n te r o r Remove Number o f V a r ia b l e s I n c lu d e d 1 R e d e f i n i t i o n - P e rfo rm a n ce 4 .1 4 4 6 1 2 R e d e f i n i t i o n - V e rb a l 3 .5 8 9 6 2 E l a b o r a t i o n - V e rb a l 2 .1 6 8 1 3 4 O r i g i n a l i t y - V e rb a l 1 .3 9 3 9 4 5 S e n s . P roblem s - V e rb a l I .0887 5 6 E l a b o r a t i o n - P e rfo rm a n ce .1652 6 7 F l e x i b i l i t y - P e rfo rm a n ce .4951 7 8 S e n s . P roblem s - P e rfo rm a n ce .1450 8 9 O r i g i n a l i t y - P e rfo rm a n ce . 11^2 9 10 F l e x i b i l i t y - V e rb a l .0834 10 11 F lu e n c y - V e rb a l .0885 11 * p < . 0 1 93 TABLE 15 SUM M ARY OP DISCRIMINANT ANALYSIS FOR SEX GROUPS - AGE EIGHT Step Number V a ria b le E n tered F Value to E n te r o r Remove Number of V a ria b le s Included 1 S e n s. Problems - V erbal 3 .9 9 6 9 1 2 F l e x i b i l i t y - V erbal 3 .5 8 4 6 2 3 S e n s. Problems - Perform ance 2 .4 4 2 0 3 4 O r ig in a lity - V erbal 2 .1 7 0 0 4 5 F l e x i b i l i t y - Perform ance 2 .0 3 4 2 5 6 Fluency - P e r f . 2 .4 8 7 7 6 7 E la b o ra tio n - Perform ance 1 .4 4 6 7 7 8 R e d e fin itio n - V erbal 1 .3 7 8 0 8 9 R e d e f in itio n - Perform ance .6104 9 10 E la b o ra tio n - V erbal .2566 10 11 Fluency - Verbal .2214 11 12 O r ig in a lity - Perform ance .0807 12 *p c . O l 94 TABLE 1 6 SUM M ARY OP DISCRIMINANT ANALYSIS FOR SEX GROUPS - AGE NINE S te p Number V a r ia b le E n te re d F V alue t o E n te r o r Remove Number o f V a r ia b l e s In c lu d e d 1 F lu e n c y - V e rb a l 3 .0 8 9 4 1 2 S e n s . P ro b le m s - V e rb a l 7 .0 5 9 7 * . 2 3 F l e x i b i l i t y - V e rb a l 4 .2 0 7 5 3 4 E l a b o r a t i o n - P e rfo rm a n c e 4 .2 9 2 4 4 5 F lu e n c y - P e r f . 1 .8 7 0 0 5 6 O r i g i n a l i t y - V e rb a l .8708 6 7 S e n s . P ro b le m s - P e rfo rm a n c e .5744 7 8 F l e x i b i l i t y - P e rfo rm a n c e .5466 § > 9 R e d e f i n i t i o n - P e rfo rm a n c e .3121 9 10 E l a b o r a t i o n - V e rb a l .1376 10 11 R e d e f i n i t i o n - V e rb a l .0388 11 * p < . 0 1 c o m p a riso n s b e tw ee n boys and g i r l s a t t h e s i x age l e v e l s , th e h y p o th e s is o f no d i f f e r e n c e s c a n be a c c e p t e d . F o r S e n s i t i v i t y to P ro b le m s -V e rb a l, a t ag es f i v e and n in e , th e h y p o th e s is m ust be r e j e c t e d — b a sed on t h e d i s c r i m i n a n t a n a l y s i s . A d v a n ta g e -D is a d v a n ta g e D i f f e r e n c e s . The d e s c r i p t i v e s t a t i s t i c s f o r th e c o m p a riso n o f a d v a n ta g e d and d is a d v a n ta g e d c h i l d r e n a t each age l e v e l a r e fo u n d i n T a b le s 5 th ro u g h 1 0 . S i g n i f i c a n t d i f f e r e n c e s b e tw e e n t h e mean CITOC s c o r e s o f t h e two a d v a n ta g e g ro u p s w ere found i n one o f t h e tw e lv e s u b t e s t s a t e v e ry age l e v e l e x c e p t e i g h t . No s i g n i f i c a n t d i f f e r e n c e s w ere found a t age e i g h t . D isa d v a n ta g e d c h i l d r e n s c o re d s i g n i f i c a n t l y h ig h e r th a n th e a d v a n ta g e d a t age f o u r , on S e n s i t i v i t y to P ro b le m s -V e rb a l, and a t age n i n e , on F l e x i b i l i t y - V e r b a l . S i g n i f i c a n t l y h i g h e r mean s c o r e s w ere foun d f o r t h e a d v a n ta g e d on R e d e f in itio n - P e r f o r m a n c e a t a g es f i v e and s e v e n , and on S e n s i t i v i t y to P ro b le m s -P e rfo rm a n c e a t age s i x . T a b le s 17 th o u g h 22 p r e s e n t t h e d i s c r i m i n a n t a n a l y s i s sum m aries f o r a d v a n ta g e s t a t u s g ro u p s a t e a c h age l e v e l . The same v a r i a b l e s d i s c r i m i n a t e d s i g n i f i c a n t l y b e tw e e n t h e g ro u p s as w ere n o te d i n t h e c o m p a riso n o f g ro u p s m eans. No v a r i a b l e was o f c o n s i s t e n t l y h ig h ra n k 96 TABLE 1 7 SUM M ARY OF DISCRIMINANT ANALYSIS FOR ADVANTAGE GROUPS - AGE FOUR Step Number V ariab le Entered F Value to E n te r o r Remove Number of V a ria b le s Included 1 S en s. Problems - V erbal 1 0 .985;?* 1 2 O rig in a lity - Performance 5 .1 0 5 8 2 3 F l e x i b i l i t y - Performance 5 .2 2 6 5 3 4 Fluency - V erbal 1 .5 9 1 7 4 5 F l e x i b i l i t y - V erbal 3 .5 8 5 4 5 6 R e d e fin itio n - V erbal 2 .1 9 1 9 6 7 O rig in a lity - V erbal .7219 7 8 E la b o ra tio n - V erbal .6045 8 9 E la b o ra tio n - Performance .5465 9 10 R e d e fin itio n - Performance .0877 10 11 S en s. Problems - Performance .0662 11 12 Fluency - P e rf. .0151 12 *p < . 01 9 7 TABLE 18 SUM M ARY OP DISCRIMINANT ANALYSIS FOR ADVANTAGE GROUPS - AGE S te p Number V a r ia b le E n te re d — ■ , fr- ..... . 1 F V alue t o E n te r o r Remove Number o f V a r ia b le s In c lu d e d 1 R e d e f i n i t i o n - P e rfo rm a n c e 7 . 6900* 1 2 F l e x i b i l i t y - P e rfo rm a n c e 5 .2 5 2 8 2 3 F l e x i b i l i t y - V e rb a l 2 .8 8 5 6 J > 4 O r i g i n a l i t y - P e rfo rm a n c e 1 .5 0 0 6 4 5 S e n s . P ro b lem s - P e rfo rm a n c e 1 .1 1 5 0 5 6 R e d e f i n i t i o n - V e rb a l 1 .2 5 4 5 6 7 F lu e n c y - V e rb a l 1 .6 1 5 7 7 8 F lu e n c y - P e r f . .69 02 8 9 E l a b o r a t i o n - P e rfo rm a n c e 1 .0 4 9 0 9 10 O r i g i n a l i t y - V e rb a l .4701 10 11 E l a b o r a t i o n - V e rb a l .5289 11 12 S e n s . P ro b lem s - V e rb a l .0589 12 % *p < . 01 98 TABLE 19 ' SUM M ARY OP DISCRIMINANT ANALYSIS FOR ADVANTAGE GROUPS - AGE SIX S te p Number V a r ia b le E n te r e d F V alu e to E n te r o r Remove Number o f V a r ia b l e s In c lu d e d 1 S e n s . P ro b le m s - P e rfo rm a n c e 1 1 .9 8 1 8 * 1 2 E l a b o r a t i o n - V e rb a l 2 .6 6 6 6 2 > F lu e n c y - V e rb a l 3 .8 8 5 0 3 4 S e n s . P ro b le m s - V e rb a l 1 .5 9 6 2 4 5 R e d e f i n i t i o n - P e rfo rm a n c e .9449 5 6 E l a b o r a t i o n - P e rfo rm a n c e 1 .2 3 1 0 6 7 F lu e n c y - P e r f . 3 .1 9 1 1 7 8 R e d e f i n i t i o n - V e rb a l .4 8 1 0 8 9 O r i g i n a l i t y - P e rfo rm a n c e .3 9 1 6 9 10 F l e x i b i l i t y - P e rfo rm a n c e .2 1 7 4 10 11 O r i g i n a l i t y - V e rb a l • 1199 11 * p < . 0 1 99 TABLE 20 SUMMARY OP DISCRIMINANT ANALYSIS FOR ADVANTAGE GROUPS - AGE SEVEN S te p Number V a r ia b l e E n te r e d F V alu e t o E n te r o r Remove Number o f V a r ia b l e s I n c lu d e d 1 R e d e f i n i t i o n - P e rfo rm a n c e 8 .9 0 7 0 * 1 2 O r i g i n a l i t y - P e rfo rm a n c e 5 .9 2 2 6 2 3 E l a b o r a t i o n - V e rb a l 4 .8 0 4 8 3 4 F lu e n c y - P e r f . 2 .2 7 5 3 4 5 E l a b o r a t i o n - P e rfo rm a n c e 4 .4 0 0 0 5 ' 6 O r i g i n a l i t y - V e rb a l 1 .9 9 8 5 6 7 F lu e n c y - V e rb a l .8892 7 8 F l e x i b i l i t y - P e rfo rm a n c e .3 894 8 9 S e n s . P ro b le m s - V e rb a l .3 5 7 3 9 10 S e n s . P ro b le m s - P e rfo rm a n c e .1 293 10 11 R e d e f i n i t i o n - V e rb a l .0 5 1 4 11 *p<.01 « 100 TABLE 21 SUM M ARY OP DISCRIMINANT ANALYSIS FOR ADVANTAGE GROUPS - AGE EIGHT P V a lu e Number o f S te p V a r ia b le t o E n te r V a r ia b l e s Number E n te re d o r Remove I n c lu d e d 1 O r i g i n a l i t y - V e rb a l 2 .9 2 3 2 1 2 F lu e n c y - V e rb a l 5 .0 0 0 5 2 3 O r i g i n a l i t y - P e rfo rm a n c e 2 .0 9 2 2 3 4 F l e x i b i l i t y - P e rfo rm a n c e 1 .9 4 9 5 4 5 E la b o r a t i o n - P e rfo rm a n c e 2 .3 9 6 9 5 6 S e n s . P ro b le m s - P e rfo rm a n c e 2 .1 0 4 7 6 •7 S e n s . P ro b le m s - V e rb a l 1 .8 3 2 0 7 8 F lu e n c y - P e r f . .4 3 1 5 8 9 F l e x i b i l i t y - V e rb a l .1 9 2 6 9 10 R e d e f i n i t i o n - V e rb a l .1 0 9 0 10 11 R e d e f i n i t i o n - P e rfo rm a n c e .0 7 0 8 11 * p < . 0 1 101 TABLE 22 SUM M ARY OP DISCRIMINANT ANALYSIS FOR ADVANTAGE GROUPS - AGE NINE S te p Number V a r ia b le E n te re d F V a lu e t o E n te r o r Remove Number o f V a r ia b le s I n c lu d e d 1 F l e x i b i l i t y - V e rb a l 7 .0 3 9 0 * 1 2 R e d e f i n i t i o n - V e rb a l 2 .5 6 2 8 2 3 S e n s . P ro b le m s - P e rfo rm a n c e 1.459:3 3 4 O r i g i n a l i t y - V e rb a l .4 4 6 8 4 5 F lu e n c y - V e rb a l .3 8 2 8 5 6 F l e x i b i l i t y - P e rfo rm a n c e .2 5 0 5 6 7 O r i g i n a l i t y - P e rfo rm a n c e .0 6 9 4 7 8 E l a b o r a t i o n - V e rb a l .0 3 9 6 8 9 F lu e n c y - P e r f . .0 1 0 1 9 * p < .01 102 i n c o n t r i b u t i n g to th e d i s c r i m i n a t i o n a t e v e ry age l e v e l . The h y p o th e s is o f no d i f f e r e n c e s b e tw e e n a d v a n ta g e d and d is a d v a n ta g e d g ro u p s c a n be a c c e p te d f o r 67 o f th e 72 age and s u b t e s t c o m p a ris o n s . F o r S e n s i t i v i t y to P ro b le m s -V e rb a l a t age f o u r , R e d e f in itio n - P e r f o r m a n c e a t a g e s f i v e and s e v e n , S e n s i t i v i t y t o P ro b le m s -P e rfo rm a n c e a t age s i x and F l e x i b i l i t y - V e r b a l a t a g e n in e t h e h y p o th e s i s m u st be r e j e c t e d . A d d itio n a l F i n d i n g s . A m ore c o m p le te d e s c r i p t i o n o f th e d i f f e r e n t i a l a b i l i t i e s o f s e x and a d v a n ta g e g ro u p s , a s m ea su re d by CITOC, w as d is c o v e r e d by d i v i d i n g e ach a g e g ro u p i n t o f o u r g r o u p s — a d v a n ta g e d b o y s , a d v a n ta g e d g i r l s , d is a d v a n ta g e d b o y s and d is a d v a n ta g e d , g i r l s . W hile t h e s m a l l e r num ber o f c a s e s i n e a c h g ro u p m u st be con s i d e r e d i n e v a l u a t i n g t h e s e f i n d i n g s , th e y o f f e r in f o r m a t i o n a b o u t th e r e l a t i o n s h i p b e tw e e n CITOC s c o r e s and th e i n t e r a c t i o n o f se x and a d v a n ta g e o r d i s a d v a n t a g e . The d e s c r i p t i v e s t a t i s t i c s f o r t h i s g r o u p in g a r e fo u n d i n T a b le s 4 l th ro u g h 4 6 , i n A p p en d ix A. No s i g n i f i c a n t m ean d i f f e r e n c e s a p p e a re d u n t i l a g e s i x when g ro u p m eans f o r b o th t h e v e r b a l and p e r f o r m ance m e a su re s o f S e n s i t i v i t y t o P ro b le m s d i f f e r e d s i g n i f i c a n t l y . F o r b o th s u b t e s t s t h e a d v a n ta g e d boys s c o r e d h i g h e s t . 1 0 3 5 A t ag e se v e n E la b o r a t i o n - V e r b a l and R e d e f i n i t i o n - P e r f o r m a n c e m e a n s c o r e s a r e s i g n i f i c a n t l y d i f f e r e n t f o r t h e f o u r g r o u p s . On E l a b o r a t i o n - V e r b a l , a d v a n ta g e d boys and d is a d v a n ta g e d g i r l s s c o r e d h i g h e r t h a n t h e o t h e r s w h ile th e R e d e f in itio n - P e r f o r m a n c e s c o r e o f d is a d v a n ta g e d b o y s was s u b s t a n t i a l l y lo w e r t h a n f o r t h e i r a g e - m a te s . A s i g n i f i c a n t m ean d i f f e r e n c e was fo u n d a t age n in e f o r F lu e n c y - V e r b a l. The low s c o r e o f a d v a n ta g e d b o y s o n t h i s s u b t e s t was m asked and n o n - s i g n i f i c a n t when g ro u p e d e i t h e r by se x o r a d v a n ta g e g ro u p a lo n e . D is c r im in a n t a n a l y s i s r e v e a l e d no a d d i t i o n a l s i g n i f i c a n t f i n d in g s f o r th e f o u r g ro u p s a t any ag e l e v e l . S um m aries o f t h e d i s c r i m i n a n t a n a l y s i s a r e fo u n d i n ' T a b le s k j th ro u g h 52 i n A ppendix A. V e r b a l, p e rfo rm a n c e and f u l l s c a l e CITOC t o t a l m ean s c o r e s w e re p l o t t e d f o r th e f o u r s e x and a d v a n ta g e g ro u p s t o show d i f f e r e n t i a l g ro w th p a t t e r n s . A lth o u g h n o t a t r u e d e v e lo p m e n ta l p i c t u r e b e c a u s e i t i s fo rm e d o f d i f f e r e n t i n d i v i d u a l s a t e a c h age g r o u p , t h e p a t t e r n i n g i s p r o v o c a t i v e . F ig u r e 1 p r e s e n t s t h e p l o t o f m ean s c o r e s a t e ac h ag e g ro u p f o r CITOC - V e r b a l . A d e c re m e n t o r r e t a r d a t i o n o f g ro w th i s e v id e n t b e tw e e n a g e s f i v e and s i x f o r t h e s tu d y p o p u l a t i o n w h ic h a p p e a rs t o b e s i m i l a r t o t h a t n o te d , f o r f i v e - y e a r - o l d s , by T o r ra n c e (8 9 ) . A n o th e r SCORE 120 110 100 90 80 70 6o 50 D is a d v a n ta g e d B oys D is a d v a n ta g e d G i r l s A d v an tag ed Boys A d v an tag ed G i r l s T o ta l G roup r / f / A / / V AGE F ig u r e 1 Age G row th— CITOC - V e rb a l Mean S c o re s 105 slow dow n I n g ro w th f o r a d v a n ta g e d b o y s a n d d is a d v a n ta g e d g i r l s va p p e a rs b e tw e e n a g e s s e v e n and e i g h t . G row th p a t t e r n s f o r t h e f o u r g ro u p s i n t h e sum o f CITOC p e rfo rm a n c e t e s t s i s show n i n F i g u r e 2 . The a d v a n ta g e d b o y s and. g i r l s show a s te a d y r a t e o f g ro w th w h ile t h e d is a d v a n ta g e d ., e s p e c i a l l y g i r l s , f l u c t u a t e g r e a t l y . I n F ig u r e 5* t h e m ean C IT O C -T otal s c o r e s a r e p l o t t e d . W ith both, v e r b a l and p e rfo rm a n c e t e s t s summed, t h e g ro w th l a g b e tw e e n a g es f i v e and s i x , n o te d i n th e V e r b a l - T o t a l f i g u r e , i s n o t i c e a b l e o n ly f o r d is a d v a n ta g e d g i r l s . I n s tr u m e n t C h a r a c t e r i s t i c s R e l a t i o n s h i p b e tw e e n CITOC and I n t e l l i g e n c e S c o r e s . A q u e s t i o n o f i n t e r e s t i s w h e th e r CITOC i s m e a s u rin g a d i f f e r e n t d im e n s io n o f i n t e l l e c t t h a n i s p r e s e n t l y b e in g a s s e s s e d by i n t e l l i g e n c e t e s t s . I n t e l l i g e n c e t e s t s c o r e s e i t h e r i n d i v i d u a l o r g ro u p , w ere a v a i l a b l e f o r a p o r t i o n o f t h e s tu d y p o p u l a t i o n and w ere tr a n s f o r m e d i n t o C s c o r e s f o r c o m p a r a b i l i t y . C o r r e l a t i o n c o e f f i c i e n t s w ith CITOC summed s c o r e s f o r V e r b a l, P e rfo rm a n c e and T o ta l t e s t s c o r e s w e re c o m p u ted , a t e a c h age l e v e l , u s i n g a c o m p u te r p ro g ra m w h ic h a llo w e d f o r m is s in g d a t a . The i n t e r c o r r e l a t i o n m a t r ic e s f o r i n t e l l i g e n c e and CITOC m e a su re s a r e p r e s e n te d i n T a b le s 25 th r o u g h 2 8 . SCORE 120 110 100 90 80 70 6o D is a d v a n ta g e d Boys D is a d v a n ta g e d G i r l s A d v an tag ed Boys A d v an tag ed G i r l s T o ta l Group AGE 8 F ig u r e 2 Age G ro w th — CITOC - P e rfo rm a n c e Mean S c o re s SCORE 230 107 210 190 170 150 130 D is a d v a n ta g e d Boys D is a d v a n ta g e d G i r l s A d v an tag ed Boys A d v an tag ed G i r l s T o ta l Group 110 6 7 AGE 8 F ig u r e 3 Age G ro w th — CITOC - T o ta l Mean S c o re s 108 The num ber o f s u b j e c t s f o r whom i n t e l l i g e n c e m e a su re s w ere a v a i l a b l e i s n o te d o n t h e t a b l e f o r e a c h age g ro u p . C o r r e l a t i o n c o e f f i c i e n t s b e tw e e n th e CITOC V e rb a l t o t a l and t h e i n t e l l i g e n c e m e a su re w e re .1 4 f o r ag e f o u r , .2 7 f o r a g e f i v e , .1 4 f o r a g e s i x , .1 1 f o r age s e v e n , .1 5 f o r age e i g h t and .2 7 f o r ag e n i n e . I n t h e same o r d e r CITOC P e rfo rm a n c e t o t a l s c o r r e l a t e d .0 6 ( 4 ) , .1 4 ( 5 ) , .1 5 ( 6 ) , .1 0 {7 ), .0 0 ( 8 ) and .5 0 ( 9 ) w i t h th e i n t e l l i g e n c e m e a s u re s . F o r t h e CITOC T o t a l s c o r e t h e c o r r e l a t i o n s w ith i n t e l l i g e n c e w e re .1 1 ( 4 ) , .2 6 ( 5 ) , .1 8 ( 6 ) , .1 3 (7 ) , .1 0 ( 8 ) and .3J5 (9 ) • None o f t h e s e c o e f f i c i e n t s o f c o r r e l a t i o n w ith i n t e l l i g e n c e s c o r e s w ere s i g n i f i c a n t a t t h e .01 l e v e l . I t m u st be n o te d t h a t t h e m ean i n t e l l i g e n c e s c o r e s v a r i e d c o n s id e r a b ly f o r t h e s i x age g r o u p s , w h ich c a n n o t, t h e r e f o r e , be c o n s id e re d , c o m p a ra b le sa m p le s from th e t o t a l s tu d y p o p u l a t i o n . Mean i n t e l l i g e n c e C s c o r e s f o r th e s i x a g e g ro u p s w e re 5*33 ( 4 ) , 6 .5 3 ( 5 ) , 7*19 ( 6 ) , 5 .7 1 ( 7 ) , 4 .6 9 (8 ) and 4 .6 3 (9 )* The b ia s e d sam p le i s p ro b a b ly t h e r e s u l t o f i n t e l l i g e n c e t e s t i n g p r a c t i c e s i n th e s c h o o l s . C h ild r e n w ith i n t e l l i g e n c e t e s t s c o r e s a v a i l a b l e fro m p r e s c h o o l and g r a d e s two and t h r e e , p r e d o m in a n tly o f a g e s f o u r , e i g h t and n i n e , had b e e n r o u t i n e l y t e s t e d a s a p a r t o f a s c h o o lw id e t e s t i n g p ro g ra m ! TABLE 23 INTERCORRELATION MATRIX - AGE POUR V a r ia b le _____________ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 CITOC V e rb a l 1 . S e n s . P ro b le m s N 2 . F lu e n c y 3 6 3 . F l e x i b i l i t y 0 6 41* CITOC = 45 4 . O r i g i n a l i t y 20 3 6 11 I n t e l l i g e n c e = 3 3 5 . E l a b o r a t i o n 15 3 7 3 0 40* 6 . R e d e f i n i t i o n 08 53* 46* 26 48* *p * c . 01 CITOC P e rfo rm a n c e 7 . S e n s . P ro b le m s 10 12 25 17 3 7 3 8 * 8 . F lu e n c y 25 3 6 15 21 04 20 31 9 . F l e x i b i l i t y 43* 31 00 04 07 15 17 65* 1 0 . O r i g i n a l i t y 15 10 27 31 35 21 16 26 01 1 1 . E l a b o r a t i o n 39* 31 31 19 ■ -0 4 35 30 64* 70* 11 1 2 . R e d e f i n i t i o n 05 13 13 ■ -0 6 18 3 3 13 23 15 09 25 1 3 - V e rb a l T o ta l 47* 80* 63* 60* 70* 67* 28 32 29 3 3 41* 17 1 4 . P e rfo rm . T o ta l 25 3 6 32 3 2 3 4 47* 62* 74* 71* 47* 81* 46* 50* 1 5 . CITOC T o ta l 40* 64* 52* 51* 58* 64* 54* 64* 61* 47* 75* 38* 8 3 * 1 6 . I n t e l l i g e n c e < 14 06 11 1 7 • R e a d in g A ch. 1 — ■ o V O TABLE 2 4 INTERCORRELATION MATRIX - AGE RIVE V a r ia b le 1 2 3 4 5 6 7 8 9 10 11 12 15 14 15 N 48* 36* 54* CITOC = 175 14 28* 10 I n te ll ig e n c e = 55 55* 32* 14 20 47* 66* 41* 26* 3 1 * *P =d.0 1 35* 32* 20 16 l ? 34* 07 28* 12 11 16 15 18 14 17 05 02 08 07 10 41* 20 12 2 0 . 10 12 25* 06 10 20 15 24 13 08 22 25* 14 54* 66* 19 19 18 26* 04 17 25* 41* 18 ■ -01 05 12 69* 8 2 * 72* 43* 63* 75* 5 7* 21 14 25* 26* 28* 27* 36* 21 14 23 31* 49* 71* 71* 55* 81* 46* 38 * 59* 73* 61* 3 6 * 55* 66* 51* 55* 47* 3 4* 59* 43* 8 6 * 8 0 * CITOC V erbal 1 . S en s. Problem s 2 . F luency 3 . F l e x i b i l i t y 4 . O r ig in a lity 5 . E la b o ra tio n 6 . R e d e f in itio n CITOC P erform ance 7 . S en s. Problem s 8 . F luency 9 . F l e x i b i l i t y 10. O r ig in a lity 1 1 . E la b o ra tio n 1 2 . R e d e f in itio n 1 3 . V erb al T o ta l 1 4 . P erfo rm . T o ta l 1 5 . CITOC T o ta l ; 1 6 . I n t e l l i g e n c e 1 7 - R e a d in g A ch. 27 14 26 110 TABLE 25 INTERCORRELATION MATRIX - AGE SIX V a r ia b le ____________ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 CITOC V e rb a l 1 . S e n s . P ro b le m s N 2 . F lu e n c y 4 l* 3 - F l e x i b i l i t y 28* 30* CITOC = 107 4 . O r i g i n a l i t y 18 09 31* I n t e l l i g e n c e = 26 5 . E l a b o r a t i o n 6 . R e d e f i n i t i o n 31* 70* 34* 13 31* * p < . 0 1 CITOC P e rfo rm a n c e 7 . S e n s . P ro b le m s 8 . F lu e n c y 9 . F l e x i b i l i t y 1 0 . O r i g i n a l i t y 1 1 . E l a b o r a t i o n 1 2 . R e d e f i n i t i o n 1 3 . V e rb a l T o ta l 1 4 . P e rfo rm . T o ta l 3.5 . CITOC T o t a l 1 6 . I n t e l l i g e n c e 14 15 18 1 7 . R e a d in g A ch. 3 0 * 29* 30* 12 31* 70* 34* 13 31* * 37* 29* 02 -1 1 27* 30* 11 17 08 -0 6 -0 4 16 17 09 03 08 -0 3 13 08 05 42* 45* 21 08 04 -0 3 01 12 19 19 16 12 17 04 16 • -05 11 60* 45* 03 19 19 06 -1 2 10 19 25* 29* 31* 17 14 68* 76* 67* 38* 63* 72* 36* 13 09 15 17 15 34* 2 6* 16 -0 6 15 23 42* 7 6 * 69* 48* 71* 56* 31* 65* 65* 53* 22 50* 61* 48* 52* 46* 37* 51* 42* 83* I l l T .& * ■**- i.|fTSKiX)itfiJC.LATIOS MATRIX * AOE JJ&VI ’ * a r ia t .« * i t v K y 8 ;- f 10 a ,2 i.3 1* l « 16 - * c it o c v« rfc»* 1 . S e n s . P ro b lem s s 2 . F lu e n c y 3 8 ' 3 - F l e x i b i l i t y 35* 52* CITOC = SB 4 . O r i g i n a l i t y 04 08 08 I n t e l l i g e n c e ■ 38 5 . E la b o r a t i o n 23 40* 46* 22 R ead in g A ch.* 75 6 . R e d e f i n i t i o n 29* 70* 47* 14 3 3 * CITOC Perform ance * p < .01 7 . S en s. Problem s 13 21 29* 02 23 12 8 . Fluency 16 21 19 13 25 21 03 9 . F l e x i b i l i t y 08 22 22 28* 28* 26 -1 0 31* 1 0 . O rig in a lity 06 09 18 11 10 13 15 14 07 1 1 . E la b o ra tio n 15 27* 34* 08 41* 27* -1 5 57* 64* 07 1 2 . R e d e fin itio n -0 7 10 22 23 26 08 30* 24 01 25 13 1 3 . V erbal T o ta l 57* 76* 78* 39* 69* 72* 27* 31* 35* 18 39* 22 14-. P erfo rm . T o ta l 12 29* 4o* 28* 47* 27* 30* 71* 66* 44* CO 51* 1 5 . CITOC T o ta l 42* 63* 70* 39* 68* 59* 33* 58* 56* 35* 67* 41* 48* 88* - 84* 16 . I n t e l l i g e n c e 11 10 13 1 7 . R e a d in g A ch. -1 6 - 0 7 -1 4 ^ 3 112 TABLE INTERCORRELATION M A T V a r ia b le CITOC V erbal 1 . S e n s . P ro b le m s 2 . F lu e n c y 42* 3 . F l e x i b i l i t y 56 * 49* 4 . O r i g i n a l i t y 26* 29* 20 5 . E l a b o r a t i o n 17 19 20 2 6 * 6 . R e d e f i n i t i o n 4 l * 74* 4 8* 2 5* 13 CITOC P e rfo rm a n c e 7 . S e n s . P ro b le m s 8 . Fluency 9 . F l e x i b i l i t y 1 0 . O r i g i n a l i t y 11. E la b o ra tio n 12. R e d e fin itio n 13* V e rb a l T o ta l 1 4 . P erform . T o ta l 1 5 . CITOC T o ta l 11 17 09 09 05 24 09 2 5 * 19 21 14 22 16 3 0 * 3 8 * 20 08 34* 17 04 --14 04 12 01 13 18 3 3 * 12 14 24 07 18 17 16 12 19 7 1 * 7 6 * 7 7* 52* 5 0* 7 3* 2 5 * 3 1 * 3 0 * 24~ 21 3 2 * 6 0 * 6 6 * 6 6 * 4 6 * 44* 6 5 * 1 6 . I n t e l l i g e n c e 1 7 . R e a d in g A ch. 27 IX - AGE EIGHT 7 8 9 10 11 12 13 14 15 16 N CITOC = 106 I n t e l l i g e n c e s 39 R e ad in g A ch. = 95 *p < .0 1 08 13 54* 05 02 -0 2 08 7 4 * 6 9 * -0 2 2 7 * 21 09 -0 1 21 20 2 8 * 3 7 * 05 2 7 * 23 3 1 * 7 9 * 8 0 * 24 8 9 * 4 5 * 4 l * 2 9 * 6 1 * 6 6 * 16 6 6 * 4 0 * 8 7 * 8 1 * 1.5 00 10 06 09 09 %3 £tt TABLE 28 INTERCORRELATION MATRIX - AGE NINE V a r ia b le ____________ 1 2 3 4 5 6 7 8 9 10 H 12 15 14 15 16 CITOG V e r b a l 1 . S e n s . P ro b le m s 2 . F lu e n c y 36* 3 • F l e x i b i l i t y 48* 54* 4 . O r i g i n a l i t y 30* 24 23 5 . E l a b o r a t i o n 41* 37* 33* 6 . R e d e f i n i t i o n 25 63* 30* CITOC P e rfo rm a n c e 7 • S e n s . P ro b le m s 28* 07 35 8 . F lu e n c y 01 16 13 9 . F l e x i b i l i t y 30* 25 38* 1 0 . O r i g i n a l i t y 23 13 - -04 1 1 . E l a b o r a t i o n 18 23 32* 1 2 . R e d e f i n i t i o n 24 05 15 1 3 . V e rb a l T o ta l 74* 76* 78* 1 4 . P e rfo rm . T o ta l 31* 3 0 * 38* 1 5 . CITOC T o ta l 68* 67* 71* l 6 . I n t e l l i g e n c e 17* R e a d in g A ch. 35* 01 08 11 17 12 13 03 17 06 40* 27* 22 29* 12 28* 09 01 -0 6 • -0 6 ■ -03 07 07 16 10 72* 63*--05 16 23 --03 22 15 18 10 55* 66* 55* 29* 14 44* 16 28* 22 25 31* 74* 78* 21 50* 57* 49* 36* 45* 68* 21 N CITOC = 91 I n t e l l i g e n c e = 46 R e ad in g A ch. = 73 * p < c .0 1 10 23 23 86* 42* 42* 57* 36* 90* 77* 27 3 0 33 13 30 24 7 3 * m 115 and w e re , a s s u c h , an u n s e le c te d g r o u p . F o r k i n d e r g a r te n and" f i r s t g ra d e c h i l d r e n , i n t e l l i g e n c e t e s t s c o r e s w ere u s u a l l y a v a i l a b l e o n ly i f th e c h ild had. b e e n recommended f o r i n d i v i d u a l s tu d y , u s u a lly f o r i d e n t i f i c a t i o n as a g i f t e d m in o r. Age se v e n r e p r e s e n ts a c o m b in a tio n o f th e tw o g r o u p s . W hile th e sam ple i s l im i te d and b ia s e d i n f a v o r o f h ig h i n t e l l i g e n c e a t ag es f i v e , s i x and s e v e n , th e c o r r e l a t i o n c o e f f i c i e n t s o b ta in e d a r e i n th e s l £ g h t to lo w , p o s i t i v e ra n g e found i n many o t h e r s t u d i e s o f th e i n t e l l i g e n c e - c r e a t i v i t y r e l a t i o n s h i p , e . g . T o rra n c e ( 9 0 ) . R e la ti o n s h ip b etw een CITOC and R e a d in g A chievem ent S c o r e s . The c o r r e l a t i o n b e tw ee n C IT O C -V erbal, P e rfo rm a n c e and T o ta l summed s c o r e s and th e S ta n f o r d A chievem ent . T e s t- R e a d in g s c o r e was c a l c u l a t e d f o r a p o r t i o n o f th e s tu d y sa m p le , S in c e c h i l d r e n o f a g i v e n age g ro u p may b e i n d i f f e r e n t s c h o o l g r a d e s , th e r e a d i n g s c o r e s w ere f i r s t tra n s fo rm e d i n t o C s c o r e s f o r c o m p a r a b ility by age g r o u p . C o r r e l a t i o n c o e f f i c i e n t s w ith t h e CITOC V e rb a l t o t a l f o r a g es s e v e n , e ig h t and n in e w e re - . 1 6 , . 0 6 , and .1 3 . The c o r r e l a t i o n s o f r e a d in g s c o r e s w ith CITOC P e r fo rm a n c e s c o r e s w ere - . 07, .09, and . 3 0 , w h ile c o r r e l a t i o n s w ith CITOC T o ta l w ere - .1 4 , .0 9 , and .2 4 . Only th e c o e f f i c i e n t b e tw e e n r e a d in g and CITOC P e rfo rm a n c e t o t a l s c o r e s , a t age n i n e , was s i g n i f i c a n t . The t r e n d fro m a n e g a tiv e and n o n - s i g n i f i c a n t r e l a t i o n s h i p t o a p o s i t i v e , and i n one c a s e , s i g n i f i c a n t r e l a t i o n s h i p w ith i n c r e a s i n g age i s c o n s i s t e n t f o r th e t h r e e CITOC s c o r e s . I n t e r r e l a t i o n s h i p b e tw ee n CITOC S u b te s t S c o r e s . W ith th e e x c e p tio n o f age f o u r , w here th e s m a ll N l i m i t e d th e num ber o f s i g n i f i c a n t r e l a t i o n s h i p s , fro m 9 t o 11 o f th e 15 c o r r e l a t i o n c o e f f i c i e n t s b e tw e e n CITOC V e rb a l t e s t s w ere s i g n i f i c a n t a t e ach age l e v e l . T a b le s 2 J > t o 28 bhow t h a t a b o u t t h r e e - f i f t h s o f th e o b ta in e d s i g n i f i c a n t c o r r e l a t i o n c o e f f i c i e n t s w ere .S C low and m ost o f th e re m a in in g num ber showed a m o d e ra te r e l a t i o n s h i p . One h ig h c o r r e l a t i o n c o e f f i c i e n t was fo u n d a t age e i g h t . Of th e m o d e ra te and h ig h c o e f f i c i e n t s b e tw e e n v e r b a l s u b t e s t s , m ore th a n t w o - t h ir d s o c c u r i n t h e i n t e r r e l a t i o n s h i p s b e tw e e n F lu e n c y , F l e x i b i l i t y and R e d e f i n i t i o n w h ich w e re s i g n i f i c a n t a t e v e ry age l e v e l . O r i g i n a l i t y - V e r b a l c o n tin u e s to be th e l e a s t r e l a t e d t o o t h e r v e r b a l s u b t e s t s , a s found, by F o s t e r (1 9 )- The l a r g e r num ber o f s i g n i f i c a n t r e l a t i o n s h i p s fo u n d i n t h e p r e s e n t s tu d y may r e f l e c t , t o g e t h e r w ith im p ro v ed r e l i a b i l i t y , r e v is e d s c o r i n g p r o c e d u r e s b a sed on th e s t a t i s t i c a l fre q u e n c y o f r e s p o n s e s . C o r r e l a t i o n c o e f f i c i e n t s b e tw ee n CITOC p e rfo rm a n c e t e s t s te n d e d t o be lo w e r th a n th o s e b etw een v e r b a l t e s t s . The num ber o f s i g n i f i c a n t r e l a t i o n s h i p s a t e a c h age ra n g e d from t h r e e t o s e v e n o f th e f i f t e e n . At e v e ry age l e v e l t h r e e t e s t s , F lu e n c y , F l e x i b i l i t y and E l a b o r a t i o n , w ere s i g n i f i c a n t l y a n d , w ith one e x c e p tio n , s u b s t a n t i a l l y i n t e r r e l a t e d . One o t h e r c o n s i s t e n t r e l a t i o n s h i p b e tw e e n p e rfo rm a n c e t e s t s w as t h a t b e tw e e n S e n s i t i v i t y t o P ro b le m s and R e d e f i n i t i o n , w h ich was s i g n i f i c a n t a t f o u r age l e v e l s — f i v e th ro u g h e i g h t . W h ile e a c h o f th e tw e lv e CITOC t e s t s was d e s ig n e d , to m easu re a d i f f e r e n t a s p e c t o f c r e a t i v e i n t e l l i g e n c e , v e r b a l t e s t s may s t i l l be e x p e c te d to hav e c l o s e r r e l a t i o n s h ip s w ith o t h e r v e r b a l t e s t s th a n th e y h av e w ith p e r fo rm an c e t e s t s . T a b le s 23 th ro u g h 28 r e v e a l t h a t t h i s e x p e c t a t i o n i s g e n e r a l l y 'u p h e l d " w i t h a l l e x c e p t one o f t h e s i g n i f i c a n t c o e f f i c i e n t s show ing a low p o s i t i v e r e l a t i o n s h i p b e tw e e n v e r b a l and p e rfo rm a n c e t e s t s . The one s u b s t a n t i a l r e l a t i o n s h i p was t h a t b e tw e e n v e r b a l and p e rfo rm a n c e m e a s u re s o f E l a b o r a t i o n , a t age s e v e n . A much s m a l l e r p r o p o r t i o n o f th e 3 6 v e r b a l - p e r - fo rm an c e t e s t r e l a t i o n s h i p s re a c h e d a l e v e l o f s i g n i f i c a n c e t h a n was fo u n d b e tw e e n v e r b a l t e s t s o r p e rfo rm a n c e t e s t s . The s p e c i a l r e l a t i o n s h i p b e tw ee n s c o r e s w h ich a re t a s k - r e l a t e d n e e d s a d d i t i o n a l e x a m in a tio n . The v e r b a l 118 t e s t s o f F lu e n c y , F l e x i b i l i t y and R e d e f i n i t i o n and th e p e rfo rm a n c e t e s t s o f F lu e n c y , F l e x i b i l i t y and E la b o r a tio n a r e o f t h i s ty p e . The t h r e e v e r b a l s c o r e s a r e d e r iv e d fro m two r e l a t e d t a s k s . The R e d e f i n i t i o n s c o r e i s o f t e n l im ite d by th e F lu e n c y s c o r e s i n c e , w hen a l l re s p o n s e s a re g iv e n w i t h i n th e tim e l i m i t , th e R e d e f i n i t i o n s c o r e c a n n o t e x ce ed t h a t o f F lu e n c y . The F l e x i b i l i t y s c o r e , a ls o , i s l i m i t e d by th e re s p o n s e s g iv e n i n th e p r e c e d in g t a s k s in c e r e s p o n s e s w hich d u p l i c a t e t h o s e g iv e n f o r F lu e n c y a re n o t c o u n te d . The h ig h c o r r e l a t i o n b e tw e e n t h e s e t h r e e su b t e s t s i s , i n p a r t , p ro d u c e d by th e s c o r i n g p r o c e d u r e s . The p e rfo rm a n c e s u b t e s t s c o r e s o f F lu e n c y , F l e x i b i l i t y and E la b o r a t i o n a r e a l s o d e r iv e d fro m d i f f e r e n t s c o r in g s o f a s i n g l e t a s k . The h ig h i n t e r c o r r e l a t i o n s b e tw e e n t h e s e s c o r e s a r e , a t l e a s t i n p a r t , due to th e s c o r i n g p r o c e d u r e s . S i m i l a r h ig h c o e f f i c i e n t s a re found b e tw e e n th e s e v e r a l s c o r i n g s o f th e same t a s k s i n th e T o rra n c e T e s ts o f C r e a tiv e T h in k in g (9 ^ ) • D i s t r i b u t i o n o f CITOC S c o r e s ♦ I n T a b le s 29 th ro u g h 40 th e d i s t r i b u t i o n o f s c o r e s f o r e a c h CITOC s u b t e s t a re p r e s e n t e d . Each age g ro u p i n th e p r e s e n t s tu d y i s shown on e ach s u b t e s t t a b l e g i v i n g a g r a p h ic view o f th e d e v e lo p m e n ta l p r o g r e s s i o n f o r t h a t t e s t . As w ith, th e g ra p h s f o r t o t a l s c o r e s , F i g u r e s 1 , 2 and ;5, th e g ro w th 11 9 l a g o r r e g r e s s i o n b e t w e e n a g e s f i v e and s i x i s e v i d e n t i n many o f t h e s u b t e s t s . I n some CITOC t e s t s t h e t e s t c e i l i n g s a p p e a r t o l i m i t t h e i r d i s c r i m i n a t i n g p o w e r a b o v e a g e s e v e n and d e f l e c t t h e g r o u p m ean d ow n w ard . V e r b a l t e s t s o f F lu e n c y an d E l a b o r a t i o n , and p e r f o r m a n c e t e s t s o f S e n s i t i v i t y t o P r o b le m s and R e d e f i n i t i o n i l l u s t r a t e t h i s e f f e c t . A r e l a t e d p r o b le m a t t h e o t h e r end o f t h e t e s t s c a l e i s e v i d e n t f o r F l e x i b i l i t y - V e r b a l , F l e x i b i l i t y - P e r fo r m a n c e and E l a b o r a t i o n - P e r f o r m a n c e . An i n a d e q u a t e t e s t f l o o r l i m i t s t h e d i s c r i m i n a t i n g p o w e r o f t h e t e s t a t y o u n g e r a g e s o r l o w e r l e v e l s o f a b i l i t y . What a p p e a r s t o b e a s i m i l a r e f f e c t i n v e r b a l t e s t s o f S e n s i t i v i t y t o P r o b le m s and E l a b o r a t i o n i s , a c t u a l l y , t h e r e s u l t o f "No r e s p o n s e " i n t a s k s w h ic h m u st h a v e som e v e r b a l r e s p o n s e t o b e s c o r e d . 120 TABLE 2 9 DISTRIBUTION O F SCORES - SENSITIVITY TO PROBLEMS - VERBAL S c o re Age G roup Score F o u r (N=45) F iv e (N=173) Six (N -107) S ev en (N -8 8 ) E ig h t (N -106) N ine (N = 9l) 0 2 5 2 1 3 0 1 5 8 6 1 1 1 2 21 9 1 2 2 11 13 10 1 3 4 4 14 15 2 5 1 4 5 5* 8 5 1 1 5 6 5 14 11 7 6 1 6 7 1 7 5 7 4 1 7 8 2 8* 5* 2 5 3 8 9 9 8 5 9 3 9 10 1 19 1 7 6 5 10 11 5 1 2 1 2 11 12 2 5 2 1 2 * 10 12 12 13 2 9 5 4 7* 4 13 14 2 2 2 4 6 2 14 15 2 5 5 7 8 15 16 1 10 6 5 6* 16 17 5 2 1 17 18 2 2 7 5 18 19 5 1 5 3 2 19 20 2 2 1 4 2 20 21 1 4 6 2 21 22 1 1 2 3 4 22 23 4 23 24 ' 2 1 2 2 4 24 25 1 1 3 2 5 26 2 2 8 26 27 1 1 1 27 28 1 1 1 2 28 29 29 30 1 2 20 *Mean 121 TABLE 30 DISTRIBUTION O P SCORES - FLUENCY - VERBAL S c o re Age Group S c o re F o u r (N=45) F iv e (N -175) S ix (N=107) Seven (N-8 8 ) E ig h t (n = io 6 ) N ine (N -91) 0 1 0 1 1 2 2 2 1 1 2 5 5 4 1 8 5 1 4 5 5 6 5 9 5 6 7 7 a 5 18 9 1 8 9 9 10 5 18 10 6 5 2 10 n 11 12 6 16 l 6 5 9 5 12 15 15 14 1 1 * 18 12 8 8 4 14 15 * 16 2 16 15* 11 11 6 16 17 17 18 4 16 6 15* 15 9 18 19 19 20 2 18 7 11 15* 11 20 21 * 21 22 1 14 9 11 12 14 22 25 25 24 8 9 8 14 8 24 25 25 26 2 7 1 7 14 15 26 27 27 28 1 2 4 5 4 12 28 29 29 50 2 1 5 4 6 50 *Mean 122 TABLE 21 DISTRIBUTION OP SCORES - FLEXIBILITY - VERBAL S c o re Age Group S c o re P o u r (N=45) F iv e (N=173) S ix (N *107) S even (N -8 8 ) E ig h t (N=106) N ine (N -91) 0 5 41 33 6 8 5 0 1 1 2 12 3 0 15 7 8 5 2 3 3 4 8 25 11 9 10 7 4 5 5 6 6 * 13 10* 4 7 9 6 7. * 7 8 2 11 11 11 15 6 8 9 9 10 5 13 7 10 11 10 10 11 * * 11 12 11 3 7 11 7 12 13 * 13 14 3 2 4 8 4 7 14 15 1 5 ... .16 3 9 5 7 3 4 16 17 17 18 2 4 6 7 8 18 19 19 20 2 2 1 3 8 20 21 21 22 2 1 3 9 1 22 23 23 24 8 4 2 2 24 25 25 26 1 1 5 26 27 27 28 1 1 2 2 3 28 29 29 30 1 2 3 5 6 30 *Mean 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 16 17 18 19 20 21 22 23 24 2? 26 27 28 29 1 2 ^ TABLE 32 DISTRIBUTION OP SCORES - ORIGINALITY - VERBAL Age Group S c o re P o u r F iv e S ix S even E ig h t N ine (N=45) (N =173) (N=107) (N=8 8 ) (n=1 0 6 ) (N = 9l) 0 l 1 2 2 1 3 3 4 1 2 2 4 7 10 8 1 4 2 5 8 49 4o 25 32 20 6 1 • 8 5 1 2 4 7 3 9 6* 3 2 3 8 l 14* 6 3 8 8 9 3* 24 18 15 18* 9 10 1 6 6 3* 2* 3 11 3 8 2 7.. 6* 12 1 12 2 4 4 7 13 4 9 2 7 5 1 14 1 2 2 4 8 15 1 5 4 3 4 1 16 3 2 2 2 1 17 1 4 1 3 2 .1 18 3 5 1 6 19 2 1 2 4 20 1 3 21 1 1 1 1 2 2 22 1 1 4 23 1 1 1 1 1 1 3 1 24 26 27 28 29 30 *Mean 124 TABLE 3 3 DISTRIBUTION OP SCORES - ELABORATION - VERBAL S co re Age Group S c o re P our (N=45) F iv e (N=173) S ix (N =107) S ev en (N=8 8 ) E ig h t (N=106) N ine (N=91) 0 6 6 2 0 1 1 2 2 3 3 12 6 1 1 1 3 4 4 5 5 6 ' 10 27 8 2 2 1 6 7 7 8 •V > 8 9 10 28 11 4 5 3 9 10 10 11 11 12 6 25* 20 17 18 10 12 13 13 14 14 15 6 25 1 5* 15 16 10 15 16 Tv 16 17 * 17 18 2 20 13 20 25* 13 18 19 Tv 19 20 20 21 1 7 14 8 8 7* 21 22 Tv 22 23 23 24 1 8 9 6 17 13 24 25 25 26 26 27 9 5 7 6 16 27 28 28 29 29 30 6 4 8 8 17 30 *Mean 125 TABLE 5 4 DISTRIBUTION OP SCORES - REDEFINITION - VERBAL Score Age Group Score Pour (N=45) Five (N=173) Six (N«107) Seven (N»8 8 ) Eight (N=l06) Nine (N=9l) 0 0 1 1 2 3 4 4 1 1 2 3 3 4 2 19 4 1 1 4 5 5 6 7 21 17 1 2 2 6 7 7 8 10 29 21 5 4 1 8 9 * 9 10 9 27* 12 10 10 7 10 11 * 11 12 4 24 16 n 17 12 12 13 13 14 8 18 10 14 19 13 14 15 * 16 9 10 13 14* 12 16 17 * 17 18 2 13 6 13 10 15- 18 19 19 20 8 3 15 13 12 20 21 21 22 2 5 10 22 23 23 24 1 2 5 3 24 25 — 26 1 2 3 26 27 27 28 1 2 28 29 29 30 2 1 30 *Mean 126 TABLE 3 5 DISTRIBUTION OP SCORES - SENSITIVITY TO PROBLEMS - PERFORMANCE Age Group S core U LTV O II F iv e (N=175) S ix (N=107) Seven (N=88) E ig h t (N-106) Nine (N=9l) S core 0 1 0 1 1 2 5 2 2 5 5 4 2 2 4 5 5 6 2 2 1 6 7 7 8 2 5 - 1 8 9 9 10 2 9 4 10 11 11 12 5 10 1 12 15 15 14 7* 12 .7 1 14 15 15:; 16 8 ' 19 9 1 16 17 17 18 5 50* 15 6 2 18 19 19 20 5 25' 12* 5 4 1 20 21 21 22 5 28 19' 14 8 6 - 22 25 25 24 19 19 26* 20 11 24 25. 26 4 9 12 20 5 5* 29* 26 27 27 28 4 6 15 27 57' 28 29 29 50 1 1 10 7 50 *Mean 127 TABLE 2 6 DISTRIBUTION OP SCORES - FLUENCY - PERFORMANCE Score Age Group Score Four Five Six Seven E ight Nine (N=45) (N=172) (N=107) (N=88) (N-106) (N=91) 0 1 0 1 1 2 2 3 2 4 1 4 5 1 5 6 6 7 1 1 7 8 8 9 1 1 9 10 1 10 11 1 4 4 11 12 2 10 2 2 12 13 1 5 4 2 1 12 14 1 5 . 4 7 1 14 15 2 21 16 5 • 9 2 15 16 5 15 4 4 5 2 16 17 2 16 11 6 5 4 17 18 19 5 20 9* 12 I 5 5 1 7 18 19 20 1 9 8 1 0* 15 2 20 21 2 12 10 12 8 6 21 22 2 11 4 5 10* 11 22 22 2 5 4 7 8 !5* 22 24 2 6 5 4 7 6 24 25 4 9 2 2 5 8 25 26 2 1 2 8 9 26 27 2 2 2 5 10 27 28 2 2 1 5 2 28 29 2 1 2 2 1 29 20 1 1 2 2 20 * Mean 128 TABLE 57 DISTRIBUTION OP SCORES - FLEXIBILITY - PERFORMANCE S co re Age Group S core F o u r F iv e S ix Seven E ig h t Nine (N=45) (N=173) (N=107) (N=88) (N -106) (N=91) 0 11 y j 32 14 18 13 0 1 1 2 2 3 11 36 25 21 29 19 3 4 4 5 5 6 7 6 * 22* 24 * 21 24 6 7 8 * * 8 9 4 22 7 13 11 14' 9 10 10 11 11 12 8 9 12 7 6 12 12 13 13 14 14 2 7 4 2 9 3 15 l 6 16 17 ■ ■ ■ — 17 18 9 2 1 5 18 .19 * 19 20 20 21 3 2 1 3 4 1 21 22 22 23 23 24 2 3 4 24 25 25 26 26 27 1 1 27 28 28 29 29 30 4 2 1 30 * Mean 129 TABLE 38 DISTRIBUTION OP SCORES - ORIGINALITY - PERFORMANCE Age Group Score Pour (N=45) P ive (N=173) Six (N=107) Seven (N=88) E ig h t (N -1 0 6 ) Nine (N-91) Score 0 1 0 1 1 2 2 1 1 2 3 3 4 3 3 2 1 1 4 5 5 6 3 12 8 1 3 3 6 7 1 7 8 6 19 20 10 16 11 8 9 1 1 1 9 10 4 42 23 14 19 20 10 11 1 6 3* 1 4 1 11 12 6* 3 4* 22 17 20 12 13 12 1 7*. 6* 1* 13 14 2 2 4 2* 3 14 15 3 9 6 5 14 8 15 16 4 9 5 8 6 8 16 17 1 1 17 18 8 18 4 12 5 7 18 19 1 2 2 1 2 19 20 20 21 2 2 1 2 3 4 21 22 1 1 1 22 23 23 24 1 3 2 2 1 24 25 25 26 26 27 1 1 27 28 1 28 29 29 30 2 30 *M ean 130 TABLE 3 9 DISTRIBUTION OP SCORES - ELABORATION - PERFORMANCE Score S c o re P o u r (N=45) F iv e (N=173) S ix (N=107) Seven (N=8 8 ) E ig h t (N=106) N ine (N=91) 0 10 39 24 16 7 3 0 1 1 2 1 4 1 2 1 2 3 3 4 4 20 17 9 14 6 4 5 5 6 1 3 3 1 1 1 6 7 7 8 3 22 12 11 12 11 8 9 * 9 10 9* 9 . 4 6 3 10 11 11 12 1 15 10 10* 3 4 12 13 13 14 3 •14 6 2 8 * 6 14 15 15 16 7 6 4 7 12 16 17 * 17 18 3 9 7 10 9 5 18 19 19 20 4 12 4 5 8 10 20 21 21 22 1 7 2 5 9 22 23 23 24 3 6 3 5 7 6 24 25 25 26 4 1 1 4 5 26 27 27 28 1 4 3 3 3 4 28 29 29 30 1 3 1 3 6 6 30 * Mean 131 TABLE 40 DISTRIBUTION OP S.CORES - REDEFINITION - PERFORMANCE Score Age Group S co re F o u r (N=45) F iv e (H -173) S ix (N-107) Seven (N-88) E ig h t ( n- i o 6) Nine (N=9l) 0 1 1 0 1 1 2 1 1 2 3 3 3 4 1 2 4 5 1 4 5 6 3 1 1 6 7 2 1 ' 1 2 1 7 8 3 3 2 8 9 5 11 2 1 9 , 1 0 4 14 4 1 1 10 ' 11 1* 10 5 3 11 12 1 6 7 3 2 12 13 3 ' 13' 4 3 3 13 14 1 12 6 3 2 3 14 15 2 9* 9 7 4 15 16 2 9 9 2 5 2 16 17 2 10 8* 5 2 1 17 18 5 9 2 4 4 1 18 19 1 5 1" 7 * 3 19 20 13 9 4 6 6 • 20 21 - 3 13 8 6 2 2 21 22 4 5 13 12* 8 22 23 5 8 7 8. 4 23 24 1 9 5 15 9* 24 25 5 2 5 12 7 25 26 8- 4 8 16 26 27 1 2 2 3 6 27 28 2 2 1 6 12 28 29 1 3 29 30 1 2 6 30 * Mean CHAPTER VI SU M M A RY , CONCLUSIONS A M D RECOM M ENDATIONS Summary The Problem E a rly i d e n t i f i c a t i o n o f c h i l d r e n w ith h ig h c r e a t i v e a b i l i t i e s , i n o r d e r b o th to b e t t e r u n d e rs ta n d th e c r e a t i v e p r o c e s s and to n u r t u r e th e u n u su a l q u a l i t y when i d e n t i f i e d , a w a its th e developm ent o f s p e c i a l m e a su rin g i n s tr u m e n ts . The u s u a l m easure o f a c a d e m ic .g i f te d n e s s , t h e i n t e l l i g e n c e t e s t ; has n o t b een a b le to i d e n t i f y th e c r e a t i v e i n d i v i d u a l . The in s tr u m e n t used i n t h i s r e s e a r c h was th e C h i l d r e n 's I n d i v id u a l T e s t o f C r e a t i v i t y , CITOC, w hich i s one o f a s e r i e s o f in s tr u m e n ts conceived, by N. S. M e tf e s s e l f o r u se i n r e s e a r c h p r o j e c t s w ith d is a d v a n ta g e d y o u th . I t c o n s i s t s o f tw e lv e s u b t e s t s , i n c l u d i n g b o th a v e r b a l and a p e rfo rm an c e m easure o f th e s i x c r e a t i v i t y a b i l i t i e s i d e n t i f i e d i n r e s e a r c h w ith a d u l t s (J5j5) and i n s t u d i e s o f a r t i s t i c c r e a t i v i t y by L ow enfeld ( 4 7 ). The s i x a b i l i t i e s a re c a l l e d s e n s i t i v i t y t o p ro b le m s, 132 133 f lu e n c y , f l e x i b i l i t y , o r i g i n a l i t y , e l a b o r a t i o n and r e d e f i n i t i o n . CITOC t e s t s of th e se s ix a b i l i t i e s are modeled a f t e r f a c t o r t e s t s f o r o ld e r groups developed by J . P. G uilford and h is a s s o c ia te s a t the U n iv e rsity of Southern C a lifo rn ia A p titu d es P ro je c t. O rig in a lly developed by P o ste r (1 9 ) f o r th e e v a lu a tio n of a p resch o o l p r o je c t, CITOC was re v is e d , p r i o r to the i n i t i a t i o n of th e p re s e n t study, f o r use w ith c h ild re n of school age. More d e ta ile d sc o rin g procedures were developed as w ell as a t o t a l l y new form at which s im p lifie d a d m in is tra tio n . An i n v e s t i g a t i o n o f th e r e l i a b i l i t y o f th e r e v is e d i n s tr u m e n t, made by Weber (1 0 0 ), r e v e a le d m o d era te to h ig h t e s t - r e t e s t c o r r e l a t i o n c o e f f i c i e n t s f o r i n d i v i d u a l s u b t e s t s a f t e r a two week i n t e r v a l . R e l i a b i l i t y f o r CITOC- Y e rb a l, P e rfo rm a n c e and T o ta l s c o r e s f o r t h e same sam ple w ere r e p o r t e d by H arsh (34 ) t o be . 8 6 9, .776 and .835 r e s p e c t i v e l y . The i n t e n t of t h i s study was to d isc o v e r c h a ra c te r i s t i c s of CITOC which could lead to the development of norms and su g g est the d ir e c tio n f o r fu tu re r e v is io n and re s e a rc h . The Study P o p u latio n The t o t a l stu d y p o p u la tio n o f 6 l0 s u b j e c t s was com prised o f 45, 1 7 5, 1 0 7, 8 8 , 106 and 91 c h i l d r e n from 134 ages f o u r th ro u g h n i n e . Of t h i s t o t a l 3 1 6 w ere boys and 294 w ere g i r l s . T w e n ty -fo u r o f th e f o u r - y e a r - o l d s w ere from F re sn o S t a t e C o lle g e p r e s c h o o l . A ll re m a in in g s u b j e c t s w ere from p u b l ic s c h o o ls i n th e Los A ngeles County a r e a . T h ree q u a r t e r s o f th e s u b j e c t s w ere from random ly c h o se n c la ss ro o m u n i t s as a p a r t o f th e e v a l u a t i o n o f a c r e a t i v e m usic program i n th e B e ll f l o w e r , Downey and Compton School D i s t r i c t s , fu nded by th e E le m e n tary and S econdary Edu c a t i o n A ct o f 1 9 6 5, T i t l e I I I . The re m a in in g s u b j e c t s w ere from Los A ngeles C ity and L ow ell J o i n t S ch ool D i s t r i c t s . A ll o f th e m a jo r r a c i a l and e th n i c g ro u p s found i n S o u th e rn C a l i f o r n i a u r b a n a re a s w ere r e p r e s e n te d i n th e stu d y p o p u l a t i o n b u t no a tte m p t was made to s e c u r e p r o p o r t i o n a l r e p r e s e n t a t i o n . Of th e 610 s u b j e c t s , 282 w ere c o n s id e re d d is a d v a n ta g e d by t h e i r sc h o o l d i s t r i c t s s i n c e th e y w ere r e s i d e n t s o f sc h o o l a re a s w hich met th e s e v e r a l c r i t e r i a o f e l i g i b i l i t y f o r com pensatory edu c a t i o n fu n d s u n d e r t h e E lem en tary and Secondary E d u c a tio n Act o f 1 9 6 5, T i t l e I . (7) H y p o th eses T h ree m ajo r h y p o th e s e s w ere u n d e r i n v e s t i g a t i o n i n t h i s s t u d y . S ta te d i n th e n u l l fo rm , i t was h y p o th e s iz e d t h a t t h e r e a re no d i f f e r e n c e s on any o f t h e CITOC 135 v a r i a b l e s betw een t h e s c o r e s o f t h e s i x age g ro u p s, boys and g i r l s o r advantag ed and d is a d v a n ta g e d c h i l d r e n i n th e s tu d y p o p u la tio n . O th e r a re a s o f i n v e s t i g a t i o n co n cern ed th e r e l a t i o n s h i p betw een CITOC and b o th i n t e l l i g e n c e and re a d in g ach iev e m e n t s c o r e s . P ro c e d u re Each s u b je c t r e c e iv e d a CITOC, i n d i v i d u a l l y ad m in i s t e r e d by c r e d e n t i a l e d s c h o o l p s y c h o l o g is ts o r o t h e r i n d i v i d u a l s t r a i n e d by t h e i n v e s t i g a t o r . A ll t e s t s w ere sc o re d i n grou ps o f 1 5, f o r c o n s i s t e n c y , a f t e r u s in g th e c o n te n t o f th e f i r s t 200 CITOC1s t o e s t a b l i s h fre q u e n c y c a t e g o r i e s f o r th e O r i g i n a l i t y s u b t e s t s . A d d itio n a l t e s t s s c o r e s w ere g a th e r e d f o r th e sub j e c t s when a v a i l a b l e . T hese in c lu d e d a v a r i e t y o f i n t e l l i g e n c e t e s t s , b o th i n d i v i d u a l and g ro u p , and th e S ta n fo rd A chievem ent T e s t - H ead in g . B oth i n t e l l i g e n c e and re a d in g t e s t s c o r e s were tra n s fo rm e d i n t o C s c o r e s f o r com p a r a b i l i t y . Means and s ta n d a r d d e v i a t i o n s w ere o b ta in e d f o r each o f th e CITOC v a r i a b l e s f o r e ac h o f th e age l e v e l s and f o r se x and a d v an tag e s t a t u s g ro u p s w i t h i n each age l e v e l . P r a t i o s w ere c a l c u l a t e d t o t e s t t h e s i g n i f i c a n c e o f th e d i f f e r e n c e s betw een g roup means on th e CITOC v a r i a b l e s . 136 The BMD 07M m u lt i p le d i s c r im i n a n t a n a l y s i s com p u t e r program was used to e v a lu a te th e r e l a t i v e im p o rta n c e o f each CITOC v a r i a b l e i n d i s c r i m i n a t i n g betw een th e age, sex and a d v a n ta g e s t a t u s g ro u p s . C o r r e l a t i o n c o e f f i c i e n t s w ere c a l c u l a t e d t o i n v e s t i g a t e th e i n t e r r e l a t i o n s h i p s 1 b etw een CITOC, i n t e l l i g e n c e and re a d in g a ch iev em en t s c o r e s . The .01 c o n fid e n c e l e v e l was r e q u ir e d when any s t a t i s t i c a l t e s t o f s i g n i f i c a n c e were a p p lie d to t h e d a t a . F indings The f i n d i n g s a re r e p o r te d s e p a r a t e l y f o r e ach o f th e q u e s t io n s u n d e r i n v e s t i g a t i o n : a g e, se x and a d v a n ta g e g ro u p d i f f e r e n c e s . O th e r f i n d i n g s o f i n t e r e s t a r e r e p o r te d f o l lo w in g th e m ajo r q u e s tio n s . A ge. The s c o r e s o f a l l CITOC v a r i a b l e s show a t r e n d to w ard im provem ent w ith a g e. The d i f f e r e n c e s b etw een age g ro u p mean s c o r e s w ere s i g n i f i c a n t f o r a l l CITOC t e s t s e x c e p t F l e x ib i l it y - P e r f o r m a n c e w hich w as, how ever, one o f th e se v e n t e s t s which c o n tr ib u te d s i g n i f i c a n tly t o t h e d i s c r i m i n a n t a n a l y s i s . The o t h e r s w ere v e r b a l t e s t s o f R e d e f i n i t i o n , S e n s i t i v i t y t o P roblem s and E l a b o r a t i o n , and p e rfo rm an c e t e s t s o f S e n s i t i v i t y to P ro b le m s, R e d e f i n i t i o n and F lu e n c y . S e x . The e v a l u a t i o n o f sex d i f f e r e n c e s on CITOC v a r i a b l e s was c a r r i e d o u t s e p a r a t e l y f o r e ach age g ro u p . No s i g n i f i c a n t d i f f e r e n c e s w ere found betw een th e mean 137 s c o re s o f boys and g i r l s a t any age l e v e l on any CITOC v a r i a b l e . I n th e d i s c r i m i n a n t a n a l y s i s o f th e d a ta th e s u b t e s t S e n s i t i v i t y to P ro b le m s-V e rb a l d is c r im in a te d s i g n i f i c a n t l y b etw een se x g ro u p s a t ages f i v e and n i n e . Boys sc o re d h ig h e r on t h i s s u b t e s t a t e v ery age l e v e l . A d v a n ta g e -D is a d v a n ta g e . Both th e co m p ariso n o f group means and th e d i s c r im i n a n t a n a l y s i s y ie ld e d f i v e s i g n i f i c a n t ad.vantage-d i s a d v a n ta g e d i f f e r e n c e s i n th e 72 c o m p a riso n s— one a t e v e ry age l e v e l e x c e p t e i g h t . D isa d v an ta g ed c h i l d r e n sc o re d s i g n i f i c a n t l y h ig h e r th a n th e ad v an tag ed on th e v e r b a l t e s t s o f S e n s i t i v i t y to P ro b lem s, a t age f o u r , and F l e x i b i l i t y , a t age n i n e . A dvantaged c h i l d r e n s c o re d s i g n i f i c a n t l y h ig h e r on p e r form ance t e s t s o f R e d e f i n i t i o n , a t ages f i v e and se v en , and S e n s i t i v i t y to P roblem s a t age s i x . Sex and A d v a n ta g e -D is a d v a n ta g e . A f u r t h e r d i v i s i o n o f th e a d v an tag e g ro u p s by se x r e v e a le d t h a t o f t e n th e u n u s u a lly h ig h o r low mean s c o r e o f one sex acco u n ted f o r th e s i g n i f i c a n t d i f f e r e n c e found betw een th e ad v an tag e g ro u p s . F iv e s i g n i f i c a n t d i f f e r e n c e s b etw een group means w ere re v e a le d by t h i s g ro u p in g , t h r e e o f w hich w ere n o t e v id e n t i n o t h e r c o m p a ris o n s . High s c o r e s f o r ad v an tag ed boys le d to s i g n i f i c a n t d i s c r i m i n a t i o n betw een th e f o u r g ro u p s on v e r b a l t e s t s 138 o f S e n s i t i v i t y to P ro b le m s, a t age s i x , and E la b o r a tio n a t age n in e . Both a d v a n ta g e d boy s and d is a d v a n ta g e d g i r l s sc o re d h ig h on th e v e r b a l t e s t o f E l a b o r a t i o n a t age se v e n . The h ig h s c o r e s o f a d v an tag e d boys on S e n s i t i v i t y to P ro b le m s-P e rfo rm a n ce a t age s i x and t h e low s c o r e s o f d is a d v a n ta g e d boys on R e d e f in itio n - P e r f o r m a n c e a t age se v e n a cc o u n t f o r th e s i g n i f i c a n t d i f f e r e n c e s betw een a d v an tag e g ro u p s found a t th o s e ag es as w e ll as s i g n i f i c a n t d i f f e r e n c e s b etw een t h e f o u r sex and a d v a n ta g e g ro u p s. I n t e l l i g e n c e . The r e l a t i o n s h i p betw een t o t a l CITOC s c o r e s and i n t e l l i g e n c e s c o r e s w ere i n t h e s l i g h t to low , p o s i t i v e ra n g e o f t e n fo u n d i n c o r r e l a t i o n s t u d i e s b etw een i n t e l l i g e n c e and c r e a t i v i t y t e s t s c o r e s . None o f th e c o e f f i c i e n t s re a c h e d t h e .01 l e v e l o f c o n fid e n c e . R eading a c h ie v e m e n t. CITOC c o r r e l a t i o n c o e f f i c i e n t s w ith th e r e a d in g a ch iev e m e n t s c o r e s in c r e a s e d w ith age from a s l i g h t , n e g a t iv e r e l a t i o n s h i p a t age s e v e n to a low, p o s i t i v e r e l a t i o n s h i p a t age n i n e . The c o r r e l a t i o n w ith th e sum o f p e rfo rm a n c e t e s t s exceeded t h a t w ith th e sum o f v e r b a l t e s t s a t each age l e v e l . Only th e c o e f f i c i e n t o f c o r r e l a t i o n b etw een r e a d in g and CITQC-Performance t o t a l s c o r e s , a t age n i n e , was s i g n i f i c a n t . 139 CITOC I n t e r c o r r e l a t i o n s . N early t w o - t h i r d s o f th e i n t e r c o r r e l a t i o n s betw een CITOC v e r b a l s u b t e s t s w ere s i g n i f i c a n t and showed a low to m o d erate r e l a t i o n s h i p . B etw een p e rfo rm a n c e t e s t s c o e f f i c i e n t s w ere g e n e r a l l y lo w er t h a n b e tw ee n v e r b a l t e s t s and l e s s t h a n a t h i r d w ere s i g n i f i c a n t . P r o p o r t i o n a l l y few er o f th e c o r r e l a t i o n c o e f f i c i e n t s b e tw een th e v e r b a l and p e rfo rm a n c e s u b t e s t s w ere s i g n i f i c a n t th a n b e tw een e i t h e r v e r b a l t e s t s o r p e r fo rm an ce t e s t s . D i s t r i b u t i o n o f CITOC S c o r e s . An in a d e q u a te t e s t c e i l i n g was e s p e c i a l l y a p p a re n t f o r v e r b a l t e s t s o f F lu e n c y and E la b o r a t i o n , and p e rfo rm an c e t e s t s o f S e n s i t i v i t y t o P roblem s and R e d e f i n i t i o n , w hich l i m i t e d t h e i r d i s c r i m i n a t i n g pow er a t ages e i g h t and n in e and a t h ig h e r a b i l i t y l e v e l s . A l a c k o f d i s c r i m i n a t i o n a t lo w e r a b i l i t y l e v e l s and ages f o u r th ro u g h s i x was n o te d f o r F l e x i b i l i t y - V e rb a l and p e rfo rm a n c e t e s t s o f F l e x i b i l i t y and E la b o r a t i o n . C o n c lu s io n s and Recom m endations The r e s u l t s o f th e stu d y i n d i c a t e d t h a t w h ile CITOC s c o r e s i n c r e a s e d w ith age and t h e r e f o r e s e p a r a t e norms f o r each age g ro u p m ust be p r e p a r e d , d i f f e r e n c e s i4o betw een se x g ro u p s w ere n e g l i g i b l e f o r th e stu d y popu l a t i o n . D i f f e r e n c e s b etw een a d v an tag e d and d is a d v a n ta g e d p u p i ls w ere few and d id n o t c o n s i s t e n t l y f a v o r e i t h e r g ro u p . S e p a ra te norms f o r sex o r a d v a n ta g e g ro u p s do n o t a p p e a r t o be j u s t i f i e d a t t h i s tim e . I f th e few s i g n i f i c a n t d i f f e r e n c e s n o te d a re foun d i n a r e p l i c a t i o n o f th e stu d y th e y s h o u ld be c o n s id e re d i n com p aring th e s u b t e s t s c o r e s o f i n d i v i d u a l s . I f such a u se i s co n te m p la te d f o r CITOC, s e p a r a t e norms m ight be d e v elo p ed f o r th e s i g n i f i c a n t l y d i f f e r e n t g ro u p s on th o s e s u b t e s t s . R e s u lts o f c o r r e l a t i o n stu d y b etw een CITOC and i n t e l l i g e n c e and a c h ie v e m e n t t e s t s c o r e s r e v e a le d l i t t l e t h a t was u n e x p e c te d o r s i g n i f i c a n t . CITOC w h ile h a v in g a sm a ll r e l a t i o n s h i p w ith th e o t h e r m e a su re s, does n o t a p p e a r to be j u s t a d i f f e r e n t way o f a s s e s s i n g i n t e l lig e n c e o r a c h ie v e m e n t. The q u e s t i o n o f w hat CITOC does m easu re sh o u ld be p u rs u e d . A lth o u g h m odeled a f t e r A p titu d e s P r o j e c t t e s t s f o r o l d e r g ro u p s , i t h a s n o t been e s t a b l i s h e d t h a t CITOC t e s t s do, i n f a c t , m easu re th e same f a c t o r s . V a l i d a t i o n o f th e s e p a r a t e s u b t e s t s , th ro u g h f a c t o r a n a l y s i s , i s recom m ended. C o n c u rre n t and p r e d i c t i v e v a l i d a t i o n , w hich depend upon th e s e l e c t i o n o f e x t e r n a l c r i t e r i a f o r c r e a t i v i t y i n c h ild h o o d , a r e a d m itte d ly d i f f i c u l t , b u t i m p o r ta n t. l4l A number o f t e n t a t i v e c r i t e r i o n m easu res m ight be accu m u lated w ith CITOC s c o r e s t o g iv e g r e a t e r meaning to e v e n tu a l f o llo w - u p s t u d i e s . The d i r e c t i o n f o r f u t u r e in s tr u m e n t m o d if ic a tio n and d evelopm ent i s s e e n m ost c l e a r l y i n th e need to e li m in a te th e a r t i f i c i a l t e s t c e i l i n g f o r a l l s u b t e s t s . W hile th e r e s t r i c t i n g e f f e c t s o f t h e c e i l i n g a f f e c te d some t e s t s more th a n o t h e r , i t i s d i f f i c u l t to j u s t i f y f o r any t e s t o f c r e a t i v i t y . I n t h e c a se o f p erfo rm an ce t e s t s S e n s itiv ity , to P ro b lem s and R e d e f i n i t i o n , more d i f f i c u l t ite m s sh o u ld be added to th e t e s t . These a re b o th c o n v e rg e n t t e s t s w ith a g iv e n number o f " r i g h t" a n sw e rs. F o r a l l o t h e r t e s t s l i f t i n g t h e s c o r e l i m i t a t i o n i s su g g e ste d as th e f i r s t s t e p i n r e v i s i o n w ith a c a r e f u l f o llo w -u p o f th e e f f e c t on t e s t norm s. F o r th e t e s t s w hich need e x p a n s io n a t th e lo w er l i m i t to p ro v id e an a d e q u a te " f l o o r " f o r a l l ag es, a t t e n t i o n sh o u ld f i r s t be d i r e c t e d to s c o r in g p ro c e d u re s . A n a ly s is of t h e p r o t o c o l s o f t h o s e w ith z ero s c o re s may • re v e a l q u a l i t a t i v e d i f f e r e n c e s w hich d i s c r i m i n a t e betw een i n d i v i d u a l s a t t h a t l e v e l w h ich co u ld be in c o r p o r a te d i n t o th e s c o r in g . A t t e n t i o n to t h e s c o r i n g p ro c e d u re s f o r th e sub t e s t s which a re a l t e r n a t e s c o r i n g s o f th e same o r r e l a t e d t a s k s , w ith th e g o a l o f m in im iz in g th e l i m i t a t i o n o f one *> 142 s c o r e by an o th er., i s s u g g e s te d . B I B L I O G R A P H Y BIBLI-OGRAPHY - •1. A lz o b a ie , A. J . , M e tf e s s e l, N. S . , and M ic h a e l, W. B. ' “ • < '»A l t e r n a t i v e A pproaches t o A s s e s s in g th e I n t e l l e c t u a l A b i l i t i e s o f Youth from a C u ltu re o f P o v e r ty ," E d u c a tio n a l and P s y c h o lo g ic a l M easurem ent, 2 8 :449-455.> Summer 19b d . 2 . A nderson, C. C ., and C ro p le y , A. J . "Some C o r r e la te s o f O r i g i n a l i t y , " A u s t r a l i a n J o u r n a l o f P sy c h o lo g y , 1 8 : 218- 2 2 7 , Decem ber 1 9 6 6 . J>. A nderson, H. H. ( e d . ) , C r e a t i v i t y i n C hildhood and A d o le s c e n c e . P a lo A l t o : S c ie n c e and B e h a v io r Books, I n c . , 1 9 6 5 • 4 . B a c h e lis , L. A. " B o d y -F ie ld P e r c e p t u a l D i f f e r e n t i a t i o n as a V a r ia b le i n C r e a tiv e T h in k in g ." U n p u b lish ed D o c to ra l D i s s e r t a t i o n , Y esh iv a U n i v e r s i ty , 1 9 6 5 * 5* B a rro n , F . "The R e la ti o n s h ip o f Ego D i f f u s i o n to C r e a tiv e P e r c e p t i o n ," i n C. W. T a y lo r ( e d .) W idening H o rizo n s i n C r e a t i v i t y . New York: John Wiley" & Sons, I n c . , 19b4, p p . 8 0- 8 6 . 6 . B e lia k , L. " C r e a t i v i t y : Some Random N otes to a S y s te m a tic C o n s id e r a tio n ,'" J o u r n a l o f P r o j e c t iv e T e c h n iq u e s , 22:38^5-^80, 195HT : 7 . C a l i f o r n i a S t a t e D ep artm en t o f E d u c a tio n . G u id elin es: Compensatory E d u c a tio n . Sacramento 1967^ 8 . C arey, J . E. ‘ "The R e l a t i o n s h i p b etw een C re a tiv e T h in k in g A b i l i t y , I n t e l l e c t u a l A b i l i t y , Edu c a t i o n a l A chievem ent, and W r itin g A b i l it y o f S ix th Grade C h i ld r e n ." U n p u b lish e d D o c to ra l D i s s e r t a t i o n , I n d i a n a U n i v e r s i t y , 19 6 6 . 144 145 9* C i c i r e l l i , V. G. "Form of th e R e l a t i o n s h i p B etw een C r e a t i v i t y , IQ , and Academic A c h ie v e m e n t," J o u r n a l o f E d u c a tio n a l Psy c h o lo g y , 5 6 :3 0 5 -3 0 8 , 10. . ______ ' . " R e lig io u s A f f i l i a t i o n , S o cio eco n o m ic S t a t u s and C r e a t i v i t y , " J o u r n a l o f E x p e rim e n ta l E d u c a tio n , 3 5 * 9 0 -9 3 , F a l l i.96’ 6 ^ 11. C la r k , C. M., Veldman, D. J . , and T h o rp e, J . S. "C o n v e rg e n t and D iv e rg e n t T h in k in g A b i l i t i e s o f T a le n te d A d o le s c e n ts ," J o u rn a l o f E d u c a tio n a l P s y c h o lo g y , 5 6 :1 5 7 -1 6 3 , “ 1965^ 12. C o o ley , W. W., and Lohnes, P. R. M u l t i v a r i a t e P ro c e d u r e s f o r t h e B e h a v io ra l S c i e n c e s . New Y o rk : Jo h n W iley & Sons, I n c . , 1$62. 13. C r u t c h f i e l d , R. S. "The C re a tiv e P r o c e s s ," i n P ro c e e d in g s from c o n fe re n c e on The C r e a t iv e P e r s o n , Tahoe-A lum ni C e n te r, O c to b e r 1 3 -1 7 ,1 9 6 1 . 14. D e a l, T . N ., and Wood, P. L. " T e s tin g t h e E a r ly E d u c a tio n a l and P s y c h o lo g ic a l D evelopm ent o f C h ild r e n — Ages 3 - 6 , " Review o f E d u c a tio n a l R e s e a r c h , 3 8 :1 2 -1 8 , F e b ru a ry 195b. ' 15. D ix o n , W. J . B io m e d ica l Computer P ro g ra m s . U n i v e r s i t y o f C a l i f o r n i a , Los A n g e le s, C a l i f o r n i a , 196 5 . 16. D o u g h tie , E ., and C arn es, E. "The A p p r a is a l F u n c tio n ," Review o f E d u c a tio n a l R e se a rc h , 3 6 :2 9 3 -2 9 7 , A p r i l 1 96b . 1 7 . E astw o o d , G. R. '.'L o n g itu d in a l C o n s is te n c y o f E l a b o r a t i o n S c o r e s ," J o u r n a l o f E x p e rim e n ta l E d u c a tio n , 3 4 :5 2 -5 8 , P a l l 1965* 18. F l e s c h e r , I . "A n x iety and A chievem ent o f I n t e l l e c t u a l l y G if te d and C r e a tiv e ly G if te d C h i l d r e n , " J o u r n a l o f P sy ch o lo g y , 5 6 : 251- 2 6 8, O c to b e r 1 9 6 3 * 1 9 . F o s t e r , J . T. "Some E f f e c t s o f P r e s c h o o l E x p e rie n c e on th e G e n e ra l I n t e l l i g e n c e and C r e a t i v i t y o f C u l t u r a l l y D isa d v an ta g ed C h ild r e n ," U n p u b lish e d d o c t o r a l d i s s e r t a t i o n , U n iv e r s ity o f S o u th e rn C a l i f o r n i a , 1 9 6 6 . 146 20. 21. 2 2. 23- 24. 25. 2 6 . 27. 2 8 . Pox, L. J . "A S tudy o f R e la ti o n s h ip s Betw een G rades and M easures o f S c h o l a s t i c A p titu d e , C r e a t i v i t y , and A t t i t u d e s i n J u n i o r C o lle g e S t u d e n t s . " U n p u b lish ed d o c t o r a l d i s s e r t a t i o n , U n iv e r s ity o f S o u th e rn C a l i f o r n i a , 19^7. F uqua, N. V. "An A n a ly s is o f th e R e la ti o n s h ip s and D if f e r e n c e s Among M easures o f C r e a tiv e T h in k in g and ^ e l e c t e d O th e r F a c to r s i n E d u cab le and L ess E ducable G roups o f Negro C h i l d r e n ," U n p u b lish ed d o c to r a l d i s s e r t a t i o n , I n d i a n a U n i v e r s i t y , 19&7- Gershon, A., G uilford., J . P ., and M e rrifie ld , P. R. "F ig u ral and Symbolic D iv erg en t-P ro d u ctio n A b ilitie s i n A dolescent and Adult P o p u la tio n s," Reports from th e P sy ch o lo g ical L ab o rato ry , U n iv ersity of Southern C a lifo rn ia , Number 2 9 , 1963. G e ts e ls , J . W. and J a c k s o n , P . W. C r e a t i v i t y and I n t e l l i g e n c e . New Y ork: Jobn^W iley & Sons, I n c ., 1 9 6 2 . G h i s e l in , B. ( e d . ) . The C r e a tiv e P r o c e s s . New Y ork: New A m erican L ib r a r y , 1955- G olann, S . E. " P s y c h o lo g ic a l Study o f C r e a t i v i t y , " P s y c h o lo g ic a l B u l l e t i n , 60:548-565.. November Gowan, J . C. A n n o ta te d B ib lio g r a p h y on C r e a t i v i t y and. G i f t e d n e s s . N o r th r id g e , C a l i f o r n i a : San Fernando V a lle y S t a t e C o lle g e F o u n d a tio n , 1965* G u ilf o r d , J . P. "A P s y c h o m e tric A pproach to C r e a t i v i t y , " i n A nd erson , H. H. ( e d . ) , C r e a t i v i t y i n C hildhood and A d o le sc e n c e : A V a rie ty o f A pproaches" P a lo A lto : S c ie n c e and B e h a v io r B ooks,' I n c . , 1 9 6 5 . ___________ . " C r e a t i v i t y : I t s M easurem ent and D ev elo p m en t," i n P a r n e s , S. J . , and H a rd in g , H. F . , ( e d s . ) , A S o u rce Book f o r C r e a tiv e T h in k in g . New Y ork: C h a rle s S c r i b n e r 's Sons, 1962. 29. . " C r e a t i v i t y : Y e s te rd a y , Today and T om orrow ," J o u r n a l o f C r e a tiv e B e h a v io r , 1 :3 - 1 4 , W in te r '1 9 6 7 . 147 3 0 . G u ilf o r d , J . P. The N a tu re o f Human I n t e l l i g e n c e . New Y ork: M cG raw -H ill Book Company, 1 9 ° 7 • 3 1 . __________, ,a n d H o ep fn er, R. " S i x t e e n D iv e rg e n t- P r o d u c tio n A b i l i t i e s a t t h e N in th -G ra d e L e v e l," M u l t i v a r i a t e B e h a v io r a l R e s e a r c h , 1 :4 3 -6 6 , Ja n u a ry 1 9 0 b . 3 2 . . " S t r u c t u r e o f I n t e l l e c t F a c to r s and t h e i r T e s t s , " R e p o rts from th e P sy c h o lo g ic a l L a b o r a to r y , U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Number 3 o , 1 9 6 6 . 33* ______ , and M e r r i f i e l d , P . R ., "The S t r u c t u r e o f I n t e l l e c t M odel: I t s U ses and I m p l i c a t i o n s , " R e p o rts from th e P s y c h o lo g ic a l L a b o r a to r y , U n iv e r s ity o f S o u th e rn C a l i f o r n i a , Number 24, i 9 6 0 . 3 4 . H arsh, J . R. E v a lu a tio n R e p o rt f o r O rff-S c h u lw e rk P r o j e c t o f b e l l f l o w e r U n if ie d S choo l D i s t r i c t T B e llf lo w e r , C a l i f o r n i a : O rff-S 'c h u lw e rk P r o j e c t ESEA, T i t l e I I I o f t h e B e l l f l o w e r U n ifie d S chool D i s t r i c t , A ugust 1 9 6 7 . 35* H i t t , W. D. "Toward, a two F a c t o r T heory o f C re a t i v i t y , " P s y c h o lo g ic a l R e c o rd , 1 5 :1 2 7 -1 3 2 , Ja n u a ry 1 9 6 5 . 3 6 . H u g u e lo t, P . W. "A P e r c e p t u a l A pproach t o th e C r e a tiv e P r o c e s s ," U n p u b lish e d d o c t o r a l d i s s e r t a t i o n , U n iv e r s ity o f M ic h ig a n , 1 9 6 6 . 3 7 . H o ep fn er, R ., and G u ilf o r d , J . P . " F i g u r a l , S ym bolic, and S e m an tic F a c t o r s o f C r e a tiv e P o t e n t i a l i n N in th G rade S t u d e n t s ," R e p o rts from th e P s y c h o lo g ic a l L a b o r a to r y , U n i v e r s i ty o f S o u th e rn C a l i f o r n i a , Number 35; 19^5* 3 8 . I s c o e , I . , and P i e r c e - J o n e s , J . " D iv e rg e n t T h in k in g , Age, and I n t e l l i g e n c e i n W hite and Negro C h ild r e n ," C hild D e v elo p m en t, 3 5 ^ 7 8 5 -7 9 7 , 1984. 3 9 . J a c o b s , J . N ., and F e l i x , J . L . " T e s tin g th e Edu c a t i o n a l and P s y c h o lo g ic a l D evelopm ent o f P r e a d o le s c e n t C h ild re n ages 6 - 1 2 ," Review of E d u c a tio n a l R e se a rc h , 3 8 :1 9 - 2 8 , F e b ru a r y , 1 9 6 8 . 1 4 8 4 0 . J a c o b s e n , T . L ., and A sh er, J . J . " V a lid ity o f t h e C o n cep t C onstancy M easure o f C re a tiv e P ro b lem S o l v i n g ," J o u r n a l o f G e n era l P sy c h o lo g y , 6 8 :9 - 1 9 , 1 9 ^ 4 1 . J a n s s e n , C. W. "C om parative C r e a t i v i t y S c o re s o f Low er S ocio-E conom ic D rop outs and N o n -D ro p o u ts ." U n p u b lish e d d o c t o r a l d i s s e r t a t i o n , U n i v e r s i t y o f T e n n e s s e e , 1 9 6 6 . 4 2 . K in c a id , G. H. "A C r i t i c a l A n a ly sis o f th e C o n fu sio n i n C u rre n t D is c u s s io n s of C r e a t i v i t y : I t s B a s i s i n D u a l i s t i c T h in k in g ." U n p u b lish e d d o c t o r a l d i s s e r t a t i o n , U n iv e rs ity o f F l o r i d a , 1 9 6 5 . 43. K la u s m e ie r , H. J . , and. Wiersma, W. "The E f f e c t s o f IQ L e v e l and. Sex on D iv e rg e n t T h in k in g o f S e v e n th G rade P u p ils o f Low, A verage, and H igh I Q ," J o u r n a l of- E d u c a tio n a l R e se a rc h , 5 8 :3 0 0 -3 0 2 , M arch 1985* 44. K n e l l e r , G. F . The A rt and S c ien c e o f C r e a t i v i t y . New Y ork: H old, R in e h a rt and. W in sto n , Inc*.,' 1 9 6 5 . - - 45. L a u r i t z e n , E. S. "S em antic D iv e rg e n t T h in k in g F a c t o r s among E lem en tary School C h i ld r e n ." U n p u b lish e d d o c to r a l d i s s e r t a t i o n , U n i v e r s i t y o f C a l i f o r n i a a t Los A n g eles, 1 9 6 3 . 46. L o v e l l , K ., and S h i e ld s , J . B. "Some A s p e c ts o f a S tu d y o f t h e G if te d C h ild ," B r i t i s h J o u r n a l o f E d u c a tio n a l P sy c h o lo g y , 37 :2 0 1 -2 0 8 , Ju n e 19^7• 4 7 . L o w e n fe ld , V. " C u rre n t R esearch on C r e a t i v i t y , " NEA J o u r n a l , 4 7 :5 3 8 -5 4 0 , November 1958. 48. M acK innon, D. W. "The C r e a t i v i t y o f A r c h i t e c t s , " i n T a y lo r , C. W. ( e d . ) , W idening H o riz o n s i n C r e a t i v i t y , p ro c e e d in g s o f th e f i f t h U tah R e s e a rc h C o n fe re n c e , New Y ork: Jo h n W iley & S o n s, I n c . , 1964, p p . 359-27 8. 49. M c C a rtin , S r . R. A ., and M eyers, C. E. "An E x p lo r a t i o n o f S ix S em antic F a c to r s a t F i r s t G ra d e ," M u l t i v a r i a t e B e h a v io ra l R e s e a rc h , 1 :7 4 - 9 4 , J a n u a ry , 1986. 1 4 9 50. McDowell, M. S ., and Howe, S . R. ’’C re a tiv e Use o f P la y M a t e r i a l s by P re s c h o o l C h ild r e n ," C hildhood E d u c a tio n . 1 7 0 2 1 - 3 2 6 , March 1941. 5 1 . M a ck le r, B ., and S h o n tz , P . C. " C r e a t i v i t y : T h e o r e ti c a l and, M e th o d o lo g ic a l C o n s id e r a tio n s ," P s y c h o lo g ic a l R e c o rd , 1 5 :2 1 7 -2 3 8 , A p ril 19&5- 52. Mayhon, W. G. "The R e l a t i o n s h i p o f C r e a t i v i t y t o Achievem ent and o t h e r S tu d e n t V a r ia b l e s ," U npublished, d o c t o r a l d i s s e r t a t i o n , U n iv e r s ity o f New M exico, 1 9 6 6 . 53. M arkey, P. V. I m a g in a tiv e B e h a v io r o f P re sc h o o l C h ild r e n . New Y ork: B u re a u o f P u b l i c a t i o n s , T e a c h e rs C o lle g e , C olum bia U n i v e r s i ty , 1935* 54. Maslow, A. H. "E m o tio n al B lo c k s to C r e a t i v i t y , " i n P a rn e s , S. J . , and H a rd in g , H. P . ( e d s . ) , A S ource Book f o r C r e a tiv e T h in k in g . New Y ork: C h a rle s S c r i b n e r ’s S ons, 1 9 6 2 . 5 5 . M earig , J . S. "Sex and. C u l t u r a l D if f e r e n c e s i n Perform ance o f C e r t a i n V e rb a l C r e a t i v i t y M e asu res," J o u r n a l o f E d u c a tio n a l R e se a rc h , 6l : l l 4 - 1 1 7 , November 1 9 6 7 . 5 6 . M ednick, S. A ., and M ednick, M. T. "The A s s o c ia tiv e B a sis o f th e C r e a tiv e P r o c e s s ," C o o p e ra tiv e R e se arch P r o j e c t No. 1 0 7 3 ♦ U n iv e r s ity of M ichigan, 19&5* 57* M e r r i f i e l d , P. R. " F a c i l i t a t i n g v s . D i f f e r e n t i a t i n g Components o f C r e a t i v i t y , " J o u r n a l o f E d u c a tio n a l M easurem ent, 1 :10 3-107., December 1 9 6 4 . 5 8 . ___________. "T rends i n th e M easurem ent o f S p e c ia l A b i l i t i e s , " Review o f E d u c a tio n a l R e se a rc h , 3 5 :2 5 -3 3 , F e b ru a ry 1 9 6 5 . 5 9 . ___________, G u ilfo rd ., J . P . , and G ershon, A. "The D i f f e r e n t i a t i o n o f D iv e r g e n t- P r o d u c tio n A b i l i t i e s a t t h e S ix th -G ra d e L e v e l," R e p o rts from th e P s y c h o lo g ic a l L a b o r a to r y , U n iv e r s ity o f S o u th e rn C a l i f o r n i a , Number 27, 1 9 6 3 * 150 6 0 . M e tf e s s e l, N. S . ’’The S chool P s y c h o l o g i s t ’ s R ole i n D e v e lo p in g C r e a t i v i t y , ” i n M agary, J . P . ( e d .) S ch o o l P s y c h o lo g ic a l S e r v ic e s i n T heory and P r a c t i c e : A Handbook. Englew ood C l i f f s , New J e r s e y : P r e n t i c e - H a l l , I n c . , 1967* 6 1 . M ic h a e l, W. B. ”The M easurem ent o f C r e a t i v i t y : O verview o f Pour P a p e r s , ” J o u r n a l o f E d u c a tio n a l M easurem ent, 1 :9 1 -9 2 , Decem ber 1 9 6 4 . 6 2 . M urry, M. A. ’’C re a tiv e B e h a v io r A p p lie d t o th e C la s s ro o m ,” D o c to ra l d i s s e r t a t i o n i n p r o g r e s s , U n iv e r s ity o f S o u th e rn C a l i f o r n i a . 6 3 . N ih a ra , K ., G u ilfo r d , J . P . , H o e p fn e r, R ., and M e r r i f i e l d , P. R. ”A F a c t o r A n a ly s is o f th e S e m a n tic -E v a lu a tio n A b i l i t i e s , ” R e p o rts from th e P s y c h o lo g ic a l L a b o r a to r y , U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Number 3 2 , 1964. 6 4 . P a to n , C. L. "D iv e rg e n t T h in k in g and Language E n rich m en t o f N u rsery S c h o o l C h i l d r e n . ” U n p u b lish e d d o c to r a l d i s s e r t a t i o n , F l o r i d a S t a t e U n i v e r s i ty , 1 9 6 5 • 6 5 . Pogue, B. C. ”An E x p lo r a tio n o f t h e I n t e r r e l a t i o n s h i p among C r e a t i v i t y , S e lf -E s te e m and R a c e ," U n p u b lish e d d o c to r a l d i s s e r t a t i o n , B a l l S t a t e T e a c h e r ’s C o lle g e , 1964. 6 6 . Penny, R. K ., and R e in e h r, R. C. "D evelopm ent o f a S tim u lu s - V a r ia tio n S e e k in g S c a le f o r A d u lts ," P s y c h o lo g ic a l R e p o r ts , 1 8 : 6 3 1 - 6 3 8 , A p r i l , 1 9 6 6 . 6 7 . P i e l s t i c k , N. L ., and. W o o d ru ff, A. P . " C u r i o s i ty A ro u sa l and i t s E f f e c t s o n L e a r n in g ," C o o p e ra tiv e R e se a rc h P ro .je ct No. 1 9 6 2 , 1964. 6 8 . R ip p le , R. E ., and May, P . B. " C a u tio n i n Comparing C r e a t i v i t y and IQ, ” P s y c h o l o g i c a l R e p o r ts , 1 0 : 229- 2 3 0 , 1 9 6 2 . 6 9 . R l s s e r , J . J . "An I n d i v id u a l T e s t i n g A pproach to A sse ss C re a tiv e A b i l i t i e s . ” U n p u b lish e d d o c to r a l d i s s e r t a t i o n , U n iv e r s ity o f S o u th e rn C a l i f o r n i a , 1 9 6 6 . 7 0 . Roe, A. The Making o f a S c i e n t i s t . New Y ork: Dodd Mead & C o., 1953* 1 5 1 7 1 . R o g ers, C. R. ’’Toward a Theory o f C r e a t i v i t y , ” i n Anderson, H. H. (ed.), C re a tiv ity and i t s C u l t i v a t i o n . New York: Harper & B ro th e rs, 1959* p p . 5 9 -8 2 7 2 . S avoca, A. P . ’’The E f f e c t s of' Reward, R ace, IQ and S o c io e c o n o m ic S t a t u s on C r e a tiv e P r o d u c tio n o f P r e s c h o o l C h i l d r e n . ” U npu blished d o c t o r a l d i s s e r t a t i o n , L o u is ia n a S ta te U n i v e r s i ty , 1965* i n D i s s e r t a t i o n A b s t r a c t s , 26:2527* 75* Schm adel, E . "The R e la ti o n s h ip o f C r e a tiv e - T h in k in g A b i l i t i e s to S ch o o l A chievem ent..” U n p u b lish e d d o c t o r a l d i s s e r t a t i o n , U n iv e r s ity o f S o u th e rn C a l i f o r n i a , i 9 6 0 . 7 4 . S in g h , S. P . ”A C om parison Betw een P r i v i le g e d N e g ro e s , U n d e r p r iv ile g e d N egros, P r iv ile g e d . W h ite s , and U n d e rp riv ile g e d . W hite C h ild r e n on a T e s t o f C r e a t i v i t y . ” U npu blished d o c t o r a l d i s s e r t a t i o n , U n i v e r s i ty o f C a l i f o r n i a a t Los A n g e le s , 1 9 6 7 . 75* S is k , D. A. ’’The R e la ti o n s h ip Betw een S e l f C oncept and C r e a t i v e T h in k in g o f E lem entary School C h i ld r e n - An E x p e rim e n ta l I n v e s t i g a t i o n . ” U n p u b lis h e d M a s t e r 's t h e s i s , U n iv e r s ity o f C a l i f o r n i a a t Los A n g eles, 19^7* 7 6 . S m ith, R. M. ’’The R e la tio n s h ip o f C r e a t i v i t y to S o c i a l C l a s s , ” C o o p e ra tiv e R e se a rc h P r o j e c t No. 2 2 5 0 . 1 9 6 5 . 77-. S m ith, R. S . , and N e isw o rth , J . T . " C r e a tiv e T h in k in g A b i l i t i e s o f I n t e l l e c t u a l l y S u p e r io r C h ild r e n i n t h e R e g u la r G r a d e s ,” P s y c h o lo g ic a l R e p o r ts , 1 8 :5 3 5 - 3 4 1 , 1 9 6 6 . 7 8 . S tandards f o r E d u catio n al and P sychological T e sts and. M a n u a ls . P repared, by a j o i n t c o m m ittee o f t h e A m erican P s y c h o lo g ic a l A s s o c ia tio n , A m erican E d u c a ti o n a l R e se a rc h A s s o c ia tio n , and N a tio n a l C o u n c il on M easurem ent i n E d u c a tio n , W ash in g to n , D. C. : A m erican P s y c h o lo g ic a l A s s o c ia tio n , I n c . , 1 9 6 6 . 152 79* S ta r k w e a th e r, E. K. "C o n fo rm ity and N onconform ity as I n d i c a t o r s o f C r e a t i v i t y i n P re s c h o o l C h i l d r e n ," C o o p e ra tiv e R e se a rc h P r o j e c t N o.1 9 ^ 7 * Oklahoma S t a t e U n i v e r s i t y , 19b4. 8 0 . (. "Problem s i n th e M easurem ent o f C re- a t i v i t y i n P r e s c h o o l C h i l d r e n , " J o u r n a l o f Edu c a t i o n a l M easurem ent, 1 :1 0 9 - 1 1 3 / December, 19&4. 8 1 . S t e i n , M. I . " C r e a t i v i t y as an I n t r a and I n t e r - P e rs o n a l P r o c e s s ," i n P a rn e s , S. J . , and H a rd in g , H. P . ( e d s . ) , A S o urce Book f o r C re a t i v e T h in k in g . New Y ork: C h a rle s S c r i b n e r 1s Sons', 1962, p p . 8 5 -9 2 . 8 2 . ____________ . "Survey o f t h e P s y c h o lo g ic a l L i t e r a t u r e i n th e A rea o f C r e a t i v i t y w ith a view tow ard Needed R e s e a r c h ," C o o p e ra tiv e R e se a rc h P r o j e c t No. E -3 j R e s e a rc h C e n te r f o r Human d e l a t i o n s , New York U n i v e r s i t y , 19 6 2 . 8 3 . S te r n , A. " D iv e rg e n t T h in k in g i n E d u ca b le M e n ta lly R e ta rd e d C h ild r e n Compared w ith A verage and S u p e r io r C h i ld r e n ." U n p u b lish e d d o c to r a l d i s s e r t a t i o n , U n i v e r s i t y o f T e x a s, 1963 . 8 4 . T a y lo r , C. W. "A T e n t a t i v e D e s c r i p t i o n o f th e C r e a tiv e I n d i v i d u a l , " i n P a rn e s , S. J . , and H a rd in g , H. P . ( e d s . ) j A S o u rce Book f o r C r e a tiv e T h in k in g . New Y ork: C h a rle s S c r i b n e r 's Sons, 1962, p p . 1 6 9 -1 8 4 . 8 5 . , and H o lla n d , J . L. "D evelopm ent and A p p lic a tio n o f T e s ts o f C r e a t i v i t y , " Review o r E d u c a tio n a l R e s e a rc h , 3 2 :9 1 -1 0 2 , F e b ru a ry 1 9 6 2 . i;f ’ 8 6 . T h o rn d ik e , R. L. "The M easurem ent o f C r e a t i v i t y , " T e a c h e rs C o lle g e R e co rd , 6 4 :4 2 2 -4 2 4 , F e b ru a ry I 95J : 8 7 . T o rra n c e , E . P. " C u l t u r a l D i s c o n t i n u i t i e s and th e D evelopm ent o f O r i g i n a l i t y o f T h in k i n g ," E x c e p tio n a l C h i ld r e n , 29*‘2 -1 5 j S eptem ber 1 9 6 2 . 8 8 . . G u id in g C r e a tiv e T a l e n t . Englewood C l i f f s , New J e r s e y : P r e n t i c e - H a l l , I n c . , 1 9 6 2 . 8 9 . . E d u c a tio n and t h e Cr e a t i v e P o t e n t i a l . M in n e a p o lis : U n i v e r s i t y o f M in n e so ta P r e s s , 1963. 153 9 0 . T o rra n c e , E. P. "The M in n e so ta S tu d ie s o f C r e a tiv e B e h a v io r: N a tio n a l and I n t e r n a t i o n a l E x te n s i o n s , " J o u r n a l o f C r e a tiv e B e h a v io r, 1 :1 5 7 -1 5 4 , S p rin g 1967 • 91 . "The M in n e so ta S t u d i e s o f C r e a tiv e T h in k i n g ," i n T a y lo r , C. W. ( e d . ) , W idening H o rizo n s i n C r e a t i v i t y , New Y ork: John W iley & Sons, I n c . , 196^ , p p . 1 2 5 -1 4 4 . 9 2 . _______ "Role o f E v a l u a t i o n i n C r e a tiv e T h in k in g ," C o o p e ra tiv e R e se a rc h P r o j e c t No. 7 2 5 , 1964. 93* ___________ • " T e s tin g th e E d u c a tio n a l and P s y c h o lo g ic a l D evelopm ent o f S tu d e n ts fro m o t h e r C u ltu r e s and S u b c u l tu r e s ," Review o f E d u c a tio n a l R e s e a rc h , 5 8 :7 1 -7 6 , F e b ru a ry 1968^ 9 4 . . T o rra n c e T e s ts o f C r e a tiv e T h in k in g : N o rm s-T ech n ical Manual"! R e s e a rc h E d itio n ,' P r i n c e t o n , New J e r s e y : P e r s o n n e l P r e s s , I n c . , 1966 . 9 5 . W a lla c h , M. A ., and Kogan, N. "A New Look a t th e C r e a t i v i t y - I n t e l l i g e n c e D i s t i n c t i o n , " J o u r n a l o f P e r s o n a l i t y , 5 3 :3 4 8 -5 6 9 , Summer 19 65 * 9 6 . " C o g n itiv e O r i g i n a l i t y , P hysiognom ic S e n s i t i v i t y , and D e fe n s iv e n e s s i n C h i l d r e n ," C o o p e ra tiv e R e s e a rc h P r o j e c t N0 . 1516B, 1965. 97 • . Modes o f T h in k in g i n Young . C h ild r e n . New Y ork: H o lt, R in e h a rt' & W instonJ i n c . , 196 5 . 9 8 . Ward, J . "An O b liq u e F a c t o r i z a t i o n o f W allach and K o g a n 's 'C r e a t i v i t y ' C o r r e l a t e s , " B r i t i s h J o u rn a l o f E d u c a tio n a l P sy c h o lo g y , 5 7 :5 8 0 -5 8 2 , November 1957: 9 9 . Ward, W. C. J r . " C r e a t i v i t y and I m p u ls iv ity i n K in d e r g a r te n C h i ld r e n ." U n p u b lish e d d o c to r a l d i s s e r t a t i o n , Duke U n i v e r s i t y , 196 6 . 100. W eber, G. McN. " A n a ly s is o f t h e R e l i a b i l i t y and S u b - t e s t I n t e r c o r r e l a t i o n o f th e C h i l d r e n 's I n d i v id u a l T e s t o f C r e a t i v i t y . " U n p u b lish ed M asters. T h e s is , U n i v e r s i ty o f S o u th e rn C a l i f o r n i a 196 8 . 1 0 1 . 102. 103. 104. 105. 106 . 10 7 . 1 0 8 . 1 0 9 . 1 1 0 . 111. 15 4 W odtke, K. H. "Some D ata on th e R e l i a b i l i t y and V a l i d i t y o f C r e a t i v i t y T e s ts a t t h e E le m e n ta ry S ch o o l L e v e l," E d u c a tio n a l and P s y c h o lo g ic a l M easurem ent, 2 4 :5 9 9 -4 0 8 , 1964. , and W allen , N. E. "T ea ch e r C lassro o m C o n tr o l, P u p il C r e a t i v i t y , and. P u p il C lassro o m B e h a v i o r ," J o u rn a l o f E x p e rim e n ta l E d u c a tio n , 3 4 :5 9 -6 5 , P a l l 1965. Yamamoto, K. " C re a tiv e T h in k in g : Some T h o u g h ts on R e s e a r c h ," E x c e p tio n a l C h ild re n , 3 0 :4 0 3 -4 1 1 , 1964. ___________ . " C r e a t iv i t y and U n p r e d i c t a b i l i t y i n S ch o o l A chievem ent," J o u r n a l o f E d u c a tio n a l R e s e a r c h , 60:32 1 -3 2 5 ; March 19&7. "Do C r e a tiv ity T e sts R e ally M easure C r e a t i v i t y ? ", Theory i n t o P r a c t i c e , 5 :1 9 4 -1 9 7 ; O c to b e r 1966 . __________ . " E ffe c ts of R e s tr ic tio n o f Range and T e s t U n r e l i a b i l i t y on C o r r e l a t i o n B etw een M easures o f I n t e l l i g e n c e and C r e a tiv e T h in k in g ," B r i t i s h J o u r n a l of E d u c a tio n a l P s y c h o lo g y , 3 5 :3 0 0 -3 0 5 , November, 1965. __________ . " ’C r e a t i v i t y * — A B lin d Man’s R e p o rt on th e E l e p h a n t ," J o u rn a l o f C o u n se lin g P s y c h o lo g y , 1 2 :4 2 8 -4 3 4 , 1965: ___________ . " V a lid a tio n o f T e s ts o f C r e a t i v e T h in k in g : • A Review o f Some S t u d i e s ," E x c e p tio n a l C h i ld r e n , 3 1 :2 8 1 -2 9 0 , F eb ru ary 1965 . ___________ , and C h im b id is, M. E. "A ch iev em en t, I n t e l l i g e n c e and C r e a tiv e T h in k in g i n F i f t h G rade C h ild r e n : A C o r r e l a t i o n a l S t u d y ," M e r r i l l P a lm e r Q u a r t e r l y , 1 2 :2 3 3 -2 4 1 , J u ly i 9 6 0 . ___________ , and F re n g e l, B. A. "An E x p lo r a to r y Component A n a ly sis o f th e M in n e so ta T e s t s o f C r e a tiv e T h in k in g ," C a l i f o r n i a J o u r n a l o f Edu c a t i o n a l R e s e a rc h , 17 .*220-229, November 196b . Zimmerman, W. S. " S t a t i s t i c a l P roblem s and Some R e la ted Is s u e s in th e S e le c tio n o f Item s f o r T e s ts o f C r e a tiv i ty ," Jo u rn a l o f E d u c a tio n a l M easure m ent, 1 :9 3 -9 6 , December 1964. a p p e n d i c e s * % A P P E N D I X A DESCRIPTIVE STATISTICS AND DISCRIMINANT ANALYSIS SUMMARIES TABLE 41 DESCRIPTIVE STATISTICS - AGE POUR Adv.Boys A d v .G irls D isa d .B o y s D i s a d .G i r l s F -V alu e CITOC V a r ia b le -(j\T = l l ) (N -12) (N » ll) ( N - l l ) d f = 3 ,4 l _____________ Mean S.D . Mean S.D . Mean S.D . Mean S.D . p c .01 Vterbal T e s ts S e n s . t o P r o b 1s . 4 .4 5 4 .3 0 3 -4 2 1.98 8 .7 3 4 .7 6 6.8 2 4 .1 9 , 4 .2 1 F lu e n cy 12.00 2.6 8 10.00 6 .5 5 1 4 .0 0 4 .1 0 1 6 .5 5 7 .3 3 3 .9 3 F l e x i b i l i t y 5-45 4 .4 8 8 .0 0 7 -5 3 4.91 4 . 4 i 6.00 6.20 .62 O r i g i n a l i t y 7-9 1 5 .2 6 9 .0 8 4 .2 7 8 .6 4 5 -9 9 1 2 .5 5 4 .2 7 1.8 8 E la b o r a t i o n 9 -5 5 4 .9 9 8 .7 5 6 .4 5 7 .2 7 4 .9 4 10.09 6.88 . .48 R e d e f i n i t i o n 10.18 2 .7 5 9 .0 0 5 .2 9 8 .5 5 4 .3 9 9 .8 2 2 .7 5 • .39 P e rfo rm .T e sts S e n s . t o P r o b 1s . 13.82 5 .7 6 1 4 .5 0 8 .7 0 1 4 .7 3 7 .1 1 1 3 .0 9 5 .8 9 .12 F lu e n cy 19.18 4 .7 7 1 5 .9 2 4 .3 6 20 .3 6 5 -9 5 19-64 6 .9 6 1 .4 5 F l e x i b i l i t y 5.1 8 4 .8 5 4 .2 5 3 .4 9 7 .3 6 7 .2 7 9 .5 5 7 .4 5 1 .7 9 O r i g i n a l i t y 1 3 .0 9 4 .8 3 1 2 .8 3 5 -7 3 9 .8 2 5 .3 3 1 2 .6 4 4 .8 0 •96 E la b o r a t i o n 8 .8 2 8 .9 5 9 .8 3 6 .0 6 11.27 11.50 1 2 .7 3 8 .4 5 .41 R e d e f i n i t i o n 1 2 .2 7 6 .4 2 1 0 .2 5 5-71 1 3 .7 3 6 .0 7 8 .7 3 3 .4 7 1 .7 5 V e rb a l T o ta l 4 9 .5 5 1 7 .3 1 4 7 .4 2 20.29 5 2 .4 5 C M C - c o H 61.82 2 4 .6 2 P e r f . T o ta l 7 2 .3 6 28.61 67.58 16.20 7 7 .4 5 3 3 .7 9 7 6 .3 6 25.51 CITOC T o ta l 1 2 1 .9 1 4 0 .8 6 1 1 5 .0 0 2 9 .7 4 129.91 4 5 .3 2 138.18 4 5 .8 6 TABLE 42 DESCRIPTIVE STATISTICS - AGE FIVE Adv.Eoys A d v .G irls D isad’.jBoys" I>isad .G ir ls F'-Value CITOV V a ria b le (N=33) (N=27) (N -71) (N -42) d f=3 ,1 6 9 ____________________ Mean S.D.____ Mean S.D.____ Mean S.D.____ Mean S.D.______p < .0 1 V erbal T e sts " ~ ~ " S e n s .to P ro b * s. 9*39 6 .6 7 8 .0 7 5 .4 8 8 .8 9 6.08 6 .5 7 5 .5 6 1 .7 7 F luency 16.12 6 .4 6 1 5 .6 3 7 .0 2 1 4 .2 8 6.1 2 1 4 .1 0 6 .9 4 •91 F l e x i b i l i t y 9 .8 8 8 .9 6 7 .1 9 6 .2 6 5 .5 8 6 .4 8 6 .4 3 7 .7 6 2.6 8 O r ig in a lity 9 .1 5 4 .1 9 1 0 .6 3 4 . 6 l 9 .0 0 4 . o i 9 .5 0 4 .0 0 1 .0 6 E la b o ra tio n 1 2 .6 4 6 .4 4 1 3 .6 7 6 .8 3 11 .76 7 .0 9 . 1 4 .9 3 8 .8 0 1 .7 2 R e d e f in itio n 1 0 .2 4 4 .6 6 11.11 4 .8 8 10.82 4 .7 9 9 .7 6 4 .9 0 .61 P erform . T e sts S en s. to P ro b ' s . 2 0 .7 9 5 .5 0 18 15 5 .6 0 1 7 .6 3 5 .2 6 18.71 3 .6 9 3 .0 3 Fluency • 1 9 .3 5 4 .4 1 17.2 6 4 .4 5 1 7 .9 7 4 . 6 l 18 .2 6 4 .4 8 1 .1 4 F l e x i b i l i t y 6.09 5 .6 9 3 .8 9 4 .0 6 6.68 7 .0 7 8 .7 1 6.65 3 .2 9 O rig in a lity 1 1 .0 3 3 .4 0 11.70 4 .5 4 . 1 2 .2 4 3 .6 9 1 1 .4 0 3-88 .89 E la b o ra tio n 9 .1 2 8 .6 4 8 .2 9 7 .8 5 10.85 8 .6 9 1 1 .9 5 8 .7 4 1.10 R e d e fin itio n 17 .0 6 6 .8 4 17.61 4 .5 9 1 4 .4 2 5 -7 5 1 5 .3 6 5 .4 5 2.82 V erbal T o ta l 66.66 29.10 6 6 .4 3 2 3 .7 9 60.31 22.70 61.00 27.31 P e r f . T o ta l 8 2 .7 5 2 1 .3 4 76 .8 2 20.50 79-79 22.30 8 4 .4 0 2 0 .7 3 CITOC T o ta l 1 4 9 .4 1 4 1 .7 4 1 4 3 .2 5 3 7 .7 6 1 4 0 .1 0 3 7 -3 7 1 4 5 .4 0 4 0 .0 7 TABLE 4 5 DESCRIPTIVE STATISTICS - AGE SIX Adv.Bovs A d v .G irls D isad v .B o y s D i s a d .G i r l s F -V alu e CITOC V a r ia b le (N -21) (N -24) (N -25) (N -57) d f - 5 ,1 0 5 ______________________Mean S.D . Mean S.D . Mean S.D . Mean S.D . * p c .01 V e rb a l T e s ts S e n s .t o P ro b * s . 1 2 .3 5 8 .7 4 7 .9 2 6.7 0 7 .2 8 6.02 6 .57 4 .1 1 4 .0 8 * F lu e n cy 17.62 6 .7 7 16.17 6.6 2 1 4 .5 2 6 .9 4 13.62 5 .1 4 2.1 8 F l e x i b i l i t y 6 .9 5 4 .7 2 5 .7 5 6 .8 4 4 .8 8 5 .7 2 5-95 7 .1 6 .41 O r i g i n a l i t y 9 .0 0 4 .1 8 8 .2 9 4 .4 8 9 .0 0 5 -9 5 9 .5 8 4 .5 5 .52 E la b o r a t i o n 1 4 .2 9 5 .6 0 1 5 .5 7 7 .1 5 15.20 7 .6 5 1 7 .0 3 7 .5 5 1.58 R e d e f i n i t i o n 1 2 .3 8 5 .2 4 1 0 .8 5 4 .1 2 1 0 .2 4 5 .1 7 9 .8 9 4 .9 7 1 .2 4 P e rfo rm . T e s ts S e n s .t o P ro b * s . 2 3 .5 2 5 .6 8 20.92 5 .21 18.80 5 .9 7 18.49 5.28 5 . 00* F lu en cy 18 .76 4 .5 7 1 9 .4 2 5 -9 5 18.72 4 .8 5 1 7 .0 3 5 .5 9 1.98 F l e x i b i l i t y 5 .7 6 7 .8 8 •'5.'62 5 .4 8 5 .4 0 4 .5 0 5.0 8 5 .0 7 .08 O r i g i n a l i t y 12.71 6.0 9 11.62 4.58 1 1 .2 4 5 .5 2 1 0 .7 5 5 .7 0 .95 E la b o r a t i o n 9-00 7 .5 0 9 .0 0 8 .1 5 12.80 7 .2 5 7 .1 9 7 .7 1 2 .7 0 R e d e f i n i t i o n 18.86 5 .1 1 18.67 5 .5 6 16.52 5 .0 5 1 6 .8 4 5 .5 2 1 .5 2 V e rb a l T o ta l 7 3 .0 5 21.38 6 4 .3 5 2 9 .5 9 5 8 .9 2 25.89 6 2 .8 4 1 9 .0 4 P e r f . T o ta l 8 8 .0 5 2 2 .4 1 8 5 .4 2 2 2 .7 4 8 5 .4 8 1 5 .6 9 75-55 20.12 CITOC T o ta l 161.10 3 5 .5 7 1 4 9 .7 5 4 4 .2 6 1 4 2 .4 0 5 1 .9 5 1 5 8 .1 9 50.1 8 159 TABLE 4 4 DESCRIPTIVE STATISTICS - Age S ev en Adv.Boys A d v .G irls D isad.B oys D is a d .G irls F-V alue CITOC V a ria b le (N=23) (N=24) (N «2l) (N -20) d f= 3 ,8 4 ____________________ Mean S.D.____ Mean S.D.____ Mean S.D.____ Mean S.D .______ p < .01 V erbal T e sts S en s. to P ro b 1s . 1 3 .8 3 6.62 1 0 .3 3 5 .0 3 1 3 .5 2 5 .6 5 13.80 6 .3 0 I .92 Fluency 2 0 .0 9 5 .1 7 1 6 .2 5 6 . 4 l 1 8 .9 5 5 .5 4 20.60 4 .0 1 2 .9 5 F l e x i b i l i t y 12.17 9 .0 8 9 .2 5 5 .1 7 1 0 .4 8 7 .1 2 1 4 .2 0 8 .9 2 1 .6 9 O r ig in a lity 1 1 .8 7 4 .3 4 1 2 .4 6 5 .5 2 9 .1 0 5.6 0 1 2 .1 5 6 .4 0 1 .7 2 E la b o ra tio n 18.52 6 .9 9 1 5 .8 7 5 .4 9 1 5 .5 7 5 .1 6 2 2 .3 5 5 .9 6 5 .81* R e d e fin itio n 16.61 4 .5 7 . 12.00 4 .5 3 15.62 4 .8 0 16.20 4 .3 0 2 .9 7 P erfo rm . T e sts S en s. to P ro b 1s . 23-57 3 .0 7 2 3 .8 3 2.8 2 2 3 .3 3 5 .4 2 2 4 .3 0 2 .9 9 .26 Fluency 2 0 .3 0 3 .8 3 20.50 4 .0 5 18.81 4 .0 7 1 9 .5 5 4 .6 3 .77 F l e x i b i l i t y 7 .9 6 6 .4 8 4 .2 5 3 .0 5 5.62 4 .9 3 10.20 8 .9 4 3 .9 9 O r ig in a lity 1 3 .6 5 4 .7 5 1 2 .0 4 3 .3 0 13-48 4 .4 1 1 5 .3 0 6 .3 7 1 .7 1 E la b o ra tio n 1 1 .4 8 8 .9 5 1 0 .3 3 7 .2 2 10.00 8 .5 6 1 5 .4 0 1 0 .5 3 1 .6 3 R e d e fin itio n 20.70 3 .5 2 2 1 .0 4 4 .2 5 15-95 5 .4 1 1 9 .9 0 4 .9 3 5 .7 7 * V erbal T o ta l 9 3 .0 9 C M C M 7 7 .1 7 2 2 .7 6 8 3 .2 4 22.89 9 9 .3 0 2 0 .7 7 P e r f . T o ta l 9 7.6 5 20 .5 4 9 2 .0 0 1 4 .0 9 86.71 22.10 1 0 4 .6 5 2 4 .1 3 CITOC T o ta l 1 9 0 .7 4 4 0 .4 3 169.17 3 0 .6 0 1 6 9 .9 5 3 7 .8 0 2 0 3 .9 5 3 6 .3 2 TABLE 45 DESCRIPTIVE STATISTICS - AGE EIGHT Adv.Boys A d v .G irls D isad .B o y s D i s a d .G i r l s F -V alu e CITOC V a r ia b le (N=4o ) (N -44) (N = ll) ( N - l l ) d f - 3 ,1 0 2 _______________________ Mean S.D ._____Mean S.D ._____Mean S.D ._____Mean S.D .______ p<f .01 V e rb a l T e s ts S e n s . to P r o b •s . 1 4 .1 0 5 .7 7 1 1 .2 5 6.65 1 4 .7 3 5 .7 1 14.83 4 .7 8 2 .1 4 F lu en cy 2 0 .1 5 5.21 19.00 6.08 2 1 .6 4 3 .6 7 2 1 .6 4 5.1 2 1 .1 6 F l e x i b i l i t y 10.12 8 .0 2 1 2 .2 7 8 .5 7 1 4 .18 8 .7 8 1 1 .4 5 7 .3 3 .88 O r i g i n a l i t y 1 0 .1 7 5-42 11.50 5-05 9 .2 7 3 .9 8 8 .3 6 4 .0 6 1 .5 2 E l a b o r a t i o n 17.62 5 .9 3 19.00 6.71 1 9 .6 4 6 .4 8 16.91 4.89 .69 R e d e f i n i t i o n 15.80 5 .0 4 1 4 .6 4 5 .4 2 18.18 5 .8 3 16.00 4 .6 5 1 .4 2 P e rfo rm . T e s ts S e n s .to P r o b 's . 26.20 2 .5 1 2 5 .1 4 2 .9 4 26.55 2.21 26.55 2 .0 2 1.82 F lu e n c y 21.52 4 .0 1 21.52 4 .6 0 20.00 3-22 2 3 .5 5 2 .8 4 1 .4 2 F l e x i b i l i t y 8 .6 2 6 .5 2 6.61 6 .5 2 6.00 7 .4 7 5 -7 3 4 .5 4 1 .0 9 O r i g i n a l i t y 1 3 .3 2 5 .5 0 11.86 4 .1 9 1 0 .5 5 3 .3 6 11.91 4 .3 5 ' 1 .9 0 E l a b o r a t i o n 1 5 .6 5 8 .4 1 12 .86 8 .9 3 12.91 9 .7 3 15.82 6 .1 0 ^ • 95 R e d e f i n i t i o n 2 1 .4 2 4 .6 6 2 1 .6 6 4 .6 2 22.09 5 .0 7 2 2 .6 4 2.6 9 .23 V e rb a l T o ta l 88 .0 5 2 5 .8 4 8 7 .6 6 26.55 9 7 .6 4 2 5 .4 3 88 .7 3 15 .56 P e rfo rm . T o ta l 1 0 6 .7 5 18 .9 6 9 9 .4 5 2 1 .5 4 98 .09 2 2 .3 3 106.18 1 4 .13. CITOC T o ta l 194.80 56 .5 0 187.11 5 9 .5 0 1 9 5 .7 3 -£ • •£ - 00 Q \ 194.91 2 4 .4 8 i — ■ CTv H TABLE 4 6 DESCRIPTIVE STATISTICS - AGE NINE Adv.Boys A d v .G irls D isad.B oys D is a d .G irls CITOC V a ria b le (N=38) (N=j5l) (N = ll) ( N - ll) d f= 3 ,8 7 ____________________ Mean S.D.____ Mean S.D.____ Mean S.D.____ Mean S.D._____ p<.01 V erbal T e sts S e n s .to P ro b * s. 16.82 7 .6 8 1 5 .5 2 6 .5 6 21.27 6 .8 7 1 5 .2 7 6 .1 0 1 .9 9 F lu e n cy 19.89 5 .6 9 2 2 .7 1 4 .8 0 2 5 .0 9 3 -7 3 2 4 .0 0 5 .4 4 4 .1 5 * F l e x i b i l i t y 1 0 .3 7 9 .8 4 1 4 .1 3 7 .4 6 1 7 .2 7 8 .0 6 17.82 5 .9 0 3 .5 4 O r i g i n a l i t y 1 2 .3 7 5.69 1 1 .7 4 5 .9 7 1 2 .6 4 5 .9 2 1 1 .0 9 6 .3 6 .20 E l a b o r a t i o n 21.00 7 .8 6 20.90 6.2 7 23.00 6 .6 3 2 2 .0 9 6 .0 4 .32 R e d e f i n i t i o n 1 4 .8 9 5.28 16.90 3 .9 9 1 9 .6 4 4 .8 8 1 7 .6 4 4 .4 6 3 .3 6 P e rfo rm . T e s ts S e n s . t o P r o b f s . 26.89 2.1 2 26.19 2.0 9 26.18 2.0 9 2 6 .7 3 2 .4 1 .75 F lu en cy 23 .2 6 3 .0 7 22 .97 3 .8 3 2 3 .2 7 3 .3 5 23.00 4 .4 9 .05 F l e x i b i l i t y 7 .5 8 5 .6 6 6 .4 8 5 .6 4 7 .6 4 8 .8 3 8 .1 8 6 .5 9 • 29 O r i g i n a l i t y 1 3 .4 7 4 .8 0 12.52 4 .1 5 12;..l8 3337 1 3 .3 6 3 .5 6 .44 E la b o r a t i o n 1 7 .7 9 7 .6 8 15.10 7 .9 6 1 8 .7 3 9.8 1 16.00 7 .0 4 .92 R e d e f i n i t i o n 2 3 .7 4 4 .3 0 2 4 .3 9 5 .0 0 24 .9 1 3 .9 6 23.18 3 .8 9 •39 V e rb a l T o ta l 9 5 .6 6 2 9 .9 2 101.90 22.16 1 1 8 .9 1 2 4 .0 7 1 0 8 .0 9 22.30 P e rfo rm . T o ta l 11 3 .1 1 18 .1 4 1 0 7 .7 4 17.29 112.91 2 3 .7 9 1 1 0 .4 5 1 5 .3 1 CITOC T o ta l 2 0 8 .9 7 4 2 .2 9 209-65 3 0 .3 4 231.82 4 3 .6 3 2 1 8 .5 5 3 3 .8 7 1 63 TABLE 4 7 SUM M ARY OP DISCRIMINANT ANALYSIS FOR GROUPS DIVIDED B Y BOTH SEX A N D ADVANTAGE- AGE POUR S tep Number V a ria b le E n tered F Value to E n te r o r Remove Number o f V a ria b le s In clu d ed 1 S e n s. Problems - V erbal 4 .2 0 6 4 * 1 2 O r ig in a lity - Perform ance 1 .9 3 4 2 2 3 R e d e fin itio n - Perform ance 2 .1 9 2 4 3. 4 Fluency - V erbal 2 .1 6 9 5 4 5 F l e x i b i l i t y - V erbal 2.0766 5 6 F l e x i b i l i t y - Perform ance 1.0629 6 7 R e d e fin itio n - V erbal .0223 7 8 O r ig in a lity - V erbal .7605 8 9 E la b o ra tio n - Perform ance .5949 9 10 F luency - P e rf. .6179 10 11 S e n s. Problems - Perform ance .4073 11 12 E la b o ra tio n - V erbal .2849 12 *p < .0 1 164 TABLE 48 SUM M ARY OP DISCRIMINANT ANALYSIS FOR GROUPS DIVIDED BY BOTH SEX AND ADVANTAGE- AGE F IV E ......... ' S tep Number V a ria b le E n tered F V alue to E n te r o r Remove Number of V a ria b le s In clu d ed 1 F l e x i b i l i t y - Perform ance 3 .2 856 1 2 S en s. Problem s - Perform ance 3 .0 8 9 6 2 3 S e n s. Problem s - V erbal 2 .4 4 5 2 3 4 E la b o ra tio n - V erbal 3 .2 4 8 8 4 5 F l e x i b i l i t y - V erbal 2.3267 5 6 R e d e fin itio n - V erbal 2 .7301 6 7 Fluency - P erform ance 1 .5 3 5 2 7 8 R e d e f in itio n - Perform ance 1.5 461 8 9 O r ig in a lity - V erbal 1.0651 9 10 O r ig in a lity - Perform ance .8917 10 11 E la b o ra tio n - P erform ance .6288 11 12 Fluency - V erbal .5122 12 *p < . 0 1 165 TABLE 49 SUM M ARY O P DISCRIMINANT ANALYSIS FOR GROUPS DIVIDED BY BOTH SEX AND ADVANTAGE— Age S ix S te p Number V a r ia b le E n te re d F V alue t o E n te r o r Remove Number o f V a r ia b le s In c lu d e d 1 S e n s. Problem s - P erform ance 4 .9 9 5 5 * 1 2 R e d e f i n i t i o n - V e rb al 3 .1 7 4 2 2 3 S e n s. Problem s - V e rb al 3 .3 3 5 9 3 4 E la b o r a t i o n - P erfo rm an ce 2 .8 4 3 8 4 5 F lu e n cy - P erfo rm an ce 1.9260 5 6 F l e x i b i l i t y - P erfo rm an ce 1 .0 9 4 3 6 7 F lu e n cy - V erbal .6953 7 8 F l e x i b i l i t y - V e rb al .6225 8 9 S e n s. Problem s - P erfo rm an ce • 5324 9 1 0 R e d e f i n i t i o n - P erfo rm an ce .3261 10 11 O r i g i n a l i t y - P erfo rm an ce .1377 11 12 O r i g i n a l i t y - V e rb al .0675 12 *p < . 01 166 TABLE 50 SUM M ARY OP DISCRIMINANT ANALYSIS FOR GROUPS DIVIDED BY BOTH SEX AND ADVANTAGE-- Age Seven S tep Number V a r ia b le E n te re d F V alue to E n te r o r Remove Number o f V a r ia b le s In c lu d e d 1 E l a b o r a t i o n - V e rb a l 5.8 0 7 4 * 1 2 R e d e f i n i t i o n - P e rfo rm a n c e 5 .4 7 6 0 * • 2 3 O r i g i n a l i t y - P e rfo rm a n c e 2.6641 3 4 R e d e f i n i t i o n - V e rb a l 1.9960 4 5 F l e x i b i l i t y - P e rfo rm a n c e 1.6007 r 5 6 F lu e n c y - P e rfo rm a n c e 2.8772 6 7 O r i g i n a l i t y - P e rfo rm a n c e 1.5618 7 8 S e n s . P roblem s - V e rb a l 1.05 64 8 9 E l a b o r a t i o n - P e rfo rm a n c e 1 .0225 9 10 F lu e n c y - V e rb a l .2990 10 11 S e n s . P roblem s - P e rfo rm a n c e .3077 11 12 F l e x i b i l i t y - P e rfo rm a n c e .0565 12 *p <c .0 1 • • 167 TABLE 51 SUM M ARY OP DISCRIMINANT ANALYSIS FOR GROUPS DIVIDED BY BOTH SEX AND ADVANTAGE— Age E ig h t S te p Number V a r ia b le E n te re d F V alue t o E n te r o r Remove Number o f V a r ia b le s In c lu d e d 1 S e n s. Problem s - V erb al 2 .1409 1 2 O r i g i n a l i t y - V e rb al 2 .8 4 5 9 2 3 F l e x i b i l i t y - V e rb al 2.2776 3 4 F lu e n cy - P erform ance 2.1198 4 5 F l e x i b i l i t y - P erfo rm an ce 2 .7 9 4 4 5 6 S e n s . Problem s - P erfo rm an ce 1.9206 6 7 F lu e n cy - V e rb al 1.2706 7 8 O r i g i n a l i t y - P erfo rm an ce 1.2601 8 9 E la b o r a t i o n - V e rb al .8717 9 10 E l a b o r a t i o n - P erfo rm an ce .8572 10 11 R e d e f i n i t i o n - V e rb al .5844 11 12 R e d e f i n i t i o n - P erfo rm an ce .2250 12 *p < .01 168 TABLE 52 SUMMARY OF DISCRIMINANT ANALYSIS FOR GROUPS DIVIDED BY BOTH SEX AND ADVANTAGE-- Age Nine S tep Number V a r ia b le E n te re d F V alue to E n te r o r Remove Number o f V a r ia b le s In c lu d e d 1 F lu e n c y - V e rb al 4.1512* 1 2 S e n s . P ro b lem s - 'V e rb a l 2.5040 2 3 F l e x i b i l i t y 2.2506 3 4 E l a b o r a t i o n - P e rfo rm a n ce 1 .5724 4 5 S e n s . P roblem s - P e rfo rm a n ce 1 .3279 5 6 O r i g i n a l i t y - P e rfo rm a n c e 1 .0 2 3 3 6 7 R e d e f i n i t i o n - P e rfo rm a n ce .7903 7 8 R e d e f i n i t i o n - V e rb a l .8822 8 9 F l e x i b i l i t y - P e rfo rm a n c e .8781 9 10 F lu e n c y - P e rfo rm a n c e .5077 10 11 O r i g i n a l i t y - P e rfo rm a n ce .6254 11 12 E l a b o r a t i o n - V e rb a l .1023 12 * p < .01 A P P E N D I X B THE CHILDREN’S INDIVIDUAL TEST OP CREATIVITY ADMINISTRATION, SCORING, RECORD FORM GENERAL INSTRUCTIONS FOR ADMINISTRATION B egin w ith each problem d ir e c tly ., s in c e p re lim in a ry in s t r u c tio n s are o f lim ite d v alu e to th e very young c h ild i n term s of h is a b i l i t y to g e n e ra liz e and apply them th ro u g h o u t a d u r a tio n o f tim e and i n a l t e r n a t i v e s i t u a tio n s . R esponses sh o u ld be reco rd ed a t th e tim e o f te s tin g . S co rin g , how ever, should be c a rr ie d out su b seq u en t to th e t e s t i n g p e rio d a c c o rd in g to th e sta n d a rd s in d ic a te d i n th e s c o rin g m anual. SENSITIVITY TO PROBLEMS - VERBAL (PV) P a r t A - R e c o g n itio n o f P roblem s (The E xam iner q u e s t io n s u n t i l th e S u b je c t e i t h e r has re c o g n iz e d t e n p ro b lem s o r i n d i c a t e s t h a t he c a n n o t re s p o n se f u r t h e r . ) (1) See t h i s t r i c y c l e ? What c an happen w ith t h i s t r i c y c l e f r T e l l me a l l th e t h in g s t h a t can go wrong w ith t h i s t r i c y c l e . ( 2 ) - ( l 0 ) What e l s e c o u ld hap p en w ith t h i s t r i c y c l e ? P a r t B - A voidance o f P roblem s (Q u e s tio n f o r each p ro b le m re c o g n iz e d i n P a r t A .)' (1) What c o u ld you do so . . . w o u ld n ^ . . . (i . e . , t o a v o id t h e p ro b lem re c o g n iz e d u n d e r (177 P a r t A ). ( 2 ) - ( l 0 ) What c o u ld y ou do so . . . w o u ld n ’t . . . (i . e ., t o a v o id e ac h a d d i t i o n a l pro b lem re c o g n iz e d u n d e r P a r t A .) TURN PAGE A N D REM O V E MATERIALS FRO M POCKET 170 171 172 Remove th e m a t e r i a l s fro m t h e p o c k e t and hand th e w hole sa c k t o th e s u b j e c t w h ile p l a c i n g th e o th e r m a t e r i a l s o u t o f h i s s i g h t . FLUENCY - VERBAL (PV) Each o f t h e t h r e e s i t u a t i o n s i n t h i s t e s t i s d iv id e d i n t o two p a r t s : P a r t A, i n which u s e s f o r th e o b j e c t a re g iv e n ; and P a r t B i n w hich u ses f o r th e a l t e r e d o b j e c t a re g iv e n . The e x a m in e r q u e s t io n s u n d e r P a r t A f o r a t l e a s t one m in u te o r u n t i l th e S u b je c t i n d i c a t e s t h a t he c a n n o t resp o n d f u r t h e r . I n d i c a t e t h e one m in u te tim e span i n th e re c o rd book b u t c o n tin u e t o r e c o rd a l l a d d i t i o n a l re s p o n s e s o f f e r e d by th e S u b j e c t . Q u e s tio n in g b e g in s u n d e r P a r t B a f t e r P a r t A o f t h a t SITUATION h a s b e e n c o n c lu d e d . P a r t B i s n o t t im e d . C o n tin u e q u e s t io n i n g u n t i l th e S u b je c t i n d i c a t e s t h a t he c a n n o t resp o n d f u r t h e r . FV -I P a r t A P a r t B ( P r e s e n t w hole p a p e r s a c k ) ( P r e s e n t t o r n p a p e r s a c k ) ( l ) See t h i s p a p e r bag? ( l ) What i f somebody t o r e y o u r What c o u ld you do w ith t h i s p a p e r bag l i k e t h i s ? T e l l me~ p a p e r bag i f you had i t ? a l l t h e th in g s you c o u ld do T e l l me sill t h e t h i n g s you w ith t h i s p a p e r bag i f some- c o u ld do w ith i t . body t o r e i t lik e " th is " ! ( b e g in t im i n g ) ( 2 J - ( k ) W h a t-e ls e c o u ld you ( 2 ) - ( k ) What e l s e could you do w ith t h i s p a p e r bag i f do w ith t h i s p a p e r bag i f you had i t ? . somebody t o r e i t l i k e t h i s ? F V -II P a r t A P a r t B ( P r e s e n t lo n g s t r i n g ) ( P r e s e n t two s h o r t s t r i n g s ) ( l ) See t h i s p i e c e o f ( l ) What i f somebody c u t y o u r s t r i n g ? What c o u ld you do p ie c e o f s t r i n g l i k e t h i s ? w ith t h i s p i e c e o f s t r i n g T e l l me a l l th e th in g s you i f you had it;? t e l l m e a l l c o u ld do w ith t h i s s t r i n g i f th e t h in g s you c o u ld cfo somebody c u t i t i n t o bwo w ith i t . (b e g in t'im ingT p i e c e s l i k e t h i s ! F V -III P a r t A P r e s e n t lo n g s t i c k ) l ) See t h i s s t i c k ? What c o u ld y o u do w i t h t h i s s t i c k i f y o u had i t ? " T e ll me a l l t h e t h i n g s you c o u ld do w ith i t . ( b e g in t i m i n g ) j2)-(k) What e l s e . . . P a r t B ( P r e s e n t two s h o r t s t i c k s ) (1) What i f somebody b ro k e y o u r s t i c k l i k e t h i s ? T e l l me a i l t h e t h i n g s y o u c o u ld do w ith t h e s t i c k i f somebody b ro k e i t i n t o t w o p i e c e s l i k e t h i s . ( 2 ) - ( k ) What e l s e . . . RETURN MATERIALS TO POCKET AND TURN THE PAGE ORIGINALITY - VERBAL (OV) The SITUATION i n t h i s t e s t a re g ro u p ed i n t o two p a r t s : P a r t A, I n t e r p o l a t i o n , and P a r t B, I d e n t i f i c a t i o n . The r e s p o n s e s g iv e n by th e S u b je c t a re re c o r d e d w ith o u t f u r t h e r q u e s t io n i n g , e x c e p t as i n d i c a t e d f o r SITUATION O V -II. P a r t A. - I n t e r p o l a t i o n O V -I. See t h i s _ s i l l y cjlo_wnj^_ He 1 s s a y in g so m e th in g to t h a t d o g g ie . What i s t h a t s i l l y clow n s a y in g to t h e d o g g ie ? TURN PAGE P a r t A - I n t e r p o l a t i o n O V -II (W ith a n im a tio n ) See t h i s b i r d i e ? One day t h i s b i r d i e was f l y i n g way up h ig h i n t h e sk y ; and when he was f l y i n g way up h ig h i n t h e sky he lo o k e d down a t a t r e e and saw a funn y t h i n g . (1 ) What funny t h i n g was i n th e t r e e ? (2 ) What was . . . d o in g i n th e t r e e ? TURN PAGE AND REMOVE MATERIALS PROM POCKET 174 1 7 5 - V s* * * * - , , , | 9 * • * 17 6 P a r t B - I d e n t i f i c a t i o n P r e s e n t e a c h S i l h o u e t t e Card t o th e S u b je c t w ith th e arro w on i t s b a ck p o i n t i n g up ( f ) . I f t h e c a rd i s r o t a t e d by th e S u b je c t, show, on th e re c o rd fo rm , th e d i r e c t i o n o f t h e arrow a t th e tim e o f r e s p o n s e . O V -III ( P r e s e n t Card # l ) See t h i s p i c t u r e ? What i s t h i s p i c t u r e a l l a b o u t? OV-IV ( P r e s e n t Card. # 2 ) See t h i s p i c t u r e ? What i s t h i s p i c t u r e a l l a b o u t? OV-V ( P r e s e n t Card #j5) See t h i s p i c t u r e ? What i s t h i s p i c t u r e a l l a b o u t? ELABORATION - VERBAL (EV) The e x am in e r q u e s tio n s u n t i l th e S u b je c t e i t h e r h a s r e c o g n iz e d t e n a s p e c ts o f p la n n in g f o r a p a r t y o r i n d i c a t e s t h a t he c a n n o t respond f u r t h e r . Have you e v e r b een t o a p a r t y ? Do y ou l i k e p a r t i e s ? I f y o u r m other s a id t h a t y o u c o u ld have a p a r t y i f you would p l a n i t and do e v e r y t h in g a l l by y o u r s e l f , (1 ) w hat would you need t o do? T e l l me e v e r y th in g you would need t o do t o g e t rea d y t o have a p a r ty a l l by y b u r s e l'f T ( 2 ) - ( l 0 ) w hat e l s e would you need to do to g e t rea d y to have a p a r t y a l l By y o u r s e l f ? RETURN MATERIALS TO POCKET AND TURN PAGE 1 7 7 SENSITIVITY TO PROBLEMS - PERFORMANCE (P P ) S e n s i t i v i t y to d e f e c t s o r d e f i c i e n c i e s i s m easured i n t h i s t e s t . The E xam iner q u e s tio n s u n t i l t h e S u b je c t e i t h e r h a s i d e n t i f i e d f i v e d e f e c t s on each c a r d , o r i n d i c a t e s t h a t he i s n o t a b le to resp o n d f u r t h e r . The S u b je c t may i n d i c a t e aw aren ess o f th e d e f e c t by v e r b a l i d e n t i f i c a t i o n o r by p o i n t i n g . P P -I See t h i s d o g g ie ? (1 ) W h a t's wrong w ith t h i s d o g g ie ? ( 2 ) - ( 5 ) I s t h e r e so m e th in g e l s e wrong w ith t h i s d o g g ie ? (Reword to "What i s m is s in g ( o r gone) . . . . 1 1 i f t h e S u b je c t does n o t seem to u n d e rs ta n d ) TURN PAGE P P - I I See t h i s c a r ? (1 ) W h a t's wrong w ith t h i s c a r ? ( 2 ) - ( 5 ) I s t h e r e so m e th in g e l s e wrong w ith t h i s c a r ? TURN PAGE P P - I I I See t h i s b o y ? (1 ) W h a t's wrong w ith t h i s boy? (2 )-(5 ) I s t h e r e so m e th in g e l s e wrong w ith t h i s b o y ? TURN PAGE 179 Q 180 l 8 l FLUENCY - PERFORMANCE (F P ) E ach SITUATION i n t h i s t e s t r e p r e s e n t s a d i f f e r e n t o r i e n t a t i o n t o th e same t a s k . The f a c e c a rd i s in te n d e d t o s e r v e as a r e f e r e n c e s tim u lu s and sh o u ld o n ly be shown b r i e f l y . On e a c h o f th e FP SITUATIONS a llo w t h e S u b je c t to p e rfo rm u n t i l he i n d i c a t e s t h a t a c lo s u r e h a s been m ade, b u t r e c o r d th e num ber o f p ie c e s p la c e d w i t h i n th e f i r s t m in u te i n e ac h SITUATION. The shape and l o c a t i o n o f each p ie c e p la c e d s h o u ld b e re p ro d u c e d by t h e E xam iner o n th e f a c e s p ro v id e d i n t h e T e s t R eco rd Form . (FP) See t h i s ? Somebody i s m aking a p i c t u r e of a f a c e . TURN PAGE AND REMOVE MATERIALS FROM THE POCKET F P - I ( P r e s e n t f e l t c i r c l e and p i e c e s ) Can you m ake a f a c e w ith th e s e t h i n g s ? (b e g in t i m i n g ) F P - I I (Remove f e l t p ie c e s from s i g h t and p r e s e n t b e a d s and f e l t c i r c l e ) Can you make a f a c e w ith t h e s e t h i n g s ? ( b e g in tim in g ; F P - I I I (Remove f e l t c i r c l e and beads from s i g h t and p r e s e n t c la y ) Can you make a fa c e w ith t h i s ? ( b e g in tim in g when th e f i r s t p ie c e i s p l a c e d ) T o j 183 ORIGINALITY - PERFORMANCE (OP) The a b i l i t y t o c o n s tr u c t' p u r p o s e f u l o b j e c t s r e p r e s e n t s t h e m easu re o f o r i g i n a l i t y i n t h i s t e s t . OP OP-I (Empty t i n k e r to y s on th e t a b l e ) See a l l th e s e t h i n g s ? See how y ou can p u t them t o g e t h e r ? (D e m o n stra te th e f o llo w in g p i e c e s : r C o n tin u e o n ly a f t e r th e S u b je c t i n d i c a t e s t h a t he u n d e r s ta n d s t h e c o n s t r u c t io n p r o c e s s .) ( 1 ) Can you make som ethin g w ith a l l t h e s e t h i n g s ? Can you make t h r e e th in g s ? Show me t h r e e (2 ) What d id you make? (3) What ( i s , d o e s) i t ( f o r , d o )? O P -II ( l ) What e l s e c an you make w ith a l l t h e s e t h i n g s ? (2 ) What d id you make? (3) What ( i s , d o e s) i t ( f o r , do )? O P -III ( l ) What e l s e c an you make w ith a l l t h e s e t h i n g s ? (2 ) What d id y ou make? (3) What ( i s , d o e s) i t ( f o r , d o )? RETURN MATERIALS TO POCKET AND TURN PAGE 184 REDEFINITION - PERFORMANCE (RP) R e c o g n itio n o f m ajo r d e t a i l s and h id d e n f i g u r e s i n th e o u td o o r scen e i s th e m easu re o f r e d e f i n i t i o n i n t h i s t e s t . The S u b je c t i s t o be c r e d i t e d w ith l o c a t i n g th e h id d e n f i g u r e s i f he can p o i n t them o u t t o th e E xam iner— w h e th e r o r n o t he c a n c o r r e c t l y name them . RP" See t h i s p i c t u r e ? T e l l me a l l t h e t h in g s you s e e i n t h i s p i c t u r e . T e l l me e v e r y t h i n g . (Do n o t e n co u rag e f u r t h e r r e s p o n d in g , b u t a llo w s u f f i c i e n t tim e f o r th e S u b je c t t o c o n tin u e re s p o n d in g as he n o t i c e s a d d i t i o n a l t h in g s i n th e p i c t u r e .) , THE END 18-5 A £ % V CITOC SCORING DIRECTIONS N o te : S in c e c r e a t i v i t y t e s t s a r e n o t d e s ig n e d t o e l i c i t s i n g l e " r i g h t " a n sw e rs, t h e d i r e c t i o n s s t r e s s p r i n c i p l e s o f s c o r i n g i l l u s t r a t e d by e x a m p le s. F o r m ost o f th e s u b t e s t s m a ste ry o f th e p r i n c i p l e s w i l l a llo w sim p le and r e l i a b l e s c o r i n g . F o r th e O r i g i n a l i t y s u b t e s t s , w hich a re sc o re d a c c o rd in g to t h e r a r i t y o f t h e re s p o n s e , exam ples o f common re s p o n s e s sh o u ld be su p p le m e n te d by l o c a l s t a n d a r d s o f "com m onness." S e n s i t i v i t y to P rob lem s - V e rb a l (PV) PV - P a r t A One p o i n t i s g iv e n f o r e a c h d i f f e r e n t a p p r o p r i a t e re sp o n se r e c o g n iz in g a p ro b le m . The q u e s t i o n i s worded so t h a t two ty p e s o f re s p o n s e s a r e a p p r o p r i a t e . One ty p e r e f e r s ~ t o th e t r i c y c l e a lo n e , such a s : S e a t w ould t e a r , H a n d le b a rs come o f f , t i r e go f l a t , o r Get r u s t y . The o t h e r r e f e r s to d i f f i c u l t i e s w hich may o c c u r w h ile o p e r a t in g th e t r i c y c l e , su c h a s : T ip o v e r , H it someone, A c a r c o u ld h i t you, You c o u ld go to o f a r and g e t l o s t . I n a p p r o p r i a t e re s p o n s e s a re th o s e w hich a re e x tre m e ly u n l i k e l y o r do n o t answ er th e q u e s t i o n , su c h a s : I l i k e to r i d e , I t can g e t on th e r o o f , o r , I h av e a t r i c y c l e ; Vague answ ers sh o u ld be q u e s t io n e d . E xam ple: Get b ro k e n (Q) Som ething could come o f f . (Q) I t c o u ld f a l l a p a r t . (Q) You c o u ld g e t h u r t . (Q) G ive c r e d i t o n ly i f a more s p e c i f i c p ro b lem w ith th e t r i c y c l e i s g iv e n a f t e r q u e s t i o n i n g . (10 p o i n t s maximum i s p o s s i b l e f o r P a r t A) 186 187 PV - P a r t B Two p o i n t s a r e g iv e n f o r e a c h a p p r o p r ia te r e s p o n s e w h ic h would p r e v e n t t h e p ro b lem re c o g n iz e d i n P a r t A. R e sp o n se s w hich s t r e s s r e p a i r r a t h e r t h a n p r e v e n tio n a r e n o t g i v e n c r e d i t . E xam ples o f vague answ ers w hich sh o u ld be q u e s tio n e d a r e : Take c a r e o f i t . (Q) Don’t l e t i t . (Q) R ide i t g o o d , ( q ) Be c a r e f u l . (Q) I f t h i s ty p e o f r e s p o n s e i s n o t im proved g iv e c r e d i t f o r i t s u s e one tim e o n l y . (20 p o i n t s maximum i s p o s s ib l e f o r P a r t B .) PV Maximum S c o r e : ^0 p o i n t s F lu e n c y o f T h in k in g - V e rb al (FV) S c o rin g i s b a se d o n ly on P a r t A. Two p o i n ts a re g i v e n f o r e a c h d i f f e r e n t a c c e p ta b le u se of t h e o b j e c t g i v e n w i t h in t h e o n e -m in u te tim e l i m i t . Ten p o i n t s maximum i s p o s s i b l e f o r e a c h of t h e t h r e e s i t u a t i o n s . Q u a n tity i s t h e im p o r ta n t f a c t o r i n t h i s t e s t , so any re a s o n a b le a n sw e r i s a c c e p t a b l e . Exam ples o f s c o r i n g f o r some common q u e s t io n a b le r e s p o n s e s a re : C r e d it No C r e d it T ie i t throw i t drop i t c u t i t save i t ( f o l d i t , p u t i t away) t i e i t t o so m e th in g ( i f c r e d i t n o t g iv e n f o r a s p e c i f i c t h i n g ) Q u e stio n P o i n t l e s s d i s t r u c t i o n o r p u r p o s e le s s a c t i v i t y throw i t away t e a r i t up b re a k i t t e a r i t Make t h i n g s (Q) Ask: What would you make? B u ild ? p u t i n i t ? e t c . 188 B u ild t h i n g s (Q) P u t t h i n g s i n i t (Q) Give c r e d i t o n ly i f im p ro v ed . P la y w ith i t (Q) Do t r i c k s w ith i t (Q,) PV Maximum S c o re : 350 p o i n ts F l e x i b i l i t y - V e rb a l (XV) The f l e x i b i l i t y f a c t o r i s r e p r e s e n te d by th e u s e s g iv e n f o r t h e o b j e c t , as a l t e r e d u n d e r PV - P a r t B, w h ich i n d i c a t e a s h i f t from th e ty p e' o f u sag e a p p r o p r i a t e f o r th e o b j e c t a s d e s c r ib e d u n d e r PV - P a r t A. Two p o i n t s a r e g iv e n f o r each d i f f e r e n t s h i f t i n u se o f th e o b j e c t . Ten p o i n t s maximum i s p o s s i b l e f o r e a c h o f th e t h r e e s i t u a t i o n s . To be c r e d i t e d , t h e use must be a p o s s i b l e one f o r th e a l t e r e d o b j e c t and not d u p l i c a t e a u s e g iv e n u n d e r P a r t A. E xam ple: P a r t A P a r t B I I I make a lp h a b e ts make l e t t e r s - no c r e d i t I I I make l i t t l e d o l l s make l e g s f o r d o l l - c r e d i t I I make f a c e s make d e s ig n s - c r e d i t I I make a "c " make a n "0" - c r e d i t . ( g iv e c r e d i t f o r only one l e t t e r and one number) F o r exam ples o f s c o r in g f o r q u e s t i o n a b l e r e s p o n s e s , se e F lu e n cy o f T h in k in g - - V e r b a l . XV Maximum S c o re : J>0 p o i n t s O r i g i n a l i t y - V e rb a l (0V) P a r t A The s c o r i n g f o r O r i g i n a l i t y , P a r t A, i s b ased on th e s t a t i s t i c a l fre q u e n c y o f g iv e n r e s p o n s e s . A l i s t o f common r e s p o n s e s i s g iv e n below a s an i n i t i a l g u id e . In a d d i t i o n to t h e l i s t e d common r e s p o n s e s , t h e r e may be a d d i t i o n a l common re s p o n se s f o r a p a r t i c u l a r t e s t popu l a t i o n . I f a re s p o n se o c c u rs more th a n tw ic e i n a sam ple o f 100 t e s t s i t should be added t o th e o n e - p o i n t c a te g o ry f o r t h a t p o p u l a t i o n . 189 OV - I One p o i n t f o r a common o r e x p ec te d s t a te m e n t . F iv e p o i n t s f o r an uncommon o r u n e x p e c te d s t a t e m e n t . E x am p les: One p o i n t A sim p le command o r m u lt i p le sim p le commands A common q u e s t i o n A common g r e e t i n g F iv e p o i n t s An u n u su a l command o r t r i c k Im a g in a tiv e e l a b o r a t i o n o r d e t a i l O th e r u n u s u a l r e s p o n s e s S i t , go away, g e t t h e b a l l , s ta y h e r e , s p e a k , d o n 't b a r k , jump th ro u g h t h i s . Do you w ant t o be i n th e " a c t , c ir c u s ) w ith (me, t h e clo w n )? Can you do a t r i c k ? Are you hungry? W ill you be my (d o g , f r i e n d ) ? Hi d o g g ie , H e llo Boy, Y o u 're a ( n ic e , p r e t t y , fu n n y , g o o d , b ad) dog. Stand on y o u r h e a d . S in g t o me. Why d o n 't you jump o n to a round p o le t h a t h a s f i r e around i t ? S ta y o u t o f t h i s show. We have a l o t o f p e o p le o u t t h e r e and i f you c o u ld do a t r i c k I 'd . g iv e y ou so m e th in g . I t h in k you c a n t a l k ! You a re to o l i t t l e to be i n th e c i r c u s . OV-II ( l ) One p o i n t f o r a common o r e x p e c te d o b j e c t . F iv e p o i n t s f o r an uncommon o r u n e x p ec te d o b j e c t . E xam ples: One p o i n t Animal - c a t , dog, b i r d , monkey, mouse, s q u i r r e l , c h ip - monk, worm, b u g s, a n ts , b e e , b o y , p e r s o n , e g g s , clow n O th er - n e s t , f lo w e r s , l e a v e s , a p p le s , b a l l 190 O V -II (2) One p o i n t f o r a common o r e x p e c te d f u n c t i o n . F iv e p o i n t s f o r an uncommon o r u n e x p e c te d f u n c t i o n f o r t h e g iv e n o b j e c t . E x am p le s: One p o in t C a tc h in g a b ird ( c a t ) g e t t i n g o r e a t i n g n u ts e a t i n g le a v e s o r f r u i t ( s q u i r r e l ) (a n im a l) c r a w lin g (worm, i n s e c t ) a dog ch ased i t up t h e r e h a n g in g o r g ro w in g ( f r u i t ) ( c a t ) a b i r d p u t i t t h e r e ( n e s t) s l e e p i n g , s i t t i n g , w a itin g p l a y i n g (a n im a l o r c h ild ) f o r i t s m other ( b i r d s , e g g s) P a r t B The s tim u lu s o b j e c t s f o r O r i g i n a l i t y , P a r t B, a re f e a t u r e l e s s , b la c k anim al c u t o u t s . P o i n t s a re g iv e n f o r th e d e g re e t o w hich a t t r i b u t e s a re p r o j e c t e d on them . One p o i n t i s g iv e n f o r nam ing t h e o b j e c t . Two p o in ts a re g iv e n f o r naming th e o b j e c t and d e s c r i b i n g a common a c t i o n o r a t t i t u d e . F o u r p o i n t s a r e g iv e n f o r ad ding one o r more a d j e c t i v e s p e r t a i n i n g t o a t t r i b u t e s su c h as c o lo r , t e x t u r e , s p e c i e s , age o r a t t r a c t i v e n e s s , t o th e name. F iv e p o i n t s a re g iv e n f o r t h e u s e o f b o th an e la b o r a te d name (a s d e s c rib e d f o r f o u r p o i n t s ) and a common a c t io n o r a t t i t u d e . F iv e p o i n t s a r e a l s o g iv e n f o r a sim p le name w ith an uncommon, p u r p o s e f u l a c t i v i t y . E x am p les: One p o in t A k i t t y , A b i r d , A b e a r . Two p o i n ts A c a t s i t t i n g down. A b i r d i e s in g in g a so n g . The b e a r i s w a lk in g . A b ir d s t a n d in g on a b r a n c h . A b e a r lo o k in g f o r fo o d . F o u r p o i n ts A b la c k , fu z z y k i t t e n . A p r e t t y b l u e b i r d . A brow n b e a r . A g r i z z l y b e a r . A c a n a ry . A H ollo w een c a t . F iv e p o i n ts A k i t t e n i s w a i t i n g by a g o p h er h o l e . A crow o r t a l k i n g b ir d - l e a r n in g to ta lk . The b ig b e a r i s lo o k in g everyw here f o r h i s b a b i e s . 191 OV Maximum S c o r e : 30 p o i n ts E l a b o r a t i o n - V e rb al (EV) T h ree p o i n t s a r e g iv e n f o r each a p p r o p r i a te a s p e c t o f p a r t y p la n n i n g i d e n t i f i e d . Each a s p e c t s h o u ld be re a s o n a b ly d i s c r e t e to be c r e d i t e d . I f b o th a g e n e r a l c a te g o ry and s p e c i f i c a c t s w i t h i n t h e c a te g o ry a r e g iv e n , do n o t g iv e c r e d i t f o r t h e g e n e r a l c a t e g o r y . E xam ples: (e a c h g ro u p o f re s p o n s e s from same i n d i v i d u a l ) I g e t fo o d no c r e d i t g e t i c e cream c r e d i t g e t cake c r e d i t I I c le a n th e house c r e d i t g e t food c r e d i t make games c r e d i t I I I - make games no c r e d i t donkey game c r e d i t b a l l game c r e d i t g e t cake c r e d i t No c r e d i t ( d e s c r i p t i o n o f a p a r t y a c t i v i t y ) p la y games blow o u t t h e c a n d le s e a t t h e fo o d Q u e s tio n (vague r e s p o n s e s . No c r e d i t u n le s s c l a r i f i e d ) buy s t u f f s e t up e v e r y th in g EV Maximum S c o re : 350 p o i n ts R e d e f i n i t i o n - V e rb a l (RV) The R e d e f i n i t i o n f a c t o r i s r e p r e s e n te d by th e v a r i e t y o f u s e s o r f u n c t i o n s w hich t h e .S u b je c t g iv e s f o r th e o b j e c t s u n d e r FV - P a r t A. Two p o i n t s a r e g iv e n f o r each d i f f e r e n t f u n c t i o n o r u se o f t h e o b j e c t . Ten p o i n t s maximum i s p o s s i b l e f o r each o f th e t h r e e s i t u a t i o n s . 1 192 Some m ajo r f u n c t i o n s f o r e ac h o b j e c t a re l i s t e d below w ith exam ples o f r e s p o n s e s w hich w ould f a l l i n e a c h f u n c t i o n c a t e g o r y . C r e d it i s g iv e n f o r only one re s p o n s e i n each c a t e g o r y . SACK c o n ta in e r b u rn pub g r o c e r i e s i n i t s t a r t a f i r e f o r lu n c h e s f i r e to warm you c a r r y as a p u r s e re in f o rc e m e n t a p e t cage p u t i n shoe i f you have p u t candy i n i t a h o le p a p e r g lu e on p i c t u r e f o r draw on i t s t r e n g th w r i t e l e t t e r s to y c o n s t r u c t i o n c o lo r a p u p p e t p a i n t p i c t u r e s a p ig w rap p in g p a p e r make a t r e e w rap a p r e s e n t e le p h a n t p r o t e c t a s u r f a c e make an a i r p l a n e p la c e mat a p a ra c h u te t a b l e c o v e r a b a llo o n s i t on i t a clown c o v e r a book to lo o k th ro u g h c l o t h i n g make a t e l e s c o p e a h a t b in o c u la r s make g lo v e s weapon p u t on f e e t make a w a te r bomb a dog j a c k e t p u t d i r t i n i t and th ro w d o l l d r e s s to make sound th ro u g h n o ise m a k er a megaphone make a r a t t l e w h i s t l e blow up and pop a h o rn games p u r p o s e le s s m a n ip u la tio n p la y s t o r e c u t i t up h id e i t p u t i t i n w a te r h id e so m e th in g i n i t crum ple i t mask make p a p ie r mache p u t o v e r head h id e y o u r f a c e h o llo w e e n mask c u t sh a p e s o u t o f i t STRING h o ld o r p u l l a m oving o b j e c t dog l e a s h k i t e s t r i n g hose r e i n s b a llo o n s t r i n g 193 form sh a p es make d e s ig n s make l e t t e r s a snake c a t s c ra d le f a c e c i r c l e t o c u t w ith s l i c e c h eese c u t p la y dough h o ld som ething t o g e t h e r shoe s t r i n g sew w ith i t t i e a package h o ld s k a te s on t i e hands h o ld c l o t h i n g t o g e t h e r p u l l s t r i n g l i g h t p u l l l a t c h s t r i n g p u l l a t o o t h c u r t a i n p u l l f o r a p u l l to y h o ld som ething back o r i n p la c e h a i r r ib b o n t i e c u r t a i n s back t i e someone up m a n ip u la te th e s t r i n g t i e k n o ts b r a i d i t c u t i t f l o a t i t r o l l up and throw undo th e s t r a n d s b u rn s t a r t a f i r e c a n d le w ick m e a su re w i t h i t p a r t o f c o n s t r u c t i o n f o r b i r d n e s t weave w ith i t d o l l h a i r a c o ll a g e make a can te le p h o n e suspend. p la y w ith a c a t h an g a p i c t u r e yoyo s t r i n g s t r i n g f o r a to p h a n d le f o r a bag d e c o r a t i o n bow f o r a p a ck a g e • - — a n e c k la c e b r a c e l e t t i e arou nd arm r i n g s t r i n g , su s p e n d , h o ld t o g e t h e r s t r i n g beads p o p c o rn key r i n g m e d a llio n around neck w eapon s t r a n g l e someone make a s t r i n g t r a p t r i p someone u s e f o r a whip s l i n g s h o t c a t a p u l t make a m in i a tu r e o b je c t jum prope f o r d o l l d i s h l i n e f l a g l i n e l a s s o a l i t t l e h ig h jump d o l l c l o t h e s l i n e a f i n i s h l i n e f o r ru n n e rs STICK stem o r h a n d le i c e cream s t i c k f lo w e r stem s u c k e r s t i c k f o r candy a p p le draw o r i n c i s e w r i t e i n d i r t d i g i n d i r t s c r a t c h so m eth in g s c r a p e c o r n e r s 194 i n s e r t p o i n t i n so m e th in g sp re ad so m eth in g s t a b someone sp re a d g lu e t e s t a cake sp re a d b u t t e r s t i c k i n th e sand s p l i n t o r s t a k e p lu g a h o le f lo w e r s t a k e m easure f i n g e r s p l i n t u se f o r a r u l e r l e v e r m easu re t h in g s r a i s e s o m e th in g s t i r p ry open a clam s t i r cream i n c o ff e e c a t a p u l t o r s h o o t move t h e a i r s h o o t ro c k s make w aves i n w a te r s h o o t r u b b e r ban d s s t r a i g h t e d g e a n arrow to draw s t r a i g h t m in ia tu r e o b .ie c t, to y l i n e s to y k n i f e draw around i t se e -sa w th ro w o r s a i l su rfb o a rd . h o p s c o tc h d is h e s boom erang c h a i r push o r h o ld back t r e e t r u n k to n g u e d e p r e s s o r m a n ip u la te t h e s t i c k d i a l phone s h a rp e n i t p u sh crumbs w ash i t s c r a p e d i r t f l o a t i t p o i n t e r c o lo r i t m ark er l i c k i t book m ark g lu e t o t h i n g s p l a c e t a g c o n s t r u c t i o n p a r t o u t l i n e o f road p a r t o f h o u se c u t o r d i v i d e g a te c u t i c e cream make f e n c e s e p a r a t e m eat s l i c e s d o l l l e g b a la n c e o r h o ld so m eth in g a i r p l a n e w ing e a t w ith i t k i t e fram e lo o k a t a bug up c o ll a g e c l o s e c lo c k hand s b a la n c e a b a l l burn s t a r t a f i r e a sm a ll b o n f i r e RV Maximum S c o re : j50 p o i n ts S e n s i t i v i t y t o Problem s - P e rfo rm a n ce (PP) Two p o i n t s a r e g iv e n f o r each d e f e c t o r d e f i c i e n c y i d e n t i f i e d . Ten p o i n t s maximum i s p o s s i b l e f o r each s i t u a t i o n . * 195 I d e n t i f i c a t i o n o f t h e d e f e c t i s im p o rta n t i n t h i s s u b t e s t , n o t th e w ords u s e d . C r e d it may be g iv e n i f t h e c h il d p o i n t s to th e p ro b lem a r e a . L i s t o f a c c e p ta b le d e f e c t s o r d e f i c i e n c i e s : PP-1 PP-2 PP-3 m is s in g eye h e a d l i g h t m is s in g m is s in g e a r w h e el m is s in g m is s in g b h p st no d o o r m is s in g t a i l d r i v e r on r i g h t m is s in g l e g no d o o r h a n d le no r e a r s e a t e x h a u s t on wrong end o r c a r backw ards h e lm et m is s in g hand m is s in g shoe m is s in g elbow m is s in g s h o u ld e r m is s in g PP Maximum S c o re : 30 p o i n t s F lu e n c y - P erfo rm an ce (PP) The m easure o f f l u e n c y i n t h i s t e s t i s th e number o f p ie c e s p la c e d w i t h i n t h e f i r s t 60" on S i t u a t i o n s I and I I . T h is number i s e n t e r e d o n th e r e c o rd form u n d e r th e p i c t u r e o f th e c o m p le te d f a c e . The S u b je c t m ust n o t be sto p p e d a f t e r 60" b u t s h o u ld con t i n u e to p e rfo rm u n t i l he i n d i c a t e s t h a t he h as f i n i s h e d th e f a c e . On S i t u a t i o n I I I , t h e s c o r e e n te r e d un d er t h e p i c t u r e i s b a se d on th e num ber o f f e a t u r e s i n d i c a t e d , a d d in g t h r e e p o i n ts f o r f o r m a t io n o f a r e f e r e n c e f a c e . T im ing b e g in s i n S i t u a t i o n I I I u p o n p la c e m e n t o f th e f i r s t p i e c e s i n c e many c h i l d r e n spend some tim e s o f t e n i n g th e c la y b e f o r e th e y a re ready t o make a f a c e . Ten p o i n t s maximum i s p o s s i b l e f o r each S i t u a t i o n . FP Maximum S c o re : 30 p o i n t s 196 F l e x i b i l i t y - P e rfo rm a n c e (XP) The m easure of f l e x i b i l i t y i n t h i s t e s t i s th e a b i l i t y o f t h e S u b je c t to s h i f t th e u s e o f t h e same f e l t shape o r b e a d , i n F P -I and I I , and u s e i t i n a d i f f e r e n t way. S c o rin g f o r t h i s s u b t e s t s h o u ld be done a f t e r th e t e s t i s com pleted, by ex am in in g t h e d ra w in g s o f t h e com pleted f a c e s i n t h e re c o rd fo rm . I f t h e E xam iner t h in k s t h e r e w i l l be any q u e s t io n l a t e r ab o u t t h e u s e o f a g iv e n p ie c e , he s h o u ld l a b e l i t on t h e t e s t r e c o r d form d u r in g th e t e s t s e s s i o n . I f th e f a c e i s n o t c l e a r to t h e E xam iner, th e S u b je c t may be q u e s tio n e d a b o u t t h e d e t a i l s o f h is com p l e t e d f a c e . T h ree p o i n t s a re g iv e n f o r e a c h a d d i t i o n a l u se o f each f e l t o r bead sh a p e . F i f t e e n p o i n t s i s th e maximum f o r e ac h S i t u a t i o n . XP Maximum S c o re : 30 p o i n t s O r i g i n a l i t y - P e rfo rm a n ce (OP) The a b i l i t y to c o n s t r u c t s t a t i s t i c a l l y i n f r e q u e n t , p u r p o s e f u l o b j e c ts i s th e m ea su re o f o r i g i n a l i t y i n t h i s t e s t . I n a d d i t i o n to th e l i s t e d common r e s p o n s e s t h e r e may be a d d i t i o n a l common r e s p o n s e s f o r a p a r t i c u l a r t e s t popu l a t i o n . I f a re s p o n s e o c c u r s more th a n tw ic e i n a sam ple o f 100 t e s t s i t sh o u ld be added t o th e two o r f o u r p o in t c a te g o ry f o r t h a t p o p u l a t i o n . Give c r e d i t f o r t h r e e d i f f e r e n t o b j e c t s . Naming o f th e T in k e rto y p i e c e s w ith o u t c o n s t r u c t i o n i s n o t g iv e n c r e d i t . Two p o i n t s a re g iv e n f o r e a c h common, s t a t i c ( i n e r t , n o n - f u n c t i o n in g j o b j e c t . F o u r p o i n t s a re g iv e n f o r e a c h common dynam ic (m o b ile, f u n c t i o n in g ) o b j e c t . Seven p o in ts a r e g iv e n f o r e ach uncommon, s t a t i c o b j e c t . Ten p o i n t s a re g iv e n f o r e a c h uncommon, dynamic o b j e c t . 197 The S u b j e c t 's re s p o n s e to "What (d o e s , i s ) i t (d o , f o r ) ? w i l l d e te rm in e w h e th e r he s e e s i t as a s t a t i c o r dynam ic o b j e c t . E x a m p le s: ’ _ Two p o i n t s P our p o i n t s su n b a to n ( to tw ir l.) 4 d o l l a ir p l a n e ( f l i e s ) s i g n gun ( s h o o ts ) lo o k o u t to w e r c a r o r t r u c k ( r u n s ) window w in d m ill (g o es a ro u n d ) b u i l d i n g m otor f l a g t o o l ( f i x e s t h i n g s ) house b i c y c le swimming p o o l p e rs o n (w a lk s) p a t i o m e rry -g o -ro u n d y a rd f e r r i s w heel c r o s s t r a f f i c l i g h t ( t e l l s you t r e e when t o go) flo w e r anim al ( r u n s ) tu n n e l ro c k e t a rc h sw ing f a n ( c o o ls you) te le p h o n e p o le m ailb o x h e l i c o p t e r f l a g p o le k i t e ( f l i e s ) road toy (m oves) s c a re c ro w w heelbarro w ( c a r r i e s d i r t ) f a c e drum (makes so u n d ) g o a l p o s t s p i d e r u m b r e lla d iv in g b o a rd (g o es up and b a r b e l l s down) p i c t u r e ro b o t (w a lk s) l o l l i p o p w heels (go) s t e p s c h a i r bed ra d io o r TV t a b l e p ip e Ten p o i n t s m icrophone flam e t h r o w e r • s p e a k e r cro p d u s t e r ( s p r e a d s p o is o n ) h e l i c o p t e r la n d in g p la c e Seven p o i n t s ( l i t t l e men h id e i n h o le s and go down t h e p o l e s ) h ig h jump c h u rn g a rd e n lo u n g e c ro q u e t s t i c k ( h i t s b a l l s ) t e n n i s c o u r t s p r i n k l e r (w a te r o r c h a r d s ) 198 Seven p o i n ts Ten p o i n t s to te m p o le b a s e b a l l diamond s t a t u e sta d iu m t e n t an im al cage w a te r p ip e f i r e p lu g w e in e r on a s t i c k b o x in g r i n g f i s h p o le and r e e l s t r e e t sw eep er p a i n t r o l l e r p r i n t i n g p r e s s o c to p u s pumps (pump w a te r ) b o a t o a rs (move w a te r) f o r k l i f t E l a b o r a t i o n - P e rfo rm a n ce (EP) The e l a b o r a t i o n f a c t o r i s r e p r e s e n te d by t h e amount o f i n f o r m a tio n o r d e t a i l p ro d u ce d i n th e s i t u a t i o n s , u n d e r PP, w hich i s i n e x c e s s o f t h e b a s i c f e a t u r e s d e m o n s tra te d on th e Pace p i c t u r e . Two p o i n t s a re g iv e n f o r e a c h p i e c e p la c e d i n F P -I and F P - I I , e x c lu d in g b a s i c e y e s , n o se , and m outh. P ie c e s w hich e l a b o r a t e on t h e s e b a s i c f e a t u r e s , su c h as p u p i l s , n o s t r i l s o r to n g u e , a re sc o re d as e l a b o r a t i o n . I n F P - I I I , s c o r e two p o i n t s f o r e ac h f e a t u r e o r d e t a i l beyond th e b a s ic f e a t u r e s . Ten p o i n t s maximum i s p o s s i b l e f o r e a c h o f th e t h r e e s i t u a t i o n s . EP Maximum S c o re : 30 p o i n t s The m easure o f r e d e f i n i t i o n i n t h i s t e s t i s th e d e g re e to w hich t h e S u b je c t i s a b le to d i s c o v e r h id d e n an im al f i g u r e s i n an o u td o o r s c e n e . D u rin g t h e t e s t a d m i n i s t r a t i o n th e E xam iner checks th e box i n t h e t e s t re c o r d fo rm n e x t to t h e ite m named by th e S u b j e c t . The E xam iner sh o u ld become f a m i l i a r w ith b o th th e p i c t u r e l o c a t i o n and th e t e s t r e c o r d l o c a t i o n o f each s c o r a b le R e d e f i n i t i o n - P e rfo rm a n ce (RP) 7 199 f i g u r e . T h is s h o u ld be done b e fo re a d m i n i s t e r i n g t h e t e s t s i n c e c r e d i t i s g iv e n f o r l o c a t i o n o f each f i g u r e e v en i f i t i s misnamed o r p o in te d o u t . I f t h e r e i s any q u e s t io n ab o u t r e c o g n i t i o n o f t h e f i g u r e i t i s p e r m i s s i b l e to ask th e S u b je c t t o t r a c e t h e o u t l i n e w i t h h i s f i n g e r . P o i n t v a lu e s a re i n d ic a t e d i n th e t e s t r e c o r d fo rm . HP Maximum S c o r e : 30 p o i n ts P a r t s L i s t E nvelope #1 1 -w hole p a p e r s a c k 2 - h a l f p a p e r sa c k s 1-14 " s t r i n g 2 -7 " s t r i n g s 1 - i c e cream s t i c k 2 - h a l f s t i c k s E n velope #2 1 -6 4 " D. la r g e t a n f e l t c i r c l e 6 -li" D. f e l t lo o p s (2 e a c h o f re d ., b l u e , brown) 6 - l|-" D. f e l t c i r c l e s ( 2 e a c h o f r e d ,b lu e ,b r o w n ) 6 -1 " f e l t t r i a n g l e s (2 each o f r e d ,b lu e ,b r o w n ) 6 -1 " D. f e l t h a l f c i r c l e s (2 e a c h o f r e d , b lu e , brown) 24 b e ad s (6 e ach o f 4 d i f f e r e n t s h a p e s ) E nvelope #3 3 an im al s i l h o u e t t e s c a t b i r d b e a r E nv elo p e #4 ( s e p a r a te ) 2 o z . s o f t cla^r T in k e r to y p ie c e s 6 -ro u n d s 2 - c y l i n d e r s 4 - r e d s t i c k s 3 - f l a t g r e e n p l a s t i c p ie c e s 4 - b lu e s t i c k s 4 -y e llo w s t i c k s 8 -o ra n g e s t i c k s Name CITOC RECORD FORM Sex A ddress P a r e n t ’s Name Grade School D i s t r i c t Y ear Month Day D ate T este d V e rb a l T e s ts Raw S caled S co re Score D ate o f B ir th PF Age FV XV OV A EV V e rb al Score RV P erform ance S co re V e rb a l S co re T o ta l Score P e rfo rm a n ce T e s ts PP NOTES FP XP OP EP RP P e rfo rm a n ce S co re E xam iner 200 201 SENSITIVITY TO PROBLEMS - VERBAL (PV) P a r t A P a r t B ( 1 ) . (2) . (3) . W . (5 ) , (6 ) . (7) , (8 ) (9) ( 10) P a r t A T o ta l P o i n t s ______ P a r t B T o t a l P o i n t s ____ ( l p o i n t each a p p r o p r i a te (2 p o i n t s each re s p o n s e ) a p p r o p r i a t e r e s p o n s e ) P o in t S c o re : ( T o ta l P o i n t s A * B) 202 FLUENCY VERBAL (FV) FLEXIBILITY VERBAL (XV) P a r t A P a r t B I n d i c a t e 1 1 tim e l i m i t I I I (1) (2) D ) (4 ) (5 ) (6 ) (7 ) (8 ) (9 ) (10) (1 ) (2 ) O ) w (5 ) (6 ) (7) (8 ) (9) (10) FLUENCY VERBAL (FV) (C o n tin u e d ) P a r t A I n d i c a t e 1 ' tim e l i m i t 2 0 3 FLEXIBILITY VERBAL (XV) (C o n tin u e d ) P a r t B (1 ) (2 ) O ) (*) . (5 ) (6 ) (7 ) (8 ) (9) (10) FV S c o re : XV S c o re : r e d e f in it io n verbal ( r v) s c o r e : ________ ORIGINALITY - VERBAL (OV) OV-I _____________________________________________________ O V -II (1 ) _____________________________________________________ (2)_____________________________________________________ O V -III _____________________________________________________ OV-IV _____________________________________________________ ov-v OV S c o re : 2 0 4 ELABORATION - VERBAL (EV) (1). ( 2 ). (3 ). ( 4 ). (5 ). (6 ). (7). (8 ). (9 ). (10). (11). (12). (13). (14). (13). ( 16). EV S c o re : p o i n t s e a c h ) SENSITIVITY TO PROBLEMS - PERFORMANCE (PP) Check D e f e c ts I d e n t i f i e d P P -I Eye e a r c h e s t l e g t a i l PP S c o re : P P - I I e x h a u s t d r i v e r w heel h e a d l i g h t d o o r P P - I I I hand h e lm et shoe elbow s h o u ld e r (2 p o i n t s e a c h check) 205 FLUENCY - PERFORMANCE (F P ) Show sh ap e and l o c a t i o n o f a l l p ie c e s i n co m p leted f a c e s . F P - I F P - I I F P - I I I F P - I I I S co re F P - I I S co re F P - I S co re (No. o f p i e c e s (No. o f p i e c e s (No. o f f e a t u r e s i n d i p la c e d w i t h i n p la c e d w i t h i n c a te d w i t h i n 6 0 " a f t e r 6 0 ") 6 0 ” ) p la c e m e n t o f f i r s t p ie c e .- - A d d 5 p o i n t s f o r f o r m a tio n o f a r e f e r e n c e f a c e .) FLEXIBILITY - PERFORMANCE (XP) L i s t u se o f each f e l t and bead p ie c e i n F P - I and F P - I I F i r s t Use A d d itio n a l Uses F i r s t Use A d d itio n a l Uses A o Q ® © o c m No. A d d itio n a l Uses I ______ No. A d d i t io n a l U ses I I XP S c o re : ________ (5 p o i n t s f o r e ac h u s e I + I I ) 2 0 6 ELABORATION - PERFORMANCE (EP) No. o f p i e c e s p la c e d on FP a f t e r b a s i c f e a t u r e s c o m p le te d . I ___________ p i e c e s I I ____________ p i e c e s I I I ____________ p i e c e s EP S c o re : (2 p o i n t s f o r each p ie c e I + I I + I I I ) ORIGINALITY - PERFORMANCE (QP) 2 OP-I (3 o p - i i o O P -III OP S c o re : _______________ ( T o ta l p o i n t s I + I I + I I I ) 207 REDEFINITION - PERFORM ANCE (HP) Check f ig u re s lo c a te d . boy 2nd. b ird Landscape d e t a i l (Rocks, Shrubs, e t c .) s t e e r dog c a lf tr e e t u r t l e cat horse r o o s te r owl s q u ir r e l Pig s q u ir r e l duck ra b b its d ee r 1s t . b ird bobcat T o ta l p o in ts Column I _____ T o ta l p o in ts Column I I (one p o in t each) (two p o in ts each) RP Score ________ (T otal p o in ts I + I I )
Linked assets
University of Southern California Dissertations and Theses
Conceptually similar
PDF
A Measurement Of Social Maturity For The Educable Mentally Retarded High School Student
PDF
An Empirical Investigation Of F-Test Bias, Disproportionality, And Mode Of Analysis Of Variance
PDF
Effects Of Success And Failure On Impulsivity And Distractibility Of Three Types Of Educationally Handicapped Children
PDF
The Effects Of Two Types Of Experimenter Intervention And Schedules Of Reinforcement On Verbal Operant Conditioning Of Affective Self-References
PDF
Confirmation Of Expectancy And Changes In Teachers' Evaluations Of Student Behaviors
PDF
A Four-Year Follow-Up Of Educationally Disadvantaged Preschool Children, Analyzing Home Environment Variables Facilitating Achievement
PDF
Placement Characteristics Of Educable Mentally Retarded And Educationallyhandicapped Children: A Multi-Statistical Approach
PDF
An Analysis Of The Selection Criteria For Assignment Of Students To Advanced Placement Classes In The Los Angeles Unified School District
PDF
The Modification Of Maladaptive Behavior Of A Class Of Educationally Handicapped Children By Operant Conditioning Techniques
PDF
A Factor Analytic Study Of Tests Designed To Measure Reading Ability
PDF
Transfer Of The Partial Reinforcement Extinction Effect Across Tasks In Normal And Retarded Boys
PDF
The Relative Efficiency Of Prompting And Confirmation Learning Paradigms
PDF
The Relation Of Sense Of Humor To Creativity, Intelligence, And Achievement
PDF
Prediction Of First Grade Reading Achievement From Selected Structure-Of-Intellect Factors
PDF
A Paradigm For The Implementation Of Accountability Measures In Bilingualeducation
PDF
The Role Of Self-Concept In The Expectancy Phenomenon
PDF
The Relationship Of Father-Absence, Socio-Economic Status, And Other Variables To Creative Abilities In Fifth-Grade Boys
PDF
A Semantic Differential Investigation Of Significant Attitudinal Factors Related To Three Levels Of Academic Achievement Of Seventh Grade Students
PDF
An Individual Testing Approach To Assess Creative Abilities
PDF
An Experimental Study Of The Degree Of Affective Response Elicited By Several Mediated And Nonmediated Instructional Methods
Asset Metadata
Creator
Burns, Marilyn Jones
(author)
Core Title
Selected Characteristics Of A Children'S Individual Test Of Creativity
Degree
Doctor of Philosophy
Degree Program
Educational Psychology
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education, educational psychology,OAI-PMH Harvest
Language
English
Contributor
Digitized by ProQuest
(provenance)
Advisor
Metfessel, Newton S. (
committee chair
), McDevitt, Ronald (
committee member
), McIntrye, Robert B. (
committee member
)
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c18-709549
Unique identifier
UC11361769
Identifier
6919362.pdf (filename),usctheses-c18-709549 (legacy record id)
Legacy Identifier
6919362.pdf
Dmrecord
709549
Document Type
Dissertation
Rights
Burns, Marilyn Jones
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA
Tags
education, educational psychology