Eighty intellectually gifted fourth, fifth, and sixth graders were given divergent thinking and problem solving tasks and measures of tolerance for ambiguity, locus of control, and self-esteem. Four comparison groups included: (1) higher fluency and higher IQ; (2) higher fluency but lower IQ; (3) lower fluency but higher IQ; and (4) lower fluency and lower IQ. Higher-fluency children were more tolerant of ambiguity, internally oriented, positive in self-esteem, and better problem solvers and school achievers. In agreement with several writers, these results emphasize the consistency which can be found among the cognitive and affective dimensions associated with divergent or creative thinking.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology