Problem solving and personality characteristics related to differing levels of intelligence and ideational fluency

John C. Houtz; Robert Denmark; Sylvia Rosenfield; Toby J. Tetenbaum

doi:10.1016/0361-476X(80)90032-6

Problem solving and personality characteristics related to differing levels of intelligence and ideational fluency

John C. Houtz, Robert Denmark, Sylvia Rosenfield, Toby J. Tetenbaum

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	118-123
Number of pages	6
Journal	Contemporary Educational Psychology
Volume	5
Issue number	2
DOIs	https://doi.org/10.1016/0361-476X(80)90032-6
State	Published - Apr 1980
Externally published	Yes

All Science Journal Classification (ASJC) codes

Education
Developmental and Educational Psychology

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10.1016/0361-476X(80)90032-6

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abstract = "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.",

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AU - Rosenfield, Sylvia

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AB - 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.

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Problem solving and personality characteristics related to differing levels of intelligence and ideational fluency

Abstract

All Science Journal Classification (ASJC) codes

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