• Corpus ID: 143273134

Modes of thinking in young children: A study of the creativity-intelligence distinction.

  title={Modes of thinking in young children: A study of the creativity-intelligence distinction.},
  author={Michael A. Wallach and Nathan Kogan},
The twofold aim of the research reported in this book is first, to determine whether solid evidence could be found that would support the validity of a distinction between intelligence and creativity as modes of cognitive activity, and second, if a distinction between these concepts could be given acceptable empirical support, to investigate the possible psychological correlates of individual differences in creativity and intelligence when variations along these two dimensions were considered… 

The Validity of Tests of Creative Thinking in Seven-Year-Old Children

The three authors are students at Claremont Graduate School and Scripps College, Claremont, California. The major problem for the study of creativity in children is the lack of any measure of

Concept Formation and Creativity in Children.

It has become a psychological truism that the kinds of information selected and utilized by the individual are intimately related to success in problem solving and concept formation (Stafford, 1966).

Components of Original Thinking in Gifted Children

The dimensionality of the construct of original thinking was examined by using measures designed to control both for the occurrence of confounding of the construct of originality by that of fluency

Conflicts in the assessment and encouragement of mathematical creativity in schoolchildren

In the course of a study of aspects of mathematical creativity in children aged 11‐12 years [1], a number of potential conflicts between behaviours in mathematics which might be labelled creative and

Commentary: The Development of Creativity--Ability, Motivation, and Potential.

The contributions can be organized in light of an ability × motivation framework, which offers a fruitful way for thinking about the many factors that foster and impede creativity.

Self-Concept as a Function of Intelligence and Creativity in Gifted Israeli Children.

The relationship of creativity and intelligence to self-concept was examined in Israeli children (N = 159) of superior intelligence (mean WISC IQ = 140) across a wide age range (Grades 4–8). The

Creativity, Intelligence, and Problem Solving: a Definition and Design for Cross-Cultural Research and Measurement Related to Giftedness

A new definition of giftedness is proposed based on a review of the constructs of intelligence, creativity, and problem solving. A research design employed in a series of studies of giftedness in

Preschool children's cognitive style and play and implications for creativity

Abstract Little is known about the relationships among cognitive style, play, and creativity. For this reason, the field dependence (FD) and field independence (FJ) of 300 children between the ages