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Maximal performance on divergent thinking tests by gifted, talented, and nongifted children
Author(s) -
Runco Mark A.
Publication year - 1986
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198607)23:3<308::aid-pits2310230313>3.0.co;2-v
Subject(s) - fluency , psychology , originality , creativity , developmental psychology , flexibility (engineering) , test (biology) , divergent thinking , perception , task (project management) , cognitive psychology , social psychology , mathematics education , neuroscience , paleontology , statistics , mathematics , management , economics , biology
Explicit instructions to “be creative” often are used to estimate the role of task‐perception in divergent thinking test performance; however, previous research on this topic has employed only nongifted individuals. The present investigation compared gifted ( n = 97), talented ( n = 53), and nongifted ( n = 90) intermediate school children in terms of divergent thinking fluency, flexibility, and originality scores elicted by standard and explicit instructions. Results indicated that the scores of all groups were significantly different in the two instructional conditions. More importantly, there was a significant interaction between this instructional effect and children's level of ability. The explicit instructions enhanced the originality scores of the talented and nongifted children more than those of the gifted children; and the same instructions inhibited the fluency and flexibility scores of the gifted children more than those of the talented and nongifted children. These results have important implications for testing creativity and for our understanding of giftedness.