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Attempts to predict intelligent behavior: III. The relative importance of divergent and convergent production
Author(s) -
HELLESNES TORE,
RAAHEIM KJELL,
BENGTSSON GØRAN
Publication year - 1982
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/j.1467-9450.1982.tb00439.x
Subject(s) - psychology , test (biology) , production (economics) , convergent validity , intelligence quotient , convergent thinking , developmental psychology , achievement test , convergent evolution , field (mathematics) , divergent thinking , social psychology , cognitive psychology , psychometrics , cognition , standardized test , mathematics education , mathematics , creativity , ecology , creative thinking , phylogenetics , internal consistency , macroeconomics , chemistry , biology , biochemistry , neuroscience , pure mathematics , economics , gene
Scores on a test built on Raaheim's (1974) theory of problem solving and intelligence (the Family Test, Part I) were correlated with scores of divergent and convergent production within the same ideational area (the Family Test, Parts II and III). The results indicate that both divergent and convergent production contribute to the solution of the problem‐solving tasks. To expand the findings to a broader field of intelligence research scores on the tests of divergent and convergent production were correlated with school achievement. Multiple correlations of 0.61 (males) and 0.67 (females) were found between school achievement and the two tests. Comparisons of groups with scores above and below the means of the two tests show that school achievement depends on the combination of divergent and convergent production, suggesting that, although the two types of production reflect two different aspects of intellectual activity, as a rule they work together in the process of intelligent adjustment.