Premium
Convergent—divergent thinking and arts—science orientation
Author(s) -
LloydBostock Sally M. A.
Publication year - 1979
Publication title -
british journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.536
H-Index - 92
eISSN - 2044-8295
pISSN - 0007-1269
DOI - 10.1111/j.2044-8295.1979.tb02154.x
Subject(s) - psychology , preference , the arts , convergence (economics) , divergence (linguistics) , dimension (graph theory) , divergent thinking , social psychology , orientation (vector space) , sample (material) , developmental psychology , cognitive psychology , creativity , statistics , linguistics , philosophy , geometry , mathematics , chemistry , chromatography , political science , pure mathematics , law , economics , economic growth
The relationship between divergent thinking, intelligence, and arts and science orientation was investigated in a sample of 310 unspecialized, mixed‐ability, third‐year pupils (142 boys, 168 girls), with reference to the converger‐diverger dimension. A factor for verbal divergent thinking, orthogonal to an intelligence factor, correlated significantly positively ( P < 0·001) with arts but not science orientation for both sexes. In regression, arts orientation was predicted from verbal tests (convergent and divergent) and science from non‐verbal. Analyses using convergent‐divergent bias scores indicated that these confounded two sources of variance (verbal‐non‐verbal mode and open‐ closed‐endedness) and the notion of convergence‐divergence as a dimension contrasting preference for open‐ended versus closed‐ended tests was not supported.