Tests involving word span, memory for verbal details, memory for visual details, and the Minnesota Tests of Creative Thinking (MTCT) were administered to 63 Ss in grades 4, 5, and 6. IQs were obtained from school records. Only 1 of 8 correlations between IQ and divergent thinking (DT) scores was significant, but 11 of 48 correlations between memory and DT were significant. In stepwise multiple correlation of the memory scores on each DT score, 17 of 19 predictor variables in reduced sets were memory scores. Canonical correlation of the memory and the DT scores yielded an R of .61. Results were interpreted to support the hypothesis that certain memory abilities may play important roles in DT.
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