A total of 1,063 monolingual and bilingual Chinese and Malayan children in the third, fourth, and fifth grades of Singapore schools were administered Figural Form A of the Torrance Test of Creative Thinking. The test booklets were translated into the native languages of the subjects and all instructions were given in the language of instruction of the school (Chinese, Malayan, or English). Fluency, flexibility, and elaboration were scored according to the standard guides for scoring all versions of this form of the test. A guide for scoring originality was based upon data from the Singapore culture according to the same general principles as was used in developing the originality scoring guide for the United States version of the test. The overall results show that the monolinguals excel the bilinguals on fluency and flexibility (p < .01) but that the direction of the trend is reversed for originality and elaboration. The overall difference for elaboration is significant at about the .05 level but is not significant for originality. If corrections are made for number of responses, the trend toward the superiority of the bilinguals over the monolinguals on originality and elaboration becomes stronger.
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