Incentive Effects in Children's Creativity

Ward, William C.; Kogan, Nathan; Pankove, Ethel

doi:10.2307/1127565

Cited by 28 publications

(9 citation statements)

References 3 publications

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“…The results provide good support for the convergent and discriminant validity of the creativity measures and are in general agreement with those reported by others who have studied creativity in young children (e.g. Singer and Whiton, 1971;Ward et al, 1972). For example, the Uses fiuency and Patterns fluency scores correlated quite substantially (r = 0-66, p < 0-001); while Uses originality and Pattern originality correlated moderately (r = 0-29,/> < 0-05).…”

Section: As Shown Insupporting

confidence: 89%

Imaginary Companions in Young Children: Relationships With Intelligence, Creativity and Waiting Ability*

Manosevttz

Fling

Prentice

1977

Child Psychology Psychiatry

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SUMMARY Previous investigators have identified several intellective and personality variables thought to be related to imaginary companion phenomena in young children. In the current study, the presence or absence of imaginary companions was assessed and related to intelligence, several creativity measures, and waiting ability in 84 preschool children comprised equally of boys and girls. No significant differences were found for these major variables between those children who had imaginary companions and those who did not. The findings arc compared with previous descriptive, and empirical literature on imaginary companions. Directions for future research on imaginary companion phenomena are briefly discussed.

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Section: As Shown Insupporting

confidence: 89%

Imaginary Companions in Young Children: Relationships With Intelligence, Creativity and Waiting Ability*

Manosevttz

Fling

Prentice

1977

Child Psychology Psychiatry

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“…Aside~rom the lack of substantial relation between the convergent and divergent creativity measures, this c~nclusion is supported by the high correlations between the two parts o~the Remote Associates (Mednick, 1962;Mendelsohn & Griswold, 1966) while still correlating substantially with IQ (Laughlin, 1967). Thus, the only conclusion that can be made with certainty from the present results 1s that, in these subjects} the convergent measure of creativity depends on processes more complicated than simply the size of the subject's associative Ward, Kogan, and Pankove, 1971). The present results, along with data presented by Ward (1971), suggest that a group testing situation in which time limits are ample and evaluational cues are minimized is adequate for creativity assessment.…”

Section: Discussionsupporting

confidence: 60%

Convergent and Divergent Measurement of Creativity in Children

Ward

1971

ETS Research Bulletin Series

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Fourth through sixth grade children were given two kinds of creativity measures–divergent measures in which the child named all the ideas he could that met a simple requirement, and convergent measures, adaptations of Mednick's Remote Associates Test, in which he attempted to find one word which was associatively related to each of three others. Divergent and convergent measures shared little variance, and the latter were strongly correlated with IQ and achievement. Moreover, convergent items requiring production of the correct association were strongly related to items requiring only recognition. It was argued that in children Remote Associates performance depends on evaluative abilities rather than the size of the associative repertoire.

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“…For example, the mean productivity difference between the Wallach-Kogan (1965) middle-class fifth-graders and the 'iVallach-Wing (1969) college freshmen favored the latter sample, but the discrepancy was considerably larger for verbal than figural items. Also of interest is evidence indicating that the Black disadvantaged fifth-graders studied by Ward, Kogan, and Pankove (1970) were less productive than their middle-class age counterparts on verbal items, but somewhat more productive on Figural items. It is possible that a task such as alternate uses favors the richer experiential repertoires of older and middle-cla.ss subjects, whereas figural tasks have more to do with the organization and accessibility of repertoires.…”

Section: Discussionmentioning

confidence: 99%

Creative Ability over a Five-Year Span

Kogan¹,

Pankove²

1972

Child Development

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. This content downloaded from 137.52.76.Creative Ability over a Five-Year Span. CHILD DEVELOPMENT, 1972, 43, 427-442. Fifth-grade middle-class children whose levels of associative creativity had been assessed with the Wallach-Kogan tasks were retested on identical and similar tasks 5 years later in tenth grade. In the smaller of 2 school systems employed in the research, tenth-grade creativity data were obtained by an individual examiner; in the larger system, group administration was employed. Substantial stability in ideational productivity and uniqueness scores over a 5-year period was observed for males in the setting of group administration and for females in the context of individual testing. Creativity and IQ, which were unrelated at fifth-grade level, remained unrelated for females at tenth grade but became positively correlated for males. Multiple regression analysis indicated that fifth-and tenth-grade creativity and fifth-grade IQ accounted for approximately half of the variance in extracurricular activities in the CHILD DEVELOPMENT smaller school system. Predictability was considerably poorer in the larger school system. A possible interpretation of the differential predictability across school systems is offered. InModes of Thinking in Young Children, Wallach and Kogan (1965) demonstrated the essential independence of traditional intelligence measures from indices of associative creativity when the latter are assessed in a gamelike, nonevaluative context. Since the publication of that volume, a number of partial replications have appeared (e.g., Cropley & Maslany 1969; Pankove & Kogan 1968; Wallach & Wing 1969; Ward 1968), all supporting the original Wallach-Kogan conclusions concerning the creativity-intelligence distinction. It should be noted that the Wallach-Kogan research was based on a sample of American fifth-graders-children approximately 10-11 years of age. The partial replications cited above have extended the age generalizability of the observed creativity-intelligence distinction both downward and upward in age. The effects appear to be quite similar in nature from kindergarten through university levels. Furthermore, the effects seem to be generalizable across differences in social class (Ward, Kogan, & Pankove 1972). All of the foregoing research has been cross-sectional. The present investigation represents a first attempt to examine the long-term longitudinal stability of associative creativity when assessed with the Wallach-Kogan tasks.1 A subsample of the fifth-grade children studied by Pankove and Kogan (1968) was reexamined 5 years later in the tenth grade. Explored, in addition, were the relative independence of creativity and intelligence over the ...

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Incentive Effects in Children's Creativity

Cited by 28 publications

References 3 publications

Imaginary Companions in Young Children: Relationships With Intelligence, Creativity and Waiting Ability*

Imaginary Companions in Young Children: Relationships With Intelligence, Creativity and Waiting Ability*

Convergent and Divergent Measurement of Creativity in Children

Creative Ability over a Five-Year Span

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