You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Original Thinking in Preschool Children
James D. Moran III, Roberta M. Milgram, Janet K. Sawyers and Victoria R. Fu
Vol. 54, No. 4 (Aug., 1983), pp. 921-926
Stable URL: http://www.jstor.org/stable/1129896
Page Count: 6
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
3 sets of findings demonstrated that the Guilford-Mednick conceptualization of original thinking is applicable to preschool (N = 47, mean age 4-6) as well as to older children. Original thinking as measured by the Wallach and Kogan Creativity Battery was shown to be distinct from intelligence as measured by the Wechsler Preschool and Primary Scale of Intelligence. Quantity of ideational output was related to its originality. A stronger order effect, that is, popular responses occurring earlier and original responses later in the response sequence, was evidenced for high than for low original subjects.
Child Development © 1983 Society for Research in Child Development