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The Measurement and Properties of Divergent Thinking Ability as a Single Compound Entity
G. M. Seddon
Journal of Educational Measurement
Vol. 20, No. 4 (Winter, 1983), pp. 393-402
Published by: National Council on Measurement in Education
Stable URL: http://www.jstor.org/stable/1434955
Page Count: 10
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The paper describes a method of deriving two alternative measures of divergent thinking ability as a single albeit compound entity from the responses students give to the open-ended questions that are traditionally used in tests of divergent thinking ability. The measures are justified theoretically in terms of the mathematical properties the measures must have to comply with the way in which divergent thinking ability is defined in terms of fluency, flexibility, and originality. In a subsequent empirical investigation, these measures of divergent thinking ability were found to be psychologically distinct from three measures of convergent thinking ability. They also have an underlying trait common to different questions that are used to measure divergent thinking ability.
Journal of Educational Measurement © 1983 National Council on Measurement in Education