Discussed are the relationship between learning and divergent production and implications for the development of academic abilities. (Author/JYC)

Authors investigated the relationship of neuroticism between divergers and convergers in a study of the cognitive and affective characteristics of university undergraduates. (RK)

The distinction between inductive and deductive forms of argument, as proposed by G. W. Ziegelmueller and C. A. Dause, is the focus of this paper. The first part of the paper reviews several grounds for distinguishing induction from deduction and explains that neither the traditional distinctions--those based on particular or universal premises,…

The author argues for an expanded notion of intellectual giftedness which would take into account a person's ability to deal with nonentrenched (unusual or strange) tasks and concepts. This conception of intelligence is seen to be closer to that of creativity. Measurement problems are cited. (CL)

Examined the relationship between multiple forms of solitary play (solitary-active, solitary-passive, reticence) and convergent and divergent thinking in preschool children. Found that reticent behavior was more strongly negatively associated with convergent and divergent thinking than either solitary-active or solitary-passive play, whereas…

Examines alternative views of creativity. Considers creativity as a function that is structured linearly. Discusses creativity research that obviates meaning implied in the ways in which one accounts for experience. Notes that, in the present conception of creativity, traits that exist in combinations influence the production of creative actions.…

Several studies were conducted where subjects were not instructed to imitate models. Subjects viewing models exhibiting complex, flexible, divergent, or creative behavior tended to increase this behavior, while subjects watching rigid or convergent thinking models were less consistent. (Author/BJG)

This Study examined the relationships between certain teacher characteristics and changes manifested by gifted elementary students in convergent and divergent thinking areas. It was assumed that teachers' intellectual ability, personality and personal experience were the most influential variables affecting pupil growth. Conclusions showed that…

Intuitive thinking greatly enhances life and is a valuable supplement to the objective, analytical mode of thinking. Focus throughout the educational process is on the use of analytical thought processes. Often children with exceptional creative abilities have been penalized for their abilities and labelled troublemakers. (PHR)

An explanation and elaboration of existing theory on interaction, this article describes a point of convergence between Parsons' Voluntaristic Theory of Action and Blumer's conceptualization of Symbolic Interactionism and develops specific problems of divergence in these normative and interpretive models of interaction. (JC)

Behaviors that characterize play with convergent and divergent materials and the effects of play on convergent and divergent problem solving were examined in this study. Seventy-two 3- and 4-year-old children were assigned to one of three conditions: (1) play with convergent materials; (2) play with divergent materials; and (3) non-play control.…

Interrelationships between two motivational variables, test-anxiety and curiosity, and two cognitive variables, convergent and divergent thinking were tested using the measures of convergent and divergent thinking of J. P. Guilford and two self-report true-false scales of test-anxiety and curiosity. (Editor)