Convergence-Divergence and the Learning of Concrete and Abstract Sentences.

Sacks, H. V.; Eysenck, Michael W.

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Peer reviewed

ERIC Number: EJ163555

Record Type: CIJE

Publication Date: 1977

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Convergence-Divergence and the Learning of Concrete and Abstract Sentences

Sacks, H. V.; Eysenck, Michael W.

British Journal of Psychology, 68 pt2, 215-21, May 77

School pupils (mean age 17 years) were classified as convergers or divergers on the basis of their performance on the AH5 Intelligence Test and the Uses of Objects test. They were presented with a set of concrete and abstract sentences, followed immediately by a forced-choice recognition test. Considered the interaction between abstractness-concreteness and convergence-divergence. (Editor/RK)

Descriptors: Convergent Thinking, Data Analysis, Divergent Thinking, Flow Charts, Learning Processes, Measurement Instruments, Psychological Studies, Research Methodology, Sentences, Tables (Data)

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