The Construct Validity of Divergent Scores in the Structure-Of-Intellect Learning Abilities Test

Abstract

This study was conducted to determine the effects that a creativity training program would have on the divergent production subtests of the Structure-of-Intellect Learning Abilities test. These subtests measure the production of units, relations, or transformations. The creativity training was designed to enhance the production of units. A total of 56 college students served as subjects with 27 receiving creativity training and 29 receiving an alternate training. Univariate analyses of covariance showed significant main effects of creativity training on divergent production of symbolic units (F(1, 51) = 10.41, p < .01), on divergent production of figural units (F(1, 51) = 4.69, p < .05), and on divergent production of semantic units (F(1, 51) = 7.57, p < .01). The training was thus inferred to be effective in increasing the production of units but not the production of relations or transformations. The differentiation made between these types of products in the Structure-of-Intellect model was supported.