Differences in Creative Thinking of Black and White Deaf Children

Abstract

Fluency, flexibility, originality, and elaboration scores were obtained from Thinking Creatively With Pictures, Form A, given to 233 white and black deaf children in Grades 1, 2, 3, and 4. Fluency scores were not dependent upon race as such but upon grade level as such and in interaction with race. Flexibility scores showed an over-all relation with race and grade level but not with sex. Originality scores were independent of grade level, race, and sex. Elaboration scores were dependent upon race and grade level and upon interaction of race with grade level.