A variety of fluency-oriented divergent thinking tasks, evaluation-type problem-solving tasks, and the Coopersmith Self-esteem Inventory were administered to 192 black and Puerto Rican children in Grades 4, 5, and 6 from a low-income area of New York City. There was little relationship between fluency and self-esteem, and all children appeared to have great difficulty with tasks involving skills of evaluation. Results were discussed in terms of the effects of an evaluation-oriented environment.
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