This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.
Get full access to this article
View all access options for this article.
References
1.
BirkmeyerF. (1964) The relationship between the Coloured Progressive Matrices and individual intelligence tests. Psychology in the Schools, 1, 309–312.
2.
BudoffM.CormanL. (1976) Effectiveness of a learning potential procedure in improving problem-solving skills of retarded and non-retarded children. American Journal of Mental Deficiency, 81, 260–264.
3.
EsquivelG. B. (1985a) Coloured Progressive Matrices. In KeiperD. J.SweetlandR. C. (Eds.), Test critiques. Vol I. Kansas City, MO: Test Corporation of America. Pp. 206–213.
4.
EsquivelG. B. (1985b) The effects of special classroom placement on the creativity, self-concept, and academic achievement of culturally different gifted children. SABE Journal, 1, 18–25.
5.
GardnerH. (1983) Frames of mind: The theory of multiple intelligences. New York: Basic Books.
6.
MarlandS. P.Jr. (1975) Education of the gifted and talented. (Report to the Congress of the United States by the US Commissioner of Education and Background papers submitted to the US Office of Education) Washington, DC: US Government Printing Office.
7.
RavenJ. C. (1948) The comparative assessment of intellectual ability. British Journal of Psychology, 39, 12–18.
8.
SatoI. S. (1974) The culturally different gifted child: The dawning of his day?Exceptional Children, 40, 572–576.
9.
StallingsJ. (1975) Implementation and child effects of teaching practices in follow through classrooms. Monographs of the Society for Research in Child Development, 40, 1–33.
10.
SternbergR. (1979) The nature of mental abilities. American Psychologist, 34, 214–230.
