Abstract
This study was designed to determine on which of 18 creativity factors a group of 60 intellectually bright students in regular fifth grade classes would differ from a group of intellectually normal Ss (matched on sex, race, socio-economic position, school, and classroom setting) when variables of possible influence were either not controlled or were covaried in different ways. Eight Guilford-type tests were used to assess factors of creativity. Without statistical control, the gifted exceeded significantly the normals on 8 of 14 verbal factors but on none of the non-verbal dimensions. When different variables were controlled singly and in combination, significant differences appeared on the dependent variables. Separate correlations for gifted and normal Ss indicated differences in the way intelligence and achievement related to creativity factors for the groups.
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