Two tests of divergent thinking ability, and three tests of convergent thinking ability were administered to 354 eighth graders, categorized as to race (black vs white) and socioeconomic status (high vs low). Consistent with previous studies, and with Rohwer's (1971) theory, neither ethnic nor social-class differences were obtained for the divergent thinking tests; both ethnicity and social class constituted significant sources of variance for the convergent thinking measures, with white and high-status youngsters performing significantly better than black and low-status youngsters on all three convergent thinking measures.
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