Sage Journals: Discover world-class research

Abstract

The present study investigated the cognitive style and creative processes of 42 learning disabled and 44 nondisabled students. Subjects were randomly selected and administered the Matching Familiar Figures Test and the Torrance Test of Creative Thinking. A chi-squared analysis suggested a significant difference between the cognitive styles of the two groups of children. Multivariate analysis of variance indicated no significant differences in creativity between learning disabled and nondisabled students, or between reflective and impulsive individuals. Correlational analyses suggested that errors and latencies on the Matching Familiar Figures Test were not significantly related to the creative abilities of either learning disabled or nondisabled children. Theoretical and educational implications of results were discussed.

Get full access to this article

View all access options for this article.

References

Barr

Goodnight

Sall

Helwig

Statistical analysis system. Raleigh, N.C.: SAS Institute, 1979. Pp. 245–263.

Carlson

Using the creative strengths of a learning disabled child to increase evaluative effort and academic achievement. Dissertation Abstracts, 1974, 35, 5962–5963A.

Covington

Some experimental evidence on teaching for creative understanding. Reading Teacher, 1967, 20, 390–396.

Epstein

Hallahan

Kauffman

Implications of the reflectivity-impulsivity dimension for special education. Journal of Special Education, 1975, 9, 11–25.

Everitt

The analysis of contingency tables. London: Chapman-Hall, 1977. Pp. 16–20.

Kagan

Impulsive and reflective children: Significance of conceptual tempo. In Krumboltz

(Ed.), Learning and the educational process. Chicago: Rand McNally, 1965. Pp. 133–161.

Kagan

Reflection-impulsivity: The generality and dynamics of conceptual tempo. Journal of Abnormal Psychology, 1966, 71, 17–24.

Kagan

Pearson

Welch

The modifiability of an impulsive tempo. Journal of Educational Psychology, 1966, 57, 359–365.

Kagan

Rosman

Day

Albert

Phillips

Information processing in the child: Significance of analytic and reflective attitudes. Psychological Monographs, 1964, 78, No. 1 (Whole No. 578).

10.

Keogh

Hyperactivity and learning disorders: Review and speculation. Exceptional Children, 1971, 38, 101–109.

11.

Keogh

Donlon

Field dependence, impulsivity and learning disabilities. Journal of Learning Disabilities, 1972, 5, 331–336.

12.

Mann

Differences between reflective and impulsive children in tempo and quality of decision making. Child Development, 1973, 44, 274–279.

13.

Messer

The effect of anxiety over intellectual performance on reflection-impulsivity in children. Child Development, 1970, 41, 723–735.

14.

Miller

The effectiveness of training on creative thinking abilities of third-grade children. Dissertation Abstracts, 1974, 35, 7032A.

15.

Neussle

Reflectivity as an influence on focusing behavior of children. Journal of Experimental Child Psychology, 1972, 14, 265–276.

16.

Pollack

Tuffli

Creativity in the severely retarded. Journal of Creative Behavior, 1973, 7, 67–72.

17.

Siegelman

Reflective and impulsive observing behavior. Child Development, 1969, 40, 1213–1222.

18.

Torrance

Torrance Test of Creative Thinking. Lexington, Mass.: Personnel Press, 1966. (a).

19.

Torrance

Torrance Test of Creative Thinking: Directions manual and scoring guide, Booklet A. Lexington, Mass.: Personnel Press, 1966. (b).

20.

Uno

Gargiulo

Sears

Mauter

Rowe

Creativity in developmentally disabled adolescents. Psychological Reports, 1977, 40, 1207–1212.

21.

Wallach

Creativity. In Mussen

(Ed.), Carmichael's ‘Manual of child psychology.’ Vol. 1. New York: Wiley, 1970. Pp. 1211–1272.

22.

Weiner

Berzonsky

Development of selective attention in reflective and impulsive children. Child Development, 1975, 46, 545–549.

Creativity and Cognitive Style in Learning Disabled and Nondisabled School Age Children

Abstract

Get full access to this article

References