Divergent thinking abilities--a validation study.

Verbal reasoning and semantic divergent thinking scores together with assessments of conventional and creative English attainment were gained for 331 10-year-old children . A factor analysis demonstrated a separation of the ability and attainment measures . A zonal analysis showed that highly divergent children gained better scores on the creative attainment criterion than did highly convergent children . The threshold hypothesis was tested by relating convergent and divergent thinking at different levels of VRQ, and was rejected . Evidence concerning construct and academic validity is discussed .