Multiple Achievement Battery and Repeated Measurements

A Postscript to Three Studies on Creative Thinking

Dados Bibliográficos

ID13670519
AutoresKaoru Yamamoto (0000-0002-5760-0117, Kent State University, autor correspondente)
Ano1965
Volume16
Fascículo2
Páginas367-375
Data de publicação1965-04-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPsychological Reports (JOURNAL)
Identificadores do periódicoISSN: 0033-2941 • E-ISSN: 1558-691X
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1965.16.2.367
PMID14285828
OpenAlexW1998796155
IdiomaEN
Citações recebidas2
Referências citadas12

The data from the author's three earlier studies on the interrelationships among creative thinking, intelligence, and school achievement among secondary and elementary students were re-analyzed. The assumption in the earlier reports of statistical independence among subtest scores on multiple achievement batteries was questioned in the present paper and, thus, the data were treated as repeated measurements. In three out of four analyses involved, the original findings were upheld even when the assumption of dependence was applied. Implications of the findings for both research in creative thinking and psychological measurement in general were discussed

Creative thinking · Creativity · Developmental psychology · Independence (probability theory · Mathematics education · Need for achievement · Statistics · Cognitive and developmental aspects of mathematical skills · Creativity in Education and Neuroscience · Mathematics · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology