Multiple Achievement Battery and Repeated Measurements

A Postscript to Three Studies on Creative Thinking

Bibliographic Data

ID13670519
AuthorsKaoru Yamamoto (0000-0002-5760-0117, Kent State University, corresponding author)
Year1965
Volume16
Issue2
Pages367-375
Publication date1965-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1965.16.2.367
PMID14285828
OpenAlexW1998796155
LanguageEN
Citations received2
References cited12

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