The Relationship Between Intelligence, Creativity, and Length of Time for Placement in Classrooms for the Educable Retarded

Author

John H. Basham Jr., Fort Hays State University

Document Type

Thesis - campus only access

DOI

10.58809/YVZC7195

Date of Award

Spring 1983

Degree Name

Master of Science (MS)

Department

Psychology

Advisor

James Ryabik

Abstract

This study investigated the relationship of Originality, Fluency, Flexibility, and Elaboration as measured by the Torrance Test of Creative Thinking to scores taken from the WISC-R’s of 40 EMR students. The Torrance scores of students placed in EMR programs early in their school career were compared to the scores of students at the same grade levels who were placed late in EMR programs. Students placed in EMR programs later in their school careers scored slightly higher on the Torrance than students placed in EMR programs early. However, this difference was not significant. No relationship was found between teacher scores on the Torrance and the mean scores of their respective classes. Scores for creativity were unrelated to scores for intelligence.

Comments

For questions contact ScholarsRepository@fhsu.edu

Recommended Citation

Basham, John H. Jr., "The Relationship Between Intelligence, Creativity, and Length of Time for Placement in Classrooms for the Educable Retarded" (1983). Master's Theses. 1872.
DOI: 10.58809/YVZC7195
Available at: https://scholars.fhsu.edu/theses/1872

Rights

© 1983 John H. Basham, Jr.