Verbal and Ideational Fluency in Superior Tenth Grade Students
نویسنده
چکیده
Among the creative thinking abilities that have been identified by Guilford and others (Guilford, 1957a; Wilson, Guilford, Christensen, & Lewis, 1954), fluency abilities are clearly the most accessible to objective measurement. Dealing as they do only with the quantitative aspect of creative thinking— how many ideas, solutions, and the like can be produced—they are perhaps not as central to the study of creative processes as are such abilities as originality and flexibility, but they represent what is probably the most attainable beachhead for an attack on this difficult domain. The study of fluency has been limited almost entirely to fluency in verbal performance, but the concept of fluency can readily be extended to other kinds of intellectual performance, as has been done by Guilford in his "Structure of Intellect" (1956, 1957b). In the fields of art and design, for instance, fluency would be manifested in the ability to produce many configurations or designs. In mathematics, engineering, and architecture, it would be manifested in facility in producing or applying formal structurings of elements (as in the ability to find many
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