Correlations among measures of cognitive ability, creativity, and academic achievement for gifted minority children.

Full Abstract

This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.

Author information

Author/s: Esquivel, G B (GB); Lopez, E (E);

Affiliation: Graduate School of Education, Division of Psychological and Educational Services, Fordham University, New York, NY 10023.

Journal and publication information

Publication Type: Journal Article

Journal: Perceptual and motor skills (Percept Mot Skills), published in UNITED STATES. (Language: eng)

Reference: 1988-Oct; vol 67 (issue 2) : pp 395-8

Dates: Created 1989/02/28; Completed 1989/02/28; Revised 2004/11/17;

PMID: 3217184, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article
(including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.