The Reliability and Validity of Ideational Originality in the Divergent Thinking of Academically Gifted and Nongifted Children

Abstract

Divergent thinking tests are probably the most commonly employed measures of creative potential and have demonstrated adequate psychometric properties with many populations. Recently, however, a partial correlation evaluation revealed that the indices drawn from divergent thinking tests are highly redundant. That is, in the nongifted population, ideational “originality” and “flexibility” were seriously confounded by ideational “fluency,” and hence were not reliable indices of divergent thinking. Because the ideation of gifted individuals is qualitatively and quantitatively different from that of nongifted individuals, the present investigation utilized partial correlation procedures in order to compare the reliability of ideational originality in academically gifted and nongifted intermediate school children (N = 225). The results indicated that the divergent thinking interitem and intertest correlations of the gifted children were significantly larger than those of the nongifted children. Still, ideational originality was adequately reliable after fluency was controlled only in the figural (nonverbal) divergent thinking tests.