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Two tests of creativity (complexity-simplicity preferences, and a true-false personality questionnaire), one test of intelligence (Stanford-Binet IQ) and one achievement test (Stanford Achievement Test, Advanced Battery Partial: KM-3) were administered to 62 high school students. Six 2 × 2 analyses of variance were computed for each achievement subtest, with high and low creativity and high and low IQ as independent variables. It was found that IQ was significant for 5 of the 6 subtests: paragraph meaning, word meaning, spelling, language, and arithmetic computation, while creativity was significantly related to scores on arithmetic reasoning. There were no significant IQ × creativity interactions, although low IQ-low creativity Ss had the lowest scores on all six subtests.
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Eisenman et al. (1968) studied this question.
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