Effects of Administration and Scoring on Divergent Thinking Tests

S ummary . A survey of research on tests of divergent thinking shows that performance at these tests may be considerably affected by the conditions under which they are given, the instructions, and the way the subjects interpret the task requirement. In particular, Wallach and Kogan considered that they measure a creativity factor distinct from convergent intelligence only if given individually, under permissive, untimed, ‘game‐like’ conditions. However, several studies indicate that such conditions can be sufficiently approximated in group testing. Two sets of seven classes of Canadian Grade 8 pupils were given a battery of seven divergent thinking tests, the first set under ordinary test‐like conditions, the second under more relaxed and informal, and relatively untimed, conditions. Analysis of the results showed that: ( a ) Scores based on grading unusual responses are more consistent and give higher correlations with other variables than frequency scores or per cent of unusual responses; (6) Larger numbers of high scores are obtained under relaxed conditions; ( c ) The factorial structure of ‘ formal’ and ‘ relaxed ’ SCORES ARE GENERALLY SIMILAR; ( d ) Correlations of relaxed scores with other variables, including intelligence measures, are generally higher, and particularly with variables relating to creativity.