A Factor-Analytic Study of Critical Thinking

Abstract

To assess practice effects of verbal tasks which elicit divergent and evaluative thinking, students in the high IQ range were given written assignments in creative thinking every week for a period of 8 months. The difference between pre- and posttest means in fluency and flexibility on three Minnesota Tests of Creativity was compared for the total group and separately by sex. Boys scored higher in fluency and flexibility on tasks requiring divergent thinking, and girls scored higher in fluency and flexibility on the task requiring evaluative thinking. Little change was noted in flexibility scores on tasks requiring divergent thinking, and fluency of responses to these tasks dropped slightly. Significant increase in both flexibility and fluency scores was found on the task requiring evaluative thinking.