A Comparison of the Vocational Aspirations of Paired Sixth-Grade White and Negro Children Who Attend Segregated Schools

Abstract

A short experiment in 9th grade civics classes, comparing the effects of divergent and convergent study questions on both divergent and convergent post-test performance, revealed some differential patterns among predictive and post-test measures. It was found that performance on the convergent post-test was more predictable, that a verbal subtest of the Minnesota Tests of Creative Thinking contributed to the prediction of performance (in addition to what was predicted by an achievement index) on the divergent but not the convergent post-test, and that performance was generally more predictable when pupils were tested in the same manner they had studied.