Esquivel G B, Lopez E
Graduate School of Education, Division of Psychological and Educational Services, Fordham University, New York, NY 10023.
Percept Mot Skills. 1988 Oct;67(2):395-8. doi: 10.2466/pms.1988.67.2.395.
This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.
本研究探讨了有天赋的少数族裔儿童（该资优项目中1至8年级的89名女孩和71名男孩）的非语言推理能力、创造力和学业成绩之间的相关性。在该学年开始时，对所有年级的一半学生进行了随机测试，另一半学生在7个月后进行测试，使用瑞文渐进矩阵测验、托伦斯创造性思维测验和加利福尼亚成就测验。皮尔逊相关性反映出这些变量之间的关系有限，不过创造力与阅读成绩之间存在显著的正相关。文中还提供了进一步研究的建议以及对鉴定程序和项目开发的启示。
