A Comparative Study of Convergent and Divergent Thinking in Intellectually Gifted Children

Jacques-Henri Guignard and Todd I. Lubart

Gifted and Talented International, 2007, vol. 22, issue 1, 9-15

Abstract: Convergent and divergent thinking was examined in gifted children and controls. A cross-sectional comparative study was conducted in semi-private schools with 83 children in the 5th and 7th grades, of which 36 children were identified as having a high IQ (above 130). We found higher abilities in the gifted group compared to the control group for solving tasks that require convergent thinking. However, this advantage was not observed for all cognitive activities. For divergent thinking, the control group showed greater divergent thinking performance in 7th grade compared to 5th grade, suggesting development, whereas no grade-level differences were observed for the gifted group. We discuss the implications of these results in terms of developmental disharmonies likely to characterize gifted children. In addition, it seems relevant to use creativity measures to complete traditional IQ tests in the assessment of giftedness.

Date: 2007
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DOI: 10.1080/15332276.2007.11673481

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