Richard E. Ripple

Cognitive Creative Abilities and Self-Esteem across the Adult Life-Span.

The purpose of this study was to explore the relationship between divergent thinking and self-esteem in age groups across the adult life-span. A total of 218 subjects ranging in age from 18 to 84 years responded to a personal data inventory, a self-esteem measure, and a taped auditory free-response exercise in divergent thinking. Scores were obtained for fluency, flexibility, and originality of thought, and for self-esteem. Self-esteem significantly predicts divergent thinking across age groups; age does not account for a significant amount of the variance in divergent thinking scores. Middle-aged adults score highest on measures of divergent thought and self-esteem. Self-esteem is significantly associated with the expression of divergent thinking in middle-aged adults and elderly persons.

A Life-Span Developmental Cross-Cultural Study of Divergent Thinking Abilities

Developmental aspects of ideational fluency, flexibility, and originality were assessed across five age groups (children, adolescents, young adults, adults, middle-aged adults) comparatively in two cultures (Chinese and American). A total of 316 Chinese participants ranging in age from nine to sixty years responded in writing (Cantonese) to presentation of four groups of acoustical stimuli. Responses were scored for fluency, flexibility, and originality of thought. Comparative American data were collected in a previous study. Significant age associated differences in fluency and flexibility were obtained for Chinese respondents. A cross-cultural MANOVA yielded significant main effects for culture; American scores were uniformly higher than Chinese. Developmental trends across age groups demonstrated cross-cultural similarity in the expression of originality.

Divergent thinking and self-esteem in preadolescents and adolescents

The purpose of this study was to explore the relationship between divergent thinking and self-esteem in preadolescents and adolescents. A second focus pertained to sex differences in the dependent variables. A total of 115 White middle class subjects ranging in age from 10–17 years responded to a personal data inventory, a self-esteem measure, and a taped auditory free-response exercise in divergent thinking. Subjects were categorized for data analysis into two age groups, preadolescents and adolescents. Scores were obtained for fluency, flexibility, and originality of thought, and for self-esteem. Adolescents were significantly more fluent and flexible than preadolescents. The two age groups did not differ significantly in orginality or self-esteem. Self-esteem correlated significantly with divergent thinking in preadolescents only. Female adolescents scored significantly higher on all dependent measures than adolescent males; there were no sex differences in preadolescents. Results are discussed from both an intra- and interstage developmental perspective on adolescence.

Adolescent Divergent Thinking A Cross-Cultural Perspective

A cross-cultural replication study was conducted to assess divergent thinking in preadolescents and adolescents. Participants (N = 119) were Cantonese-speaking Chinese residents of Hong Kong, recruited through primary and secondary schools. Participants responded in writing to a divergent thinking assessor based on auditory stimuli. Scores were obtained for fluency, flexibility, and originality of thought. Adolescents scored significantly higher than preadolescents on all three divergent thinking measures. A MANOVA test indicated an overall absence of main effects for sex and sex-by-age-group interactions. Results are discussed in comparison to a similar study previously conducted with American adolescents.

FLUENCY, FLEXIBILITY, AND ORIGINALITY IN LATER ADULTHOOD

The purpose of this study was to explore the relationship between divergent thinking abilities, self‐esteem, and personal characteristics of older adults. A total of 39 subjects ranging in age from 61 to 84 years responded to a personal data inventory, a self‐esteem measure, and a taped auditory free‐response exercise in divergent thinking. Scores were obtained for fluency, flexibility, and originality of thought and for self‐esteem. Level of education was the best predictor of divergent thinking abilities. Self‐esteem and age were significantly correlated with fluency and flexibility but not with originality. Level of education accounted for the greatest proportion of variance in divergent thinking scores. In the multiple regressions neither self‐esteem nor age accounted for a significant proportion of the variance in fluency, flexibility, or originality. Self‐reports of subjects supported positiveness in self‐perceptions. Results are discussed in terms of the age‐decrement model of cognitive abilities a...

Developmental Aspects of Ideational Fluency, Flexibility, and Originality: South Africa and the United States

A cross-cultural study was conducted to provide evidence related to previous research results on the life-span development of three divergent thinking abilities (fluency, flexibility, and originality). Samples from four age groups (children, adolescents, young adults, adults) in each of two cultures (South Africa and the United States) served as participants. Participants responded to presentation of four groups of auditory stimuli recorded on a casette tape. Responses were scored for fluency, flexibility, and originality. Developmental trends across the four age groups displayed a similar pattern in both cultures for all three variables. The developmental shape of these patterns was similar to those displayed In previous research using larger samples in the United States.

Programmed Instruction and Learner Characteristics: Preliminary Data

Preliminary data are presented from a long-term project relating the structure of the learning task to selected personality characteristics of groups of Ss.

Educational Psychology: Origins of a Dichotomy and the Parallel Dependence Model.

The present paper demonstrates the integrative potential that exists for the field of educational psychology. The nature of the inquiry-application distinction is traced to its disciplinary origins. Specific elements associated with each of the two endeavours are captured in the form of a heuristic model. This model, designated the parallel dependence model, is designed to emphasize the interdependence between the inquiry and application functions. The implications of the model are discussed in light of the current status of educational psychology as an advancing field of study.

Communication, education, and creativity

Abstract Communication, education, and creativity are conceptually related through a general systems approach. Each phenomenon is viewed as a transactional process. Implications are drawn for facilitating the development of more creative student behaviors in the education system.

Perceptions of the Human Life-Span: A Cross-National Approach

Perceptions of aging were obtained from three age groups: adolescents, young adults, and adults. Male and female Americans and South Africans ranging in age from 15 to 40 years provided words to describe eight age decades of the human life-span. Responses were coded for positive, neutral, and negative perceptions of the eight age-stages. A repeated measures analysis of variance tested for differing patterns of responses between the age and national groups. Main effects for nation, age group, and age-stage were significant. An absence of significant interactions suggested that the developmental pattern of perceptions of age-stages across the human life-span was comparable in the two nation states. The three age groups expressed similar perceptions of aging, although adults viewed aging more positively than did adolescents and young adults.