Is the Proof in the Pudding? Reanalyses of Torrance's (1958 to Present) Longitudinal Data

Abstract

The use of divergent thinking {DT) tests to assess creativity has been strongly criticized in recent years. Several critics have noted that DT test scores have shown little evidence of predictive validity with respect to adult creative achievement. Data from Torrance's (1972a) elementary school longitudinal study (1958-present) were reanalyzed using structural equation modeling. Results suggest that just under half of the variance in adult creative achievement is explained by DT test scores, with the contribution of DT being more than 3 times that of intelligence quotients. However, comprehensive longitudinal models of creative achievement based on current creativity and cognitive theory have yet to be empirically validated.