Components of Original Thinking in Gifted Children

Abstract

The dimensionality of the construct of original thinking was examined by using measures designed to control both for the occurrence of confounding of the construct of originality by that of fluency and for task ambiguity. Subjects were 315 gifted children in the fourth, fifth, and sixth grades. The results indicated that original thinking was conceptually distinct from general intelligence. Evidence for a general originality construct was mixed. Theoretical and methodological implications are discussed.