ABSTRACT
Guilford’s 1950 address to the American Psychological Association led to a new era in the study of creativity. His distinction between convergent and divergent cognitive processes in problem solving (1956, 1967) dominated conceptions of creativity and provided the impetus for studies that focused, almost exclusively, on establishing the discriminant validity of measures of creative thinking from intelligence. Wallach (1970, 1971) summarized the literature that had accumulated on creativity over a period of 20 years, and concluded that when divergent thinking was operationally defined as scores on measures of ideational fluency, intelligence and creativity (i.e., convergent and divergent thinking) were indeed cognitive processes that were empirically distinguishable from each other.
