Multiple Achievement Battery and Repeated Measurements: A Postscript to Three Studies on Creative Thinking

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Abstract
The data from the author's three earlier studies on the interrelationships among creative thinking, intelligence, and school achievement among secondary and elementary students were re-analyzed. The assumption in the earlier reports of statistical independence among subtest scores on multiple achievement batteries was questioned in the present paper and, thus, the data were treated as repeated measurements. In three out of four analyses involved, the original findings were upheld even when the assumption of dependence was applied. Implications of the findings for both research in creative thinking and psychological measurement in general were discussed.

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