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Abstract
The present study investigated the cognitive style and creative processes of 42 learning disabled and 44 nondisabled students. Subjects were randomly selected and administered the Matching Familiar Figures Test and the Torrance Test of Creative Thinking. A chi-squared analysis suggested a significant difference between the cognitive styles of the two groups of children. Multivariate analysis of variance indicated no significant differences in creativity between learning disabled and nondisabled students, or between reflective and impulsive individuals. Correlational analyses suggested that errors and latencies on the Matching Familiar Figures Test were not significantly related to the creative abilities of either learning disabled or nondisabled children. Theoretical and educational implications of results were discussed.
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