Abstract
The tentative hypothesis is proposed that data purported to support the intelligence “threshold effect” might better be interpreted as reflecting differences in verbal and/or mechanical skills. Evidence is presented for (1) operationally distinguishing between divergent thinking (DT) and IQ, and between verbal DT and non-verbal DT, among subjects representing the full normal ability range, and (2) a decrease of DT/IQ correlations (a) with increasing age and (b) among grammar school vs. secondary school girls.
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