Abstract
To test Wallach and Kogan's hypothesis that low creativity is associated with fear of evaluation, a set of creativity tests with instructions meant to induce low, high, and neutral evaluational sets was administered to 147 fifth and sixth graders. No effect of evaluational set was found. Girls performed significantly better than boys on all measures of creativity. Reading skill was strongly correlated with creativity scores for our conditions of test administration. Subtests were significantly intercorrelated.
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