Data collected on 400 12-year-old English school children were used to examine relations between measures of intelligence, creativity and academic achievement. Complex multiple regression models, which included terms to account for the possible interaction and curvilinear relations between intelligence, creativity and academic achievement were used to construct regression surfaces. The surfaces showed that the traditional threshold hypothesis, which suggests that beyond a certain level of intelligence academic achievement is related increasingly to creativity and ceases to be related strongly to intelligence, was not supported. For some areas of academic performance the results suggest an alternate proposition, that creativity ceases to be related to achievement after a threshold level of intelligence has been reached. It was also found that at high levels of verbal ability, non-verbal ability and creativity appeared to have differential relations with academic achievement.
The major purpose of this study was to investigate the level of development of creative potential among Hong Kong secondary school students, and to examine the relationship between school banding and students' creativity. Students' creative potential was measured by the Test of Creative Thinking Drawing Production (TCT-DP). A sample of2,411 participants aged between 12-16 randomly selected from 23 secondary schools took part in the study. Results from this investigation were briefly compared with data obtained from studies in other cultural settings. Hong Kong students aged 12 and 13, irrespective of the school banding, achieved rather lower scores on the TCT-DP as compared
Blunt trauma abdomen rarely leads to gastrointestinal injury in children and isolated gastric rupture is even rarer presentation. We are reporting a case of isolated gastric rupture after fall from height in a three year old male child.