A Longitudinal Examination of the Fourth Grade Slump in Creativity
Abstract
From September 1959 to May 1964 the children enrolled in a university and a public elementary school were tested each year with a battery of tests of creative thinking. Relatively complete data were obtained for 350 children. A random sample of 100 cases was drawn from this pool for further analysis. All raw scores were converted to standard or T-scores based on fifth grade comparison group norms. The results showed that when studied longitudinally, there are statistically significant slumps in fluency, flexibility, originality and elaboration. Although from 45 to 61 percent of the subjects showed significant slumps (losses of five or more standard score points), there were a few who showed significant increases ranging from 11 percent on fluency to 38 percent on elaboration. There is a general recovery trend in the fifth grade but from 16 to 29 percent show decreases of five or more standard score points between the third and fifth grades. Many children end up with lower scores in the fifth grade than they attained in the third grade. The proportion ranges from 21 percent on elaboration to 52 percent on fluency. In general there is the strongest tendency for growth in elaboration and the weakest In fluency.
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Researchers have observed a 'fourth-grade slump,' a period during 3rd-4th grade when children's divergent thinking abilities tend to decline.
“In child development, researchers have observed the “fourth-grade slump”, a period during 3th-4th grade when children's divergent thinking abilities tend to decline [50].”
From Child-AI Co-Creation: A Review of the Current Research Landscape and a Proposal for Six Design Considerations (2025) · cites this paper as [50]
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- Authors
- Torrance, E. P.
- Affiliations
- University of Georgia (US)
- Corresponding author
- Torrance, E. Paul
- Venue
- Gifted Child Quarterly
- Publisher
- SAGE Publications
- Published
- 1968-12
- Volume
- 12
- Issue
- 4
- Pages
- 195-199
- ISSN
- 0016-9862 (ISSN-L)
- 1934-9041
- OpenAlex
- W2117999054
- Cited by
- 381
- References
- 3
- Citations by year
- 2026: 12 · 2025: 27 · 2024: 22 · 2023: 53 · 2022: 27 · 2021: 34 · 2020: 22 · 2019: 13 · 2018: 18 · 2017: 5 · 2016: 18 · 2015: 19 · 2014: 6 · 2013: 10 · 2012: 12
- FWCI
- 0.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Gifted Child Quarterly (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- creativity, creative thinking, elementary school students, longitudinal change, fluency, flexibility, originality, elaboration, grade level differences, creativity development
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