Verbalizers and visualizers in child thinking and memory.

Explored the relationship between convergent thinking, divergent thinking, and memory performance in 48 Italian 3rd graders for a common verbal vs visuospatial dimension. Analysis of scores on the Primary Mental Abilities Test indicates that convergent thinking and memory performance can be differentiated with respect to a common verbal vs visuospatial dimension, while divergent (i.e., creative) thinking requires separate, unitary consideration. It is concluded that divergent thinking and memory are more related to convergent thinking than to one another.