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ABSTRACT Tests on Australian schoolchildren have revealed a relationship between intellectual style and specialization in science similar to that found in British schools. Convergers, who

excel in close logical reasoning and do well in intelligence tests, show a bias for science. Divergers, who have high IQs but show low scores in tests consisting of questions with no one

correct answer, tend to avoid science in schools. Access through your institution Buy or subscribe This is a preview of subscription content, access via your institution ACCESS OPTIONS

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Article Open access 19 July 2021 GENETIC ASSOCIATIONS BETWEEN NON-COGNITIVE SKILLS AND ACADEMIC ACHIEVEMENT OVER DEVELOPMENT Article Open access 26 August 2024 COGNITIVE, AFFECTIVE AND

SOCIOLOGICAL PREDICTORS OF SCHOOL PERFORMANCE IN MATHEMATICS Article Open access 03 November 2024 REFERENCES * Hudson, L., _Nature_, 198, 913 (1963). Article  ADS  CAS  Google Scholar  *

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CROPLEY * University of New England, Armidale, NSW, Australia T W. FIELD Authors * A. J. CROPLEY View author publications You can also search for this author inPubMed Google Scholar * T W.

FIELD View author publications You can also search for this author inPubMed Google Scholar RIGHTS AND PERMISSIONS Reprints and permissions ABOUT THIS ARTICLE CITE THIS ARTICLE CROPLEY, A.,

FIELD, T. Intellectual Style and High School Science. _Nature_ 217, 1211–1212 (1968). https://doi.org/10.1038/2171211b0 Download citation * Received: 05 March 1968 * Issue Date: 30 March

1968 * DOI: https://doi.org/10.1038/2171211b0 SHARE THIS ARTICLE Anyone you share the following link with will be able to read this content: Get shareable link Sorry, a shareable link is not

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