White students in predominantly middle-class schools in Fairfax County, Virginia, who had used "Science - A Process Approach" in grades one through three, and students in an unidentified control group, were administered tests of intelligence, reading achievement, arithmetic achievement, and interest in science. The following significant…

Tests of intelligence and divergent thinking, and a measure of arts and science orientation, were administered to 310 unspecialized, mixed-ability, secondary pupils. Hudson's notion of convergence-divergence as a dimension contrasting preference for open-ended v closed-ended tests was not supported. (Author/SJL)