1
Supplemental Materials
“Individual Differences and Age-Related Changes in Divergent Thinking in Toddlers
and Preschoolers”
by S. Bijvoet-van den Berg & E. Hoicka, 2014, Developmental Psychology
http://dx.doi.org/10.1037/a0036131
Figure S1. Items used for the Pattern Meanings subtest.
2
Table S1A
Object Locations
Object locations
Round hole
Rectangular room
Stairs
Blocks
Rings
Strings
Edge of the box
Side of the box
Whole box
No box
3
Table S1B
Object Actions
Actions
Jump
Walk
Hit
Touch
Roll
Turn
Drop
Guide through
Hold in place
Place
Move over
Pull
Push
Squeeze
Cover
Throw against
Hang
Shake
Description
Within a 2-s period of time and for two or more times in a row, the object is placed on (part
of) the box and then lifted in the air higher than needed for walking. The object is kept hold
of during the placement.
Within a 2-s period of time and for two or more times in a row, the object is placed on (part
of) the box. The object is kept hold of during the placement.
The object hits the box.
The object touches the box.
The object is rolled over the surface of the box; object is either held or let go.
The object is turned around.
The object is held above the place where it will land and then is let go.
While holding the object, it is guided through (part of) the box without stopping.
The object is placed on (part of) the box. The object is kept hold of during the placement.
The object is placed on part of the box and let go so that it stands on its own for a while.
While holding the object, it is guided on part of the box and then moved over its surface.
(Part of) the box/object is pulled toward the participant.
(Part of) the box/object is pushed away from the participant.
The object is squeezed, using thumb and index finger.
Part of the box is covered by the object.
The object is thrown against the box.
The object is attached to the box (e.g., by manipulating the object) and is let go so that it
hangs on the box.
The object is held in the hand(s) and moved quickly from one side to the other.
4
Table S2A
Summary of Linear Regression Analyses Examining the Relationship Between the Fluency
Score of the Instances Subtest and the Unusual Box Test
Model/test
Model 1: Originality—Unusual Box test
Model 2: Originality—Unusual Box test
Fluency—Instances subtest
β
P
ΔR2
F(df)
p (for regression equation)
.877
.807
.154
< .001
< .001
.188
.770
.018
73.48 (1, 22)
39.09 (2, 21)
< .001
< .001
Note. Analyses controlled for the originality score of the Unusual Box test. The originality
score of the Instances subtest was excluded from the model because this variable did not add
any significant variance to the model.
Table S2B
Summary of Linear Regression Analyses Examining the Relationship Between the Fluency
Score of the Pattern Meanings Subtest and the Unusual Box Test
Model/test
Model 1: Originality—Unusual Box test
Model 2: Originality—Unusual Box test
Fluency—Pattern Meanings subtest
β
P
ΔR2
F(df)
p (for regression equation)
.877
.823
.176
< .001
< .001
.104
.770
.027
73.48 (1, 22)
41.35(2, 21)
< .001
< .001
Note. Analyses controlled for the originality score of the Unusual Box test. The originality
score of the Pattern Meanings subtest was excluded from the model because this variable did
not add any significant variance to the model.
Table S2C
Summary of Linear Regression Analyses Examining the Relationship Between the Fluency
Score of the Thinking Creatively in Action and Movement (TCAM) Test and the Unusual Box
Test
Model/test
Model 1: Originality—Unusual Box test
Model 2: Originality—Unusual Box test
Fluency—TCAM
β
P
ΔR2
F(df)
p (for regression equation)
.877
.803
.206
< .001
< .001
.058
.770
.037
73.48 (1, 22)
43.78 (2, 21)
< .001
< .001
Note. Analyses controlled for the originality score of the Unusual Box test. The originality
score of the TCAM was excluded from the model because this variable did not add any
significant variance to the model.
5
Table S3A
Summary of Linear Regression Analyses Examining the Relationship Between the Originality
Score of the Instances Subtest and the Unusual Box Test
Model/test
Model 1: Fluency—Unusual Box test
Model 2: Fluency—Unusual Box test
Originality—Instances subtest
β
P
ΔR2
F(df)
p (for regression equation)
.877
.886
.020
< .001
< .001
.869
.770
.000
73.48 (1, 22)
35.13 (2, 21)
< .001
< .001
Note. Analyses controlled for the fluency score of the Unusual Box test. The fluency score of
the Instances subtest was excluded from the model because this variable did not add any
significant variance to the model.
Table S3B
Summary of Linear Regression Analyses Examining the Relationship Between the Originality
Score of the Pattern Meanings Subtest and the Unusual Box Test
β
P
ΔR2
F(df)
p (for regression
equation)
.877
.851
.063
< .001
< .001
.585
.770
.003
73.48 (1, 22)
35.74 (2, 21)
< .001
< .001
Model/test
Model 1: Fluency—Unusual Box test
Model 2: Fluency—Unusual Box test
Originality—Pattern Meaning subtest
Note. Analyses controlled for the fluency score of the Unusual Box test. The fluency score of
the Pattern Meaning subtest was excluded from the model because this variable did not add
any significant variance to the model.
Table S3C
Summary of Linear Regression Analyses Examining the Relationship Between the Originality
Score of the Thinking Creatively in Action and Movement (TCAM) Test and the Unusual Box
Test
Model/test
Model 1: Fluency—Unusual Box test
Model 2: Fluency—Unusual Box test
Originality—TCAM test
β
P
ΔR2
F(df)
p (for regression equation)
.877
.915
.076
< .001
< .001
.535
.770
.004
73.48 (1, 22)
35.94 (2, 21)
< .001
< .001
Note. Analyses controlled for the fluency score of the Unusual Box test. The fluency score of
the TCAM test was excluded from the model because this variable did not add any significant
variance to the model.
6
Table S4A
Summary of Linear Regression Analyses Examining the Relationship Between the Fluency
Scores at Assessments 1 and 2
Model/assessment
Model 1: Originality—Assessment 2
Model 2: Originality—Assessment 2
Fluency—Assessment 1
β
P
ΔR2
F(df)
p (for regression equation)
.954
.941
.017
< .001
< .001
.895
.910
.000
141.55 (1, 14)
65.818 (2, 13)
< .001
< .001
Note. Analyses controlled for the originality score at Assessment 2. The originality score at
Assessment 1 was excluded from the model because this variable did not add any significant
variance to the model.
Table S4B
Summary of Linear Regression Analyses Examining the Relationship Between the Originality
Scores at Assessments 1 and 2
Model/assessment
Model 1: Fluency—Assessment 2
Model 2: Fluency—Assessment 2
Originality—Assessment 1
β
P
ΔR2
F(df)
p (for regression equation)
.954
.799
.235
< .001
< .001
.020
.910
.032
141.55 (1, 14)
104.644 (2, 13)
< .001
< .001
Note. Analyses controlled for the originality score at Assessment 2. The originality score at
Assessment 1 was excluded from the model because this variable did not add any significant
variance to the model.