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Primary process thinking, divergent thinking, and coping in children.

S W Russ1

  • 1Psychology Department, Case Western Reserve University, Cleveland, OH 44106.

Journal of Personality Assessment
|January 1, 1988
PubMed
Summary
This summary is machine-generated.

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Primary process thinking and divergent thinking positively correlate with coping skills in fifth-grade boys. These cognitive abilities were linked to better coping mechanisms, but not in girls.

Area of Science:

  • Psychology
  • Developmental Psychology
  • Cognitive Psychology

Background:

  • Psychodynamic theory suggests a link between primary process thinking and cognitive functions.
  • Divergent thinking is crucial for problem-solving and creativity.
  • Coping mechanisms are vital for navigating challenges in childhood.

Purpose of the Study:

  • To investigate the relationship between primary process thinking, divergent thinking, and coping ability in fifth graders.
  • To test psychodynamic hypotheses regarding cognitive integration and its impact on coping.
  • To explore potential sex differences in these cognitive and coping relationships.

Main Methods:

  • Administered the Rorschach (Holt's scoring system) and Alternate Uses Test to 53 fifth-grade children.

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  • Assessed coping ability using Zeitlin's Coping Inventory, a teacher rating scale.
  • Analyzed correlations between primary process thinking, divergent thinking, and coping scores.

    • Main Results:

    • For boys, primary process thinking (percentage and Adaptive Regression score) significantly correlated with divergent thinking.
    • Divergent thinking in boys was significantly related to teacher-rated coping ability.
    • No significant relationships were found among these variables for girls, indicating sex differences.

    Conclusions:

    • The findings support psychodynamic theories for boys, linking primary process thinking and divergent thinking to enhanced coping.
    • The study highlights significant sex differences in the interplay of cognitive processes and coping in preadolescent children.
    • Further research may explore the developmental trajectories of these sex differences.