Verbal and figural creativity in contemporary secondary-school students

The present study is based on the fact that numerous researches have demonstrated that creative abilities are influenced in an extensive degree by the intellectual factors, which also guide the development of communication skills. Due to the fact that secondary-school pupils do not yet have the complete set of abstract thinking operations and because graphic communication, which relates better to their concrete thinking, is at its peak at this age, we assumed that figural creativity proficiency is higher than verbal creativity proficiency in secondary-school students. Results confirm this hypothesis and provide evidence to substantiate the superioriry of figural creativity over verbal creativity in secondary-school students.