The relationship between incidental learning and creative potential was assessed by two measures of cognitive complexity (the Barron-Welsh Art Scale and the Asch-Barron inventory), and responses of 59 male and female undergraduate students showed that, while incidental learning had high positive correlations with intelligence and intentional learning, r with the creativity predictors was nonsignificant. Results indicate the functioning of independent motivational and cognitive processes, with differing outcomes for these variables.
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