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ABSTRACT  The main hypothesis of this study is that the experience of learning a second language at the elementary school level is positively correlated to divergent thinking in figural tasks. Research studies on learning sets and on bilingualism suggest that through experience individuals become more flexible in their thinking. This study is concerned with flexibility in thinking through experience with a foreign language. Comparisons are made between second language learners and single language learners using multivariate analysis of variance with figural fluency and figural flexibility as dependent variables. The second language learners score significantly higher than do the monolingual pupils on both variables. Second language learning appears, therefore, not only to provide children with the ability to depart from the traditional approaches to a problem but also to supply them with possible rich resources for new and different ideas.