SIBLING CONSTELLATION, CREATIVITY, IQ, AND ACADEMIC ACHIEVEMENT

VICTOR G. CICIRELLI Graduate School of Education, University of Pennsylvania Sibling constellation factors were related to measures of creativity (Minnesota Tests of Creative Thinking), IQ, reading, arithmetic, and language achievement in a sixth-grade population using analysis of variance. In the first portion of the study, family size was found to be unrelated to ability and achievement ('N = 140). The main portion of the study investigated birth order, sex, sex of sibling, and age difference in the 2-child family (N = 80), and found that verbal creative abilities, reading, and arithmetic achievement were enhanced for Ss with siblings of like sex close in age. In the final portion of the study, birth order was found to be unrelated to ability and achievement in 3- and 4-child families (N = 144), and sibling sex was found to be important in the 3-child family where Ss with 2 brothers had poorer IQ and reading scores than Ss with at least one sister (N = 96). Students of child development have long been interested in the implications which a child's position among his sibhngs has for his subsequent intellectual and personality development. It is the purpose of tliis paper to explore the relations which may exist between measures of cognitive development such as IQ, creative abiHties, and academic achievement, and children's sibling constellations as represented by family size, birth order, sibling sex, and age difference between siblings. Family Size No studies are available relating family size to measures of creativity. In an extensive review of literature on family size and IQ, Anastasi (1956) concluded that there is a negative correlation of IQ with family size, which

Author's address: Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania.

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disappears or becomes positive when Ss of high socioeconomic level are considered. Birth Order Creativity.'Few studies have attempted to relate birth order to measures of creative ability or creative achievement. Reviews of studies of the birth order of eminent men (Altus, 1966; Schachter, 1963) find the firsthorn son to be highly over-represented among tlie eminent, with the lastbom being the group next most frequently represented in many studies. While many highly creative men are among the eminent, certainly eminence and creativity are not synonymous. In a detailed analysis of the work of eminent men recognized as representing high creative achievement, Harris (1964) concluded that the first-bom and later-born sons differed in the kind or quality of creativity rather than in its quantity. The first-boms tended to produce work of an abstract verbal nature, while the work of the later-borns was more closely related to immediate sensory perceptions. Practical inventiveness and precise, discriminating attention to detail appeared more frequently in later sons. Other studies have attempted to relate birth order to ratings of creativity without distinguishing between creative abihty and creative achievement. Harris (1964, p. 255) reports that Morris Stein found no relation between the birth order of industrial chemists and ratings of their creativity made by superiors and co-workers (although the first- and later-boms differed significantly on Miller Analogies scores). Koch (1955) found a teacher rating of originality to be unrelated to birth order among children of kindergarten age. Using the Creative Design Test, Eisenman (1964) found first-born college art students to be less original and artistically creative than the later-bom students. Thus, other studies do not support the superiority of the first-born as suggested by the studies on eminence. It would seem that more information is needed to clarify the relation between birth order and creative ability. Intelligence quotient and academic achievement.Studies of birth order among older children and college students generally demonstrate the superiority of the first-bom over the later-bom child on measures of IQ and school achievement, with the middle child frequently making the poorest scores (Altus, 19flB; Corliss, 1964; Hall, 1963; Lees & Stewart, 1957; Maxwell & Pilliner, 1960; Rosenberg & Sutfon-Smith, 1964; Schachter, 1963). However, in studies dealing with the young child, this situation appears to be reversed. Later-born 3-year-olds were found to be superior to first-boms on the Draw-a-Man test (Abe, Tsuji, & Suzuki, 1964); similarly, in a study (Koch, 1954) of kindergarten children from two-child families, secondboms surpassed the first-borns on the Thurstone Primary Mental Abilities Test. This may reveal some sort of developmental trend where at an early 482

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age the later-bom child benefits from the stimulation of an older sibling, and at a later age (where the abstract verbal abilities come into play in the school situation) the first-bom child profits from his closer exposure to adults. Such an idea seems to be supported by the finding that among illiterate soldiers the last-borns scored highest in IQ (Altus, 1959); here, any predisposition of the first-bom to profit from school remained undeveloped. Age Difference Inconsistent efFects of age differences between siblings have heen found in studies of the two-child family. Anastasi (1956) reported higher IQ's for those Ss whose siblings were separated by more than 24 months; Ahe et al. (1964) reported higher scores when the age difference was less than 3/3 years; Koch (1954), using three levels of sibling spacing, found interaction with other variables and no consistent effect; and Schoonover (1959) found that age difference was not a significant variable with regard to IQ and academic acliievement. There are no studies available which relate age differences to creativity. Sibling Sex The sex of the sibling has been found to be important in studies of the two-child family. Those Ss with a male sibling were superior in IQ and achievement to those with a female sibling (Koch, 1954; Schoonover, 1959); Rosenberg and Sutton-Smith (1964) confirmed this finding when quantitative scores on the American Council on Education Psychological Examination for College Freshmen were involved, but found that language scores were enhanced by the presence of a female sibling. While, paradoxically, males with learning difficulties were found more likely to have brothers than sisters (Hodges & Balow, 1961), the general conclusion seems to be that a male sibling is more stimulating to cognitive development than a female sibling. In the only study involving creativity, Koch (1955) found no relation between sibling sex and teacher rating of originality among children of kindergarten age in the two-child family. Problem Studies of sibling constellation factors and their interaction in relation to children's intellectual and creative behavior have failed thus far to delineate clearly the relations which are presumed to exist. It was hoped that this study would provide further information on the effects of tliese sib483

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ling constellation factors during middle childhood. Specifically, the research hypotheses in tliis study were: 1. Family size is related to measures of creative ability, IQ, and academic achievement. 2. Birth order, age diFerence, sibling sex, and the interactions of these are related to measures of creative ability, IQ, and academic achievement. METHOD Design The rapid increase in complexity of sibling relationships as the number of children in the family increases leads to concomitant difficulties in studying these relationships. In the first portion of this study, the effect of family size was investigated. The main portion of the study was concerned with investigating the effects of birth order, sex, sex of sibling, and age difference in the relatively simple two-child family. In the final portion of the study, the investigation was extended in a limited way to test the effects of birth order and sibling sex in three- and four-child families. The Ss were classified by sex in all portions of the study. For the convenience of the reader, the elaboration of the factorial designs used is presented with the results. Measures The measure of IQ was the Galifomia Short-Form Test of Mental Maturity. Three measures of academic achievement were used: the Galifomia Arithmetic Test, the Galifomia Language Test, and the Gates Basic Reading Tests. Achievement scores were expressed as grade equivalents. Greativity, arithmetic achievement, and language achievement were measured within a few days of each other in the same testing program. Reading achievement was measured about 4 months earlier, and IQ was measured about 8 months earlier. The measure of creative ability was the Minnesota Tests of Greative Thinking, Verbal and Nonverbal Forms A. The tasks used were: Ask-andGuess, Product Improvement, Unusual Uses (cardboard box), Unusual Questions (cardboard box). Just Suppose, Picture Gompletion, Figure Gompletion, and Parallel Lines. The tests were scored to give both verbal and nonverbal measures of fiuency, ffexibility, originahty, and elaboration. The eight scores were subjected to factor analysis (Gicirelli, 1964) and reduced to the following four measures: (a) verbal fiuency-flexibility-originality (VFFO), (b) verbal elaboration (VE), (c) nonverbal fiuency-flexibilityoriginality (NVFFO), and (d) nonverbal elaboration (NVE). These four measures were used as dependent variables in the study. 484

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Subfects
The S population consisted of the 641 sixth-grade pupils of both sexes in a suburban school system near Detroit, Michigan. The community is middle-class, white, and residential, with a low incidence of crime, dehnquency, and other social problems. Samples for analysis were drawn from the 609 pupils for whom all test records were complete. These students ranged in IQ from 70 to 162 (M = 112.2; SD = 14.4). At the time of testing, Ss fiUed out a questionnaire listing name, sex, and birth date for themselves and their siblings. This information was cross-checked with information provided by parents for school records, and any discrepancies were resolved. RESULTS Family Size

Design.A 2 x 7 factorial design {N = 140) was used to test the effects of a S's family size and sex upon his measured creative abihty, IQ, and academic achievement. By "family size" is meant the number of living children in the family, including the S. The family-size categories used in the design were: 1, 2, 3, 4, 5, 6, and 7-11. The population was sorted into 14 categories (boys with family size 1, girls with family size 1, boys with family size 2, and so on), and from each of the categories a sample of ten Ss was randomly drawn (using the random number procedure). Then, a separate analysis of variance was made for each of the eight creativity, IQ, and achievement measures used as dependent variables (the eight analyses are not completely independent, of course). The F ratio was used to test for significance of the main effects and interactions, with the .05 level of significance used throughout. Results.Although there was a discernible tendency for mean ability and achievement scores to diminish slightly when family size increased beyond four, there were no statistically significant differences. Differences between the sexes on the eight measures were significant only for VE (girls' M r= 6.30; boys' M = 4.86; p < .05) and for language achievement (girls' M - 8.02; boys' M = 7.53; p < .01). There was no interaction between family size and sex. Sex, Birth Order, Sibling Sex, and Age Difference in the Two-Child Family Design.The Ss from two-child families were studied with a 2 X 2 X 2 x 2 factorial design {N = 90). The independent variables and their levels were: sex of S (male, female), birth order (first-born, second-bom), sex of sibling (male, female), and age difference between S and sibling (close, 36 montlis or less; separated, more than 36 months). There were thus 16 sub485

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groups of five Ss each, such as: first-bom boys with close younger brothers, first-hom boys with separated younger brothers, Brst-bom boys with close younger sisters, and so on. Sampling and analysis of variance were carried out as described for the family-size design, with the mean-square-error term used as the denominator for all F ratios. Results.^The results of the analysis of variance indicated that nine interactions (out of 88 possible interactions tested) were significant. The most consistently occurring interaction was tliat between sex, sibling sex, and age difference. With the exception of the effect of sex of the S on language and reading achievement, there were no significant main effects. Profiles were plotted to obtain a clearer representation of the pattem of the higher-order interactions. In the case of the creativity measure VFFO, a pattem was observed in the profiles which recurred in the profiles for VE, reading, and aritlimetic achievement. With the birth-order variable held constant, since it did not enter into the interaction, "VFFO versus age difference" was plotted for boys with brothers, boys with sisters, girls with

200180O 160u. u. 140120> 100' SISTERS ^ S ^

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GIRLS

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BROTHERS

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SEP

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SEP CLOSE AGE DIFFERENCE

FIG. 1.Profiles representing interaction hetween sibling six and age difference (between S and sibling) for two levels of S sex (boys and girls) for the ca:eativity measure VFFO. - -

^ A 2-page table giving results of the analysis of variance and a 1-page table giving subgroup means have been deposited with the American Documentation Institute. Order Document No. 9303 from ADI Auxiliary Publications Project, Photoduplication Service, Library of Congress, Washington, D. C. 20540. Remit in advance $1.25 for 35-nim. microfilm or $1.25 for 6 X 8-inch photocopies, and make checks payable to: Chief Photoduplication Service, Library of Congress.

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hrotliers, and girls with sisters (Figure 1). The highest VFFO scores were obtained by boys with a brother close in age and by girls with a sister close in age, that is, by a S with a sibling of like sex close in age. Boys with sisters scored higher when the sister was separated than when she was close in age. Reading achievement was similarly enhanced for those Ss having a sibling of the same sex close in age, although the over-all reading ability of girls (M = 8.04) was significantly higher than that of boys (M = 6.80). The VE was similarly linked to a like-sex sibling close in age, except for second-born boys where VE was greatest for boys with an older sister close in age. Arithmetic achievement was also enhanced for those with a like-sex sibling close in age; however, there was a significant first-order interaction between sex and birth order, so that aritlmietic achievement was higher for first-born girls and for second-hom boys than for first-born boys and secondbom girls. A simpler interaction hetween birth order and sibling sex was found in the case of the creativity measure NVE. The NVE scores were greatest for first-bom Ss (both boys and girls) with brothers (M = 90.8), while firstborns with sisters (M = 66.5) scored more poorly than second-boms with either sisters (M = 78.8) or brothers (M = 72.1). In the case of IQ, there was an interaction between birth order and sex of the S. Highest IQ's were those of first-bom gii'ls (M = 117.9); first-bom boys (M = 108.2) scored more poorly than second-born boys (M = 114.4) or second-born girls (M = 110.8). The variables were not significantly related to the creativity measure NVFFO, while the only significant result in the case of language achievement was the superiority of the girls (M = 8.32) over the boys (M = 7.44). Birth Order in the Three- and Four-Child Familij Design.While a factorial design analogous to the one used with the two-child family (though, of course, somewhat more complex) would be desirable to study the larger family, sufficient Ss were not available. In view of this, the following design was used to test whether birth order was a major factor in ability and achievement, with the realization that important interactions with other variables might be overlooked. The Ss from families with tliree and four children were used in a 2 x 2 X 3 factorial design (N = 144). The independent variables and their levels were: sex of S (male, female), family size (three-child, four-child), and birth order (firstborn, middle-born, last-bom). Sampling and analysis of variance were carried out as described for the family-size design. Results.Other than the expected superiority of the girls over the boys on language achievement (p < .01), there were no significant findings. This was not surprising in view of the results obtained with the two-child family where birth order was of importance only in interaction with sibling 487

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sex (NVE) or S sex (IQ), or in view of the negative findings regarding family size in the first portion of the study. Sibling Sex in the Three-Child Family

Design.The Ss from families with three children were used in a 2 X 3 factorial design (IV = 96). The independent variables and their levels were: sex of S (male, female), and sex of the S's sibhngs (two brothers, two sisters, brother and sister). Sampling and analysis of variance were carried out as described for the faniily-size design. Results.Analysis of variance revealed that sibling sex was a significant factor (p < .05) for IQ and for reading achievement. Row means for IQ were: Ss with two brothers, M = 109.6; Ss witli two sisters, M = 117.9; Ss with a brother and sister, M = 117.3. In the case of reading achievement, the row means were: Ss with two brothers, M = 6.84; Ss with two sisters, M = 7.55; Ss with a brother and sister, M = 7.93. The Ss with two brothers scored more poorly on the other measures as well, even though this trend was nonsignificant. Again, the girls surpassed the boys on language achievement (p < .01). Summary of Findings The results of a study such as this tend to be detailed and specific, especially when interactions are present. However, the most important findings can be summarized: 1. There was no statistically significant relation between family size and measures of ability and achievement in families ranging in size from 1 to 11 children. 2. Various interactions between the sibling constellation factors were found as they related to measiires of ability and achievement in the twochild family. The most important were: (a) Ss with a sibling of like sex close in age scored higher on VFFO, VE, reading, and arithmetic achievement than Ss with a sibling of hke sex separated in age, or Ss with sibHngs of the opposite sex (no matter what age difference) for whom there was httle difference in scores; (b) the first-bom child (boy or girl) with brothers scored higher on NVE than first-boms with sisters or second-boms (who also scored higher than first-boms with sisters); and (c) first-bom girls and second-born boys scored higher on IQ than second-bom girls and first-bom boys. 3. In the extension of the investigation to the larger family, the findings were: (a) hirth order was not related to abilities or achievement in three- and four-child families; and (b )in the three-cliild family, Ss (boy or girl) with two brothers scored lower in IQ and reading achievement than Ss vnth two sisters, or a brother and sister. 488

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DISCUSSION

Gonclusions drawn from this study must be hmited to a sixth-grade, middle-class population and must be interpreted with caution for tlie samples were not large. In considering the results obtained with three- and fourchild families, one must remember that interactions between certain sibling constellation factors might have gone imdetected by the nature of the designs. The finding that family size is not a significant variable is in agreement with Anastasi's (1956) conclusion that family size diminishes in importance as socioeconomic status increases. Presumably, in the middle-class population of this study, children from larger families are able to obtain adeqnate attention and learning opportunities. In general, birth order does not appear to be an important factor affecting abihty and acliievement in the sixth-grade population. This finding can be interpreted as fitting in with the hypothesis of a developmental trend mentioned earlier, tliat the later-bom child does better in the early childhood years while the skills of the first-bom come to the fore in high school and college development. Thus, there might logically be a period in middle childhood when Brst-bom and later-bom children do not differ in ability and achievement. If, indeed, birth order is of httle effect in the middlechildhood period, perhaps what is needed is a better motivational system to keep the later-bom child interested in advanced educational development.--^ Interaction between sibling constellation factors is of importance in describing how the child in the two-child family is affected by his sibhngs, although the pattern of interaction is not exactly the same as in Koch's (1954) kindergarten study. While having a sibling of like sex appears to enhance scores in the twochild family, those boys (and girls) from three-child families with two brothers do more poorly than those with at least one sister. One might speculate that tlie presence of more than one brother in the family increases the pressures towards play, sports, and other nonintellectual activities; this is consistent with the finding of Hodges and Balow (1961) that boys with leaming difficulties have more brothers than sisters. The resiilts obtained with the tliree- and four-child families illustrate the dangers in generahzing from tlie two-child family to families of larger size. Further studies of sibhng constellation factors in interaction are needed in order to understand the child from the larger family.
REFERENCES

Abe, K., Tsuji, K., & Suzuki, H. The significance of birth order and age difference between siblings as observed in drawings of pre-kindergarten children. Folia Psychiatrica ir Neurologica Japonica, 1964, 17, 315-325.

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CHILD DEVELOPMENT Altus, W. D. Birth order, intelligence, and adjustment. Psychological Reports, 1959, 5, 502. Altus, W. D. Birth order and its sequelae. Science, 1966, 151 (3706), 44-49. Anastasi, Anne. Intelligence and family size. Psychological Bulletin, 1956, 53, 187-209. Cicirelli, V. G. The relationship between measures of creativity, IQ, and academic achievement; interaction and threshold effects. Unpublished doctoral dissertation. University of Michigan, 1964. Corliss, W. S. Relationships in achievement by sex and number of children in the family. Michigan Education Journal, 1964, 42 (October), 28-29. Eisenman, R. Birth order and artistic creativity. Journal of individual Psychology, 1964, 20, 183-185. Hall, E. E., Jr. Psychological correlates of ordinal position in the two-child family. Unpublished doctoral dissertation, University o Florida, 1963. Harris, I. D. The promised seed. New York: Free Press, 1964. Hodges, A., & Balow, B. Learning disability in relation to family constellation. Journal of educational research, 1961, 55, 4142. Koch, Helen L. The relation of primary mental abilities in five- and six-year-olds to sex of cbild and characteristics of his sibling. Child Development, 1954, 25, 209-223. Koch, Helen L. Some personality correlates of sex, sibling position, and sex of sibling among five- and six-year-old eMIdren. Genetic Psychology MonograpJis, 1955, 52, 3-50. Lees, J. P., & Stewart, A. H. Family or sibship position and scholastic ability. Sociological Review (British), 1957 (July), 85-106. Maxwell, J., & Pilliner, A. E. C. The intellectual resemblance between sibs. Annals of human Genetics, 1960, 24, 23-32. Rosenberg, B. G., & Sutton-Smith, B. The relationship of ordinal position and sibling sex status to cognitive abilities. Psychonomic Science, 1964, 1 (4), 81-82. Schacbter, S. Birth order, eminence, and higher education. American sociological Review, 1963, 28, 757-768. Schoonover, Sarah M. The relationship of intelligence and achievement to birth order, sex of sibling, and age interval. Journal of educational Psychology, 1959, 50, 143-146.

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