Hudson's initial interests focused on the differences between verbal, numerical, and diagrammatic biases in intelligence tests. His own test results were biased (Note: Find his particular bias). He was interested in exploring other peoples biases and finding something about the psychology behind these biases. The main part of the his book deals with these issues.
The part that interests me is where he compares these biases to the arts/sciences preferences of his test pupils. This was only a small part of his interest. It was added when:
|"It was pointed out to me that the problem of the Two Cultures was fashionable, and that my application [for a postgraduate research grant] would be more favourably received if my interest in intelligence was tied to the problem of the arts and sciences." (p. 31)|
He was inspired by the work of Getzels and Jackson (1962) on the differences between people who scored well in 'IQ' tests and those who scored well in test of 'Creativity'. However, he was critical of the use of the word 'Creative' as a description of a type of test.
|"Do people who are creative in the normal sense of the word (great scientists, writers, painters and so forth) score unusually well on these tests" (p. 51)|
This he saw as part of a common problem in psychological testing: equating the results of a particular test with a named aspect of human intellect. ie equating IQ with intelligence or 'g' with general intelligence. Hudson followed Guilford (1950) by replace the terms 'IQ' and 'Creativity' with convergent and divergent thinking.