Unique experiences of transcendental levels of awareness are examined relative to theories of Maharishi Mahesh Yogi, Plato, and C. Jung; autobiographical reports by geniuses of their creative processes; correlations measured between transcendental experiences, physiological functioning creative ability; and the effect of these experiences on…

The author identifies and describes what he regards as 25 of the most significant outcomes or products of 25 years of creativity research. Some were selected for the influence they have had on educational practices; others were selected for their potential in making a difference in future educational practice. (JN)

Makes recommendations regarded cross-sectional and longitudinal research needed on creativity, developmental trends and processes related to creativity, and determinants of the development of creativity. (DR)

This review draws from diverse literatures to synthesize what is known about the relationships between family variables and creativity in children. Family background and the effects of parental attitudes and behaviors on children's creativity are explored. (Author/BEF)

Three dance performance tests to assess originality, fluency, and flexibility attributes of female dancers were analyzed with divergent-production measures and personological inventories. Variables were noninterrelated in four clusters for dance performance, verbal and visual-figural creativity, and personological information indicating…

This paper outlines cognitive processes underpinning creative ability, considers their development, and discusses the creative potential of the individual at various life stages. Creativity is viewed as an outcome of self-directed transformational activity. The roles of fantasy and imagination are discussed, as is the contrast between public and…

Reviews the perspective of Donald Campbell on creative thought and argues that the role of blind variation and selective retention in Darwinian evaluation and human invention is different. Proposes that a contrast can be drawn between "smart" and "not so smart" blind variation. (CR)

Argues that while blind variation and selective retention (BVSR) may not be involved in all forms of human behavior and thought, Donald Campbell has made a compelling case that human creativity and invention involve BVSR. The complementary nature of prior and current BVSR in creative human endeavor is discussed. (Author/CR)

Reports the results of a study of active ingredients of creativity techniques, devices that promote idea generation, through an analysis of 172 idea-generation methods which identified three types of idea-generation devices--strategies, tactics, and enablers. These devices were organized into meaningful categories comprising a formulary of active…

Two experiments examined the kinds of questions asked by male and female undergraduates identified as relatively creative and relatively noncreative. (CM)

This introductory article discusses a blind-variation and selective-retention model of the creative process developed by Donald Campbell. According to Campbell, creativity contains three conditions: a mechanism for introducing variation, a consistent selection process, and a mechanism for preserving and reproducing selected variations. (Author/CR)

Schools can promote creative thinking by focusing on aesthetics, purpose, mobility, objectivity, and intrinsic motivation and by encouraging students to work at the edge of their competence. All elements of knowledge can be presented as the products of design, involving purpose, structure, model cases, and arguments. (TE)

Argues that the cognitive mechanisms in human creativity are, for the most part, sighted rather than blind. Reviews attempts to apply evolutionary ideas to psychology and argues that these ideas do not apply to the psychology of human creativity. An alternative sighted-variation framework is then proposed. (Author/CR)

Significant, though moderate, correlations between some of the verbal creativity measures and the selective attention variables were found, though this relationship changed as a function of age and the type of creativity measured. (DLS)

Children, ages 7 and 11, were asked to manipulate strips of cardboard into outlines of ideas and objects. Responses were categorized to show if novel configurations appeared and developed and if this phenomenon was a function of creative thinking as measured by Torrance's Figural Test, Form B. (Author/SJL)