This position paper introduces the idea of cognicy, the foundational ability to think and understand in a process that decouples cognitive processes from their tangible outcomes. Generative artificial intelligence (AI) can produce output often nearly indistinguishable from a human product, which presents a problem for educational assessment.…

Many teachers are interested in fostering creativity, and there are good reasons for doing so. However, the question of how to do it is made difficult by the paradoxes of creativity: mutually contradictory findings that are, nonetheless, simultaneously true (e.g. convergent thinking hampers creativity but is also necessary for it). These paradoxes…

Explores how and why the use of projection stands in the way of self-understanding. Projection, the attribution to others of one's own impulses, thoughts, and shortcomings, involves alienation, denial, and displacement, and consists of an interpretively biased cognition about another person's perceived behavior. (KS)

A model of reactions to career barriers explains how people differ in appraising situations and establishing coping strategies based on a mix of emotional and cognitive processes, appraisal styles, and predispositions. (SK)

What are creative people like? There is evidence that four personality traits appear to differentiate more creative from less creative people: devotion to work, independence, drive for originality, and flexibility. Creative people do not have higher intelligence quotients (IQs) or get better school grades than others--in fact, no cognitive…

Discusses the reciprocal, interactionist activity of creativity. Suggests an explanation of how specific characteristics of personality, cognitive style, and situation develop creativity. Notes that these factors are interrelated--none is sufficient for creativity by itself--and that creativity can be explained only by a model that encompasses all…

Presents factors to consider in selecting learning style assessment instruments and classifies 20 instruments according to these criteria. (SK)

An interactionist model of creative behavior is proposed, combining elements of the personality, cognitive, and social psychology perspectives on creativity. The model considers the interplay of factors including antecedent conditions, creative behavior, consequences, the individual, cognitive style/ability, personality traits, contextual…

This paper examines cognitive capacities and dispositional characteristics that contribute to creative problem solving, including relationship generation skills, expertise, adaptability, and wisdom. The paper argues that programs for gifted and talented students should develop the beliefs, values, and motives that will encourage students to apply…

Asserts that Western society has neglected its Yin dimension, the positive and creative aspects of tenderness, receptivity, compassion, understanding, surrender, and intuition and has overdeveloped its capacity to dominate, control, analyze, and rationalize. Describes how Western society has lost touch with real being which cannot be released as…

Five potential complications of being gifted include: a sophisticated ability to evaluate one's own performance; a tendency to search for ordered complexity; the possible presence of specific learning difficulties; incompatibility of intellectual and emotional developmental levels; and a relative lack of experience of failure. (DB)

This monograph consists of a paper that examines the construct "disposition," and explores its relevance to curriculum and teaching practices in early childhood education, and a selected ERIC bibliography relating to this subject. The paper is organized in two parts. Part 1 provides a definition of disposition and definitions of the…

A number of theories have been developed to explain individual differences in cognition. This paper explicates the Psychological Differentiation theory of Herbert Witkin and relates behaviors characteristic of his field-independent and field-dependent dimensions to artistic behaviors. Implications for research on artistic development are derived…

The developmental model of self-concept proposed by M. Lynch and M. Levy (1982) is extended through the entire adult life cycle. Self-concept is seen as a set of cognitive rules that have affective or cognitive consequences and that operate like the ego functions proposed by Freud. (SLD)

"Schools of Hope" seeks to resurrect the historic, liberally educating vision of arete, or all-around human excellence, as the only proper and realistic goal for preparing today's students for their future. It is based on the assertion that only students who can think creatively will grow, mature mentally, and adapt. From this perspective, schools…