The author describes the process an inventor uses to create a new item. The process includes (1) problem identification, (2) background research, (3) data collection, (4) imagination, and (5) limitation identification. He suggests that students should learn this process to become creative problem solvers. (CH)

Draws examples of creative problem solving from the negotiations by delegations from Egypt, Israel, and the United States at Camp David in 1978. Uses Bales's "Field Diagrams" to show the relationships of the participants. Uses Taylor's five levels of creativity to rate decisions. (BH)

The article presents research reports on the nature of creativity, including such elements as its characteristics; the function of the affective gatekeeper (which filters the "reality" perceived by each individual); the constructs of perception; and the functions of role playing, altered states of consciousness, and fantasy. (PHR)

Discusses various attributes of and factors related to creative problem solving. These include sensitivity to problems, fluency, flexibility, originality, curiosity, feelings and the unconscious, motivation, freedom from fear of failure, persistence, and concentration. (JN)

The literary field offers an especially rich array of examples of the insight phenomenon and demonstrates that insight experiences occur outside the problem-solving paradigm of cognitive science. Analysis shows that the seemingly unitary moment of insight is actually a microgenetic sequence (a rapid sequence of developmental change) deeply…

Presents examples that recognize young children's technological prowess and support the case for including two significant curriculum perspectives: an intellectual-processes perspective and a social-expression perspective. Contains 34 references. (Author/PVD)