Teachers should provide more real experiences for children rather than vicarious ones, in order to allow children's cognitive structuring processes to develop.

One theoretical model for understanding the visual event suggests that a visual event has both a surface (descriptive) and a deeper (experience) level of understanding. Both levels are needed to comprehend and appreciate images, with each level affecting the other. A person's perspective is an important part of the visual event, which depends upon…

This paper describes the results of a study to further test and replicate previous studies partially supporting Kris's view that creativity is a regression in the service of the ego. For this sample of 42 female art and business college students, it was predicted that (1) highly creative Ss (measured by the Torrance Tests) produce more, and more…

TWO CLOSELY RELATED ART LEARNING EXPERIMENTS WERE CONDUCTED IN A SETTING WHERE COLLEGE UNDERGRADUATES, TRAINED AND UNTRAINED IN ART, MADE SEQUENTIAL DRAWINGS OVER A 6- AND 7-WEEK PERIOD UNDER RELATIVELY CONSTANT CONDITIONS, EXCEPT FOR THE INTRODUCTION OF CONTROLLED TREATMENT INFLUENCES. THE SECOND EXPERIMENT WAS BUILT, IN PART, ON THE OUTCOMES OF…

Fantasy activities are part of everyday experience. The author imagines hugging or touching someone, daydreams about sitting on a bench or riverbank, visualizes standing up during a boring meeting and shouting "let's wake up and do something!" Fantasy is also a tool that can be used in experimenting with new behavior, becoming more aware…

A group of children were presented with several tasks, including the invention of a sleep machine and a machine to weigh elephants. The tasks were chosen to involve the children in coping with problems of a distinct character. A study of the children's drawings and interpretations shows that children's thinking ability is not very different from…

Discusses the use and stimulation of lateral, or divergent, thinking to promote creativity. (SL)

Learning disabled students need systematic instruction in thinking skills. Both individual clinical studies and group programs have proven such training effective. Some important thinking strategies include goal clarification, previewing, organization, questioning, imagining, predicting, checking results, humor, and self-monitoring techniques. (DB)

Discusses the progression of critical thinking skills from least difficult to most difficult. The hierarchy begins with "basic abilities," the next level is creativity and critical thinking, and the highest level is "problem solving." The entire process is called metacognition. Includes a chart outlining the developmental sequence and a list of…

Reports on a study that investigated the effect of readers' abilities to be creative on their abilities to make inferences in reading prose passages. (FL)

Discusses the value of reflective thought in classroom drama. Examines three levels of reflection in drama, discussing how integration of reflection and drama can become a medium for learning. (HTH)

Author states that modern education has provided students with an adequate ability to solve given problems and implement solutions, but has overlooked the importance of problem-finding, a skill which involves defining purpose, setting personal objectives, and exploring interests. (RW)