This paper on the nature of expertise discusses implications of findings of an earlier study into the problem-solving, problem-finding and thought processes of 3 groups: 20 professional artists (experts), 20 semiprofessional artists (non-experts), and 20 non-artists (novices), each group consisting of 10 male and 10 female adults. Subjects were…

Author presented a theory of thinking designed to multiply our power as thinkers, problem-solvers and learners. (Author/RK)

The major objectives of this study were (1) to define more clearly "creativity" and "language aptitude," (2) to define the relationships among creativity, language aptitude, and intelligence, and (3) to clarify the role of socioeconomic level in determining these relationships. The subjects were 132 sixth-grade pupils from middle and low…

This study was designed to examine the relationship between associative clustering, creative potential, and the slope of associative hierarchies. It was predicted that people whose verbal associations are organized into neatly separated clusters will have lower creative potentials as measured by the Remote Associates Test (RAT) and steeper slopes…

The development and use of intuitive thinking, at all levels of education, have been of concern to scholars in recent years. This paper discusses the findings and theories of various scholars about intuitive thinking and learning, including the work of Jean Piaget, Jerome Bruner, Richard Jones, and Robert Ornstein. The paper also explores the use…

Discusses historical, technological, developmental, and educational aspects of nonverbal thought. (SL)

The authors argue that our schools fail to respond to the uniqueness of the human brain, its differential characteristics and its serious under-utilization. (Editor)

Presents a 10-step guide for generating creativity in solving problem situations. Also includes exercises to stimulate creativity and an outline of how the technique of brainstorming works. (BB)

Sixty graduate students sorted stories according to three dimensions for classifying analogies: (1) physical similarity; (2) similarity in goals; and (3) whether the analogy leads to a reformulation of the question. High interrater agreement supports the use of the three dimensions to understand earlier inconsistent results in analogical problem…

Architecture 101, at the University of California, Berkeley, provides opportunities to develop technical architectural skills, and is conceived as an approach to the process of design; it is an attempt to provide an 11-week experience in which the creative thinking process is developed. (Author/PG)

Since the brain operates best on multimodal, nonlogical, real-world problems, it may be counterproductive to teach students sequential, logical techniques for solving artificially defined problems. Giving students time to consider and propose solutions for real problems may be a more effective means of helping them learn to think. (PGD)