An attempt is made to formulate, develop, and test principles for: (1) creating an environment which places high value on creativity; (2) guiding the evaluative behavior of teachers, counselors, and administrators; and (3) helping children develop evaluative behavior conducive to creative thinking. (Author/DB)

The purpose of this book is to help teachers learn about promising materials, methods and techniques for teaching creative thinking and problem solving in their classrooms. Information about teaching methods or techniques which can be readily adapted by the teacher to fit any grade level and subject area are presented. Specific directions on how…

A questionnaire for focusing college student attention upon the subtleties implicit in a three-dimensional model of creativity is presented. (BD)

An experimental group, instructed in techniques designed to increase divergent thinking skills, obtained significantly higher scores than a control group on posttest measures of divergent thinking for both general and biological topics. These differences in the biology measures were maintained in a delayed posttest. (Author/MA)

The philosophy, purpose and methods of the Creative Problem-Solving Institute are discussed. (RW)

The role of problem solving in divergent thinking and creative performance of 19 male and 10 female adolescents was studied. The subjects generated significantly more responses to discovered problems than to presented problems. The unique variance of discovered problems was related to five indices of creative performance. (SLD)

The dimensionality of the construct of original thinking was studied using measures designed to control for confounding of the construct by fluency and by task ambiguity. The subjects were 315 gifted children in grades 4-6. Original thinking was conceptually distinguished from general intelligence, but evidence for a concept of general originality…

Developing higher-level thinking skills in students has become an important goal of education. Several books are reviewed that help students apply and experience the thinking processes of fluency, flexibility, originality, and elaboration. (DF)

Examines the hypothesis that second language learning at the elementary school level results in an increased development of the potential creativity of children. (RL)

A classroom activity is described which encourages students to determine the use of an artifact from the pre-Columbian Iraquois. Primary emphasis is on creative and productive thinking. (JB)

Discusses how we use words to define our Selves." (Author/SW)

Exploratory studies of the role of hemisphericity in creative functioning were made of graduate students. Results from instruments assessing hemisphericity, creative style or personality, and creative ability or level indicate that measures of creative style are positively related to the right hemisphere style of information processing. (CJ)

Employs a clinical interview methodology to examine some of the creative thinking strategies commonly used by children in elementary school grades. Results suggest that children use several strategies on creativity tasks. (RH)

The inhibiting effect of being conscious of the physical process of writing on the intuitive process of writing is discussed. (HTH)

The Torrance Tests of Creative Thinking: Verbal Form A were given to 39 fifth-grade children in a rural elementary school and scored for fluency, flexibility, and originality. (Author/MP)