The process of creative problem-solving (CPS) commonly demands that individuals consciously or unconsciously integrate creative ideas from a vast array of diverse information. Using a masked priming paradigm and the Chinese remote associates test (RAT), this study provides innovative behavioral evidence for the integration of multiple unconscious…

This report investigates improvement of pupils' creative thinking and problem-solving abilities through direct educational efforts. The sample consisted of 739 pupils and their teachers from 36 fifth grade classes in two Indiana public school systems. Five sub-tests from the Torrance Tests of Creative Thinking were administered to all teachers to…

Shows the relationship between certain personality variables and resistance to the effects of frustration on creativity, and shows the combined effects of personality and emotional stress on creative productivity. (Author)

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)

This review considers the question as to whether there are generic problem-solving skills that cut across fields or whether the skills are so embedded within specific fields that they can be identified only within the contexts of those fields. To answer this question, an attempt was made to define both "problems" and their "solutions." Then the…

This publication was designed to help teachers learn about promising materials, methods, and techniques for teaching creative thinking and problem solving to disadvantaged elementary school children. Two kinds of reviews of published teaching materials for specific grade levels and subject areas are included: (1) reviews of commercially published…

Described is Project Reach (Reaching Educators and Actualizing Children) which is designed for gifted students, and includes exercises in productive thinking, student participation in planning, decision making, forecasting, communication, creative problem solving, and mind stretching. (KC)

The first purposes of this project were to develop a new measure of Creative Problem-Solving (Improving Research Testing) and to develop new scoring criteria for the College Situations Problems. In addition, evidence concerning the reliability and validity of nine new variables derived from these two measures was examined. Adequate levels of…

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…

Three modules designed to teach creative problem solving are included. Although prepared for mathematics teachers, the situations used are non-mathematical. The modules are entitled "Application of Deferred Judgment,""Recognizing the Real Problem," and "Developing the Solution." Instructor's guides for all modules are included together with the…

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…

The article discusses the concept of inspiration as a component of creativity, including environmental influences, affective self-awareness, effective verbal communication to preserve inspired experiences, and the role of humor. The creative problem-solving process is also addressed, with attention to divergent thinking strategies and the practice…

In this interview, Edward de Bono says critical or logical thinking in lockstep fashion is necessary but not sufficient because we need not only the ability to critique ideas, but to create them. Creative or lateral thinking arrives at solutions by attacking problems "laterally" or "sideways." (DCS)

Subjects for which aesthetics and creative performance are critical curricular dimensions (such as art, physical education, music, and technology education), and which are accommodative of students across the range of intelligences (Gardner, 1999) are not readily or completely captured by content standards. Therefore content knowledge in these…

An earlier version of this article appeared in Williams, F.E. (Ed.), "First Seminar on Productive Thinking in Education. St. Paul, Minnesota: Macalester College, 1966.