Novelty seeking has been found to affect creative performance, but its impact on the temporal dynamics of creative information processing remains unclear. Creative information is identified by two key indicators--novelty and appropriateness. To explore the effect of novelty seeking on the temporal processing of novelty and appropriateness, a…

This article investigates the connection between multilingual experiences and creative metaphoric competence. As multilingualism has been shown to bring cognitive advantages in creative thinking, this article explores whether the ability to interpret creative metaphors differs in participants with less versus more multilingual experience. The…

This study seeks to delve into the potential role of divergent thinking, a component of creativity, in second language learning. Specifically, we compare the use of lexical organization and production strategies of two groups of more and less creative EFL learners in year 12 through an automatic vectorial semantic analysis of their retrieval in…

Translation receives a lot of attention from sociology, psychology, computer sciences, information technologies and from linguistics, from which it originates. With the advances in technology in the 21st century, studies show that translation is not a sterile linguistic activity, but a reflection of a set of skills and capabilities of the…

The study argues that, in addition to advantages in conscious attention-demanding processing, bilinguals may also exhibit enhanced unconscious divergent thinking. To investigate this issue, the performance of Russian-English bilingual immigrants and English monolingual native speakers was compared on the Abbreviated Torrance Test for Adults, which…

Offers a number of techniques designed to challenge or alter or disrupt how a student perceives reality, thereby facilitating student development in creative thinking. (RL)

This study concerns a moment in the learning process which is considered crucial, namely, that point when the learner is confronted with the necessity of discovering from the models already learned and stored in memory elements that will be useful in constructing a new utterance or solving a new problem. The emphasis is on the point of connection…

This study explored the relationship between conceptual level, a social cognitive variable, and second language communicative competence. The subjects were female secondary school students in five second-year French classes. The research hypotheses stated that conceptual level was related to the development of communicative competence while…

As individuals read, they construct meaning at various levels, including literal, interpretive, and critical. One part of this comprehension act is creative reading, which may be promoted by self-questioning so that students become personally involved in the material they read. To guide students' self-questioning strategies, teachers can both pose…

Sound play is important to child language development in that it contributes to the phonetic substrate, it is a factor in phonological development, and it is something to be learned as part of the socially acceptable use of language. Sound play progresses in three stages: (1) babbling, in which a gradual acquisition of phonetic units is built up…

Noting that the media can be powerful instruments in the hands of creative teachers, this paper explores the use of media as instructional tools to promote growth in thinking and language processes (primarily reading and writing). The paper views media form and applies it to the interrelationship of experience, thought, and language. It proposes…

Research indicates that people have two distinct information processing modalities, one for verbal material and one for nonverbal material. The nonverbal mode is used for visual images and is characterized by creative and relatively undisciplined associations. The verbal mode deals with abstract stimuli and is restrained by logic and the need to…

Analysis and assessment of young children's spontaneous writing and drawing in daily journals may focus on three significant dimensions: what, who, and how: what stands for thought and meaning; who, for person; and how, for form. These categories may be further divided. Thought and meaning include theme(s), organization, and vocabulary; person…

Reviews a monograph which addresses children's higher-order thinking skills. Suggests the following for teaching problem solving: identify and develop content-independent and content-dependent problem-solving skills, connect developed skills through workshop-style activities to subject discipline, and help students identify and reconstruct their…

Intended for teachers of grades 7-16, this book discusses "heuristic" writing--writing that produces new, irreversible knowledge for the writer leading to a fuller understanding of the self and of the act of writing--as well as principles and practices having direct implications for a wide range of students. Chapter 1 examines the…