Studies of college students have documented a minimal relationship between academic and nonacademic accomplishments and between academic achievement and creative abilities. However, a higher relationship has been shown between productive thinking and nonacademic accomplishments. In this study such relationships are assessed in 2 college…

Draws attention to the need for an interdisciplinary approach to social and human sciences. Compares social science research to the art of weaving, in which the weaver knits separate pieces together in a unified whole. Available from: Unipub, Box 433, Murray Hill Station, New York, New York 10016. (Author/DB)

Tests of creative production given to 75 college students used three different types of instructions. The total number of superior responses was equal for brainstorming and criteria-cued instructions and greater than standard instructions. Criteria-cued instructions worked more efficiently, producing the largest number of creative responses for…

Research based effectiveness information is given for the following major instructional materials: Purdue Creative Thinking Program, Productive Thinking Program, Creative Problem Solving Program, Creative Studies Project, Imigi/Craft Series, Thinking Creatively, New Directions in Creativity, and the Peabody Language Development Kits. (DB)

The CoRT (Cognitive Research Trust) is a five-step program in direct instruction of thinking skills which increase the number and diversity of ideas as well as help the individual establish goals, set priorities, improve interactions with others, and incorporate feeling into thinking. (DB)

The pocket calculator is getting to be so low in price and so easily come by that it may well soon become standard equipment in the math class. (Author)

Article stresses the skills gained in problem-solving over mere information transmission in the classroom. (GB)

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)

An attempt to lend empirical support to the structure-of-intellect (SI) model by investigating 10 difficult to separate parallel factors. (Author/CK)

We can revive the spirit of inventiveness by allowing students the freedom to consider the unconventional and probe the possibilities of the "impossible." (Author)

Discusses the effect of bilingualism on cognitive growth and divergent thinking. That bilinguals have the potential for increased communication and greater problem solving should encourage United States' educators to consider bilingual education as a curriculum model for almost everyone. (Author)

Two stages of skill development are: declarative (facts are interpreted) and procedural (knowledge is embodied in skill procedures). Knowledge compilation moves skills from the declarative to procedural stage in subprocesses of composition, which collapses sequences of productions into single productions, and proceduralization, which embeds…

Equation problems elicited a strategy in which the subject attempted to isolate the X variables on one side of the equation, whereas word problems elicited a strategy in which the subject attempted to reduce the expression. These results suggest that problem format influences the type of strategy used to solve algebra problems. (Author/PN)

Techniques for achieving control of and producing results from task-oriented meetings with peers are discussed, including acquiring a perceived mandate, structuring attendance, and developing a working, narrative agenda. A productivity matrix correlates meeting activities with appropriate group leadership behaviors. (SK)

Intuitive thinking greatly enhances life and is a valuable supplement to the objective, analytical mode of thinking. Focus throughout the educational process is on the use of analytical thought processes. Often children with exceptional creative abilities have been penalized for their abilities and labelled troublemakers. (PHR)