Identified two groups of potentially androgynous elementary schoolchildren as those labeled by peers as "tomboys" or "sissies," and compared personality characteristics with peers. Results indicated that the labels were not necessarily indicators of androgyny, but important social behaviors are related to these labels. (Author/ML)

Reviews empirical and theoretical writings showing how visual arts affect: growth of perception and awareness through use of the senses; clarification of styles of thought and their effect on personal expression; inventiveness and general problem-solving ability; feelings of confidence and self-worth; and general learning motivation and success.…

A study examined the effects of open and traditional classes on the academic attainment of elementary school students of different socioeconomic backgrounds in Israel. No evidence was found to support the hypothesis that students from upper socioeconomic classes benefited more from learning in an open classroom than students from lower…

Considers the way people create knowledge, the way personal knowledge grows, and the types of educative environments that are supportive to students' efforts to improve their knowledge. (GT)

The effects of open-plan and conventional classrooms upon patterns of friendship and levels of creativity, extraversion and neuroticism were studied in samples of 11-year-old middle-school children, matched for socioeconomic background in two schools with the different layouts but similar philosophies and teaching styles. (Author)

Ward Welty notes that the standard advertising course could be improved by including a unit of study in rhetoric, especially Aristotelian rhetoric. Bruce Vanden Bergh reports on research on the differences in creating advertising copy for radio versus the visual media of magazines, newspapers, and television. (RL)

Described are ways in which a classroom teacher may recognize creativity's primary processes in the behavior of children. Suggestions are made for developing creative learning activities in the classroom. (CS)

The factors of age, self-esteem, peer status, creativity, and attitudes toward school were examined in a study of the effects of an affective education intervention (the "Magic Circle") with 111 gifted and nongifted kindergarten through fourth-grade students. (PHR)

Combining the strengths of futurism and creative education is necessary to prepare today's students for the world of tomorrow, but retooling in such areas as instructional materials and procedures, tests, assessment, statements of objectives, etc. will be necessary. (DS)

Presents an overview of the four component parts of the activity of problem solving. These are the types of problems to be solved, the necessary prerequisites, the strategies, and the elements used in applying the strategies. (HM)

The construction and validation of the Life Experience Inventory (LEI) for the identification of creative electrical engineers are described. Using the number of patents held or pending as a criterion measure, the LEI was found to have high concurrent validity. (JKS)

The liberal arts are described as the ideological framework for colleges of arts and science on which hangs the curriculum. A definition of liberal arts is proposed that views the liberal arts as a perspective consisting of seven elements: holism, humanism, history, analysis-belief, creativity, recreation, and values. (MLW)

The value of the Structure of Intellect Learning Abilities Test for identifying gifted children and predicting teacher perception of them was investigated with 138 intermediate grade students. (DLS)

As a child develops, perceptions of the world and idea concepts change, but creative expression and innovative thinking can be encouraged by the teacher at each stage of the child's development. (JD)

Undergraduate men and women judged to be either high or low in creative ability were given the Tennessee Self Concept Scale and an ideal other questionnaire. Highly creative males gave TSCS responses similar to those of females with minimal creative ability. Highly creative females had the lowest self-esteem. (Author)