A study of 33 children demonstrated that original thinking, the ability to generate unusual ideas, is relatively stable between ages 4 and 7 or 8. Original thinking was shown to be distinct from intelligence. An earlier study was replicated that found an order effect with popular responses occurring early and original responses later. (Author/VW)

The author shares how she used the Synectics Model in a class she taught on Family and Communication at the undergraduate level. The model encourages students to develop new ideas using their nonrational and emotional states of mind, and is intended to increase creativity, empathy, and problem-solving capacity. (CH)

This interview with David Perkins, codirector of Harvard's Project Zero and author of "The Mind's Best Work," focuses on the links between creative and critical thinking styles. Exercises in Venezuela's Project Intelligence are also discussed, along with possible curricular approaches to teaching skills. (11 references) (MLH)

To examine the relationship among cognitive styles/development variables and creativity, 84 college students participated in a battery of tests. Results of both canonical correlation analysis and discriminant function analysis offered reasonable confirmation that creativity is facilitated by mobile (vs. fixed), field independent (vs. field…

Suggests our society strongly needs thinking that is constructive, generative, and organizing; describes an educational program, CoRT (Cognitive Research Trust), which teaches creative thinking as a skill; and presents reasons for teaching thinking as a specific subject area. (MBR)

Explores the extent to which technology has affected creation and production in modern poetry and concludes that originality of expression has not been lost in the medium of newsprint or advertising text. (DF)

Berthoff defends her textbook "Forming/Thinking/Writing," stating that is is devoted to providing opportunities for students to discover their own minds in action, without "compartmentalizing" the writing process, as Gebhardt suggests. (HTH)

Classes that are having trouble with creative writing should stop writing and start talking because oral language skills must precede written language skills. (RB)

In these data and on the kinds of analogies produced by a group of highly original men and women, the simple image/direct analogy stands out as the significant thinking operation used to make the familiar strange. These subjects apparently have not found the need to use personal, symbolic, or fantasy analogy. (Author)

Final article in series dealing with results of a two-year study of college students. (SP)

A method for stimulating thought processes and broadening the imaginative scope. (RB)

Presents ten interesting uses for the overhead projector for primary grade students. (RK)

A report that highly creative architects often moved as children cannot be generalized to the population in this study. (Authors/CB)

Article suggests methods of teaching so that the student not only learns how to think, but learns how to think about life itself, especially himself. (Author/MM)

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)