Describes an instructional strategy to develop creative thinking. Students learn what information scientists had prior to formulation of an idea and attempt to devise their own solutions to the problem. However, no experimentally verified solution to the problem is known. Advantages to this approach are discussed. (Author/JN)

Since the brain operates best on multimodal, nonlogical, real-world problems, it may be counterproductive to teach students sequential, logical techniques for solving artificially defined problems. Giving students time to consider and propose solutions for real problems may be a more effective means of helping them learn to think. (PGD)

Two ways of stimulating creativity--meditation and structured physical movement--bring a new dimension to the teaching of composition by encouraging visualization and imagery, strengthening the integration of both hemispheres of the brain, and allowing the brain to rest. (HOD)

Age trends in ideational fluency were investigated by subjecting English schoolchildren to three tests. Consistent increases with age were found on the verbal divergent and Draw a Man tests but not on the figural divergent test. Sex did not significantly affect the results. (Author/MJL)

Presents exercises in the history of names, the origins of certain words, context clues, and creative descriptions--all designed to expand students' vocabularies. (SJL)

Encourages adult educators to use a creative approach to solving problems and making decisions, defining creative thinking as a complex process of discovery. States that adult educators should find ways to change how they look at problems and offers some suggestions. (MF)

This study concerns the role of structural properties of scientific prose: description of relations and explanation of mechanisms. The latter is isolated as a characteristics related to creative problem solving. (Author/GK)

The author argues that college educators will have failed if they do not teach today's conservative students to entertain new ideas and question cherished notions--however painful that process may be. Condensed from "The Chronicle of Higher Education," March 23, 1981, p64. (Editor/SJL)

Creativity and the characteristics of the creative personality are explored in an attempt to show both that creativity exists in handicapped children and is a valuable attribute to be developed in these students. Attributes of the creative personality are pointed out, and a model for the identification of creativity is presented. (Author)

Demonstrates why analogy exercises are useful in developing both vocabulary and conceptualization. (JT)

A prominent dancer/educator is interviewed about the "mind set" of today's aspiring dancers and about significant components in dance training. (Editor)

Presents a brief description of Adams County District 12's program to promote higher-level thinking skills in its elementary and secondary level gifted students. (SJL)

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)

Describes the types of mathematical games or puzzles that can be used in foreign language courses and dicusses the purposes they serve. Emphasizes their effectiveness as motivational learning stimuli and points out that they can be used either as instructional or reinforcement devices which force the student to "think" in the foreign language.…

This is a reprint of an article which originally appeared in 1950 in which Turing first describes "The Turing Test." The question "Can machines think?" is discussed in detail. (MK)