Nonverbal creativity, here primarily referring to scientific or mathematical creativity, is considered a function of a set of psychophysiological characteristics. The most important of these, necessary and sufficient for nonverbal creativity, is seen to be a slight dominance of hippocampal or cortical inhibitory activity over reticular, or…

The encouragement of creative thinking on the part of librarians is the purpose of this management guide. Every librarian has creative potential and the author discusses ways it can be developed. Included are discussions on the meaning of creativity, the need for creativity in libraries, traits of the creative librarian, steps in the creative…

The purposes of this study were to determine if there is any relationship between: (1) students' creative thinking ability and their achievement in the basic college course in public speaking, and (2) teachers' estimates of creative thinking ability when compared to students' scores on a standardized creative thinking test. Subjects were 140…

Dramatic play games emphasizing creative thinking and listening skills offer an emotional outlet for the entire class. Games involving pantomime, musical instruments, and communication are described. (CB)

Intermediate grade students (N=98) in behavior disordered and learning disabled classrooms were divided into experimental and control groups and were administered pre- and post-tests of the Torrance Tests of Creative Thinking. Experimental subjects who participated in the Purdue Creative Thinking Program made significantly greater scores than did…

A teacher of gifted elementary students describes how her students used creative problem-solving principles to help her overcome a vocal problem caused by removal of a cyst. (CL)

A study of 450 elementary students was made to examine the effects of Talents Unlimited (TU) teaching on students' productive and creative thinking scores. Results were not consistent across grade levels, nor from class to class. There seemed to be small to moderate associations between TU teaching and test scores. (Author/MT)

Eighty-nine Black preschoolers (advantaged and disadvantaged) participated in sociodrama, verbal training, or control groups. Among results was that differences in socioeconomic groups were related to creative response style rather than to overall ideational, fluency, and originality in divergent production. (CL)

The article describes exercises in drama and creative writing to broaden the imaginations of visually handicapped children through stories and poems with a nonvisual imagery. Examples of stories and poems written specifically for the visually handicapped are included. (Author/CL)

Argues for increased attention to informed awareness of the arts in education, and to the importance of an active engagement with the arts in developing critical as well as creative thinking. (Author/CMG)

In an examination of a school-based program to develop creative thinking skills of gifted children in the beginning intermediate grades, few differences were found in curricular achievement between gifted children in segregated homogeneous classes and in hetergeneous classes. (Author/CL)

Discusses the positive aspects of verbalizing ideas in order to provide a frame of reference which serves to clarify the concept. (Author/HV)