This study evaluated interrelationships among the scores of 51 high school seniors on the Remote Associates Test (RAT), verbal subtests of the Torrance Tests, the Alpha Biographical Inventory (ABI), and IQ. For all Ss, RAT scores, IQ, and the ABI Academic Success score comprised an interrelated "intelligence cluster." With males, none of…

A subtle revolution in the goals and methods of education, which has been occurring in the United States since the early 1960s, emphasizes both creative problem solving and creative expression. This booklet discusses this creativity and explores the evidences of change in educational objectives, teaching methods, curriculum and instructional…

The classroom use of attribute blocks to develop thinking skills is defended in this article. Divergent-productive thinking is identified as an important skill that can be developed by using these blocks. However, teacher commitment and involvement in the program is considered necessary. Suggestions for using these blocks are included. (MA)

Shows how counselors and teachers can be partners in the classroom. Describes an interdisciplinary instruction program in junior English which used the Myers Briggs Type Indicator to analyze literary characters. Encourages counselors to find other innovative methods for inspiring creativity in the classroom. (ABB)

Develops a general understanding of four categories of thinking skill components and their increasing importance: (1) problem solving; (2) decision making; (3) critical thinking; and (4) creative thinking. Methods of incorporating audiovisual media into thinking skills instruction are suggested. Twenty-one references are listed. (MES)

A study was undertaken to evaluate six adult courses, including four creativity-training courses and two university groups serving as controls. In the test groups, several significant improvements in test results were gained following the six-week courses, involving idea production, preference for complex stimuli, and creative independence.…

The reprinted 1978 article with a 1988 update advocates a combination of enrichment and acceleration to meet the needs of gifted youth. It presents a three-stage enrichment model to develop: (1) divergent and convergent thinking abilities; (2) creative thinking and problem solving strategies; and (3) independent learning abilities. (VW)

The study of trigonometric functions in terms of the unit circle offer an example of how students can learn algebraic relations and operations while using visually oriented thinking. Illustrations are included. (MNS)

It is the responsibility of the teachers to make education a creative experience. Education should give children opportunities to create multiple solutions to identical problems, teach children how to formulate questions and problems, and cultivate the ability to experience the world sensitively. (CT)

Examines biological and environmental determinants of creative/divergent thinking in light of two studies--one showing an inverse relationship between serum uric acid and divergent thinking and one showing a positive correlation between family size and creativity in upper socioeconomic status groups. Outlines classroom practices that promote…

Critical thinking alone is reactive, in that it lacks the creative elements necessary for social progress. Accordingly, the author has developed the CoRT (Cognitive Research Trust) program to teach the two aspects of perception: breadth (developing a perceptual map) and change (using the map to discover solutions). (TE)

In this book, the author reveals the creative force of children's narrative imagination and shows how this develops through childhood. He provides a new and powerful understanding of the significance of narrative for children's intellectual growth and for learning and teaching. The book explores a series of real stories written by children between…

This article describes how research in both educational theory and cognitive psychology tells us that visual learning is one of the best methods for teaching students of all ages how to think and how to learn. With this basic understanding, it is only natural that we teach and let students experience the power of visualization. Visualization can…

This paper addresses the improvement of instruction at the higher education level by the application of nine principles of learning by the instructor. These are: (1) the instructor should secure the interests of students in teaching and learning situations; (2) the instructor must guide students to perceive meaning in what is being learned; (3)…