Research which is relevant to the study of creativity over the last century is reviewed and reasons are suggested for the upsurge and recession of interest in creativity. (Author)

This study is aimed at trying to discover the isolable characteristics of intelligence, of the kind of mental processes which result from it, and of the relationship between intelligence and the formation of concepts. (Author)

Summarizes an intensive survey of current research undertaken in an attempt to identify cognitive factors related to discrepant achievement of economically deprived black and white rural first graders--i.e. students whose achievement was at a level unpredicted by diagnostic testing. (JM)

Children change their racial preference across the multiple requests made when traditional measures of racial preference are administered. Piaget views these changes as self-contradictory and due to cognitive incapacity. Data are, however, held to support the view that children intend to express a liking for dolls of both races. (RJ)

The research on cognitive style suggests that there is tremendous variability in the way in which individuals process information and hence in the manner in which they approach individualized instructional programs. (Author)

Importance of stimulating interest in a course rather than reliance on grades or course difficulty. (Editor)

The study was conducted to determine if the cognitive environment of the child from a high ability family could be classified as expansive or restrictive. It was concluded that mothers of gifted children have both styles available to them. The individual orientation of the high ability mother dictates the s tructure utilized. (CD)

Summarizes Piagetian developmental psychology, and describes a study in which trainee elementary school teachers administered Piagetian tasks to pupils. During this time the teachers were being instructed in the development of children's thought processes. Results support the continued use of the method. (AL)

Using a deep-level processing strategy, low test-anxious college students performed significantly better than high test-anxious students in learning a paired-associate word list. Using a superficial-level processing strategy resulted in no significant difference in performance. A cognitive-attentional theory and test anxiety mechanisms are…

Performance on Piagetian logical concept tasks, standardized intellectual measures, and measures of memory ability was assessed cross-sectionally. Factorial analyses revealed significant chronological age main effects for all tasks except transitivity of weight. Covariance analyses indicated educational level is generally more closely related to…

The cognitive theories of Beck and Ellis were used to identify cognitive phenomena thought to be related to social anxiety. Their constructs, risk appraisal and irrational beliefs, were operationalized for this study. Both discriminated between a clinical sample of anxious men and a group of competent daters. (Author)