Reprinted from "Manpower and Applied Psychology , Volume II, Number 1, 1968.

College faculty and freshmen program participated in a study of the effect of teachers' preference for complexity and tolerance to ambiguity. Teachers who preferred high complexity classroom interaction maintained significantly more verbal responses in the higher levels of cognition, thereby challenging student thinking. (PP)

Describes a study using experimental and control classes to test the effect of exercises in creative thinking. The tenth-grade students were able to increase their ability to think creatively. (Author/SA)

Even in an educational tests and measurements classroom it is possible to stimulate student creativity and divergent thinking. Examples of projects and test constructions are given to provide food for thought for the creative teacher. (JN)

In the Charlotte-Mecklenburg (North Carolina) Public Schools, thousands of gifted children are tackling challenging, real-world problems correlated with curricular expectations. This gifted program fuses three philosophies: multiple-intelligences theory, problem-centered learning, and a thoughtful atmosphere to foster critical and creative…

This article argues that, if creativity is measured by outcomes, then basic forms of reasoning (deduction, induction, abduction, specialization/generalization, and elementary memory associations) can be considered mildly creative. The claim is backed by references to computer programs that have generated creative outcomes. Limitations of this…

Describes grade-appropriate weekly activities designed to appeal directly to students by giving them open-ended questions. Activities may be worked on individually, in pairs, or in small groups. This particular set of activities focuses on stories from literature involving measurement, earning money, marketing a product, and setting up a…

Examined is the situation in which pupils invent mathematics on their own and teachers' reactions to this situation. The assimilation of students' original ideas into correct mathematical concepts is discussed. (CW)

Discusses the importance of creative thinking in the geography classroom. Suggests that such thinking can be achieved through the integration of content and creative problem solving. Describes a seventh grade world geography class activity which illustrates this integration. Steps for applying the activity are given and student efforts are…

Examines the issues surrounding the implementation of thinking skills programs in public school curricula. Seeks to classify thinking skills, to provide options for selection of an instructional framework, and to suggest guidelines for teacher training in thinking skills curricula. (SR)

Offers strategies which preschool teachers can use to facilitate children's problem-solving skills through play in the context of the Play and Problem-Solving Model. Discusses the clues children give teachers when they need help and what kind of help children need to solve problems. (BB)

Prior studies indicate that, given time to develop their own algorithms, primary students will process multidigit addition or subtraction problems from left to right. Gives evidence to support that idea, describes methods of getting students to invent their own algorithms, and discusses advantages of child-invented procedures. (21 references) (MDH)

This article describes a new curriculum for reversing self-defeating tendencies in secondary level youth with disabilities by building skills in areas such as communication, self-understanding, creative thinking, and problem solving. The curriculum, Self Determination: The Road to Personal Freedom, focuses on development of eight skills. (DB)

Discusses difficulties faced by left-handed children in everyday schoolwork. Highlights include right-handed bias of toys, clothing, and tools; the need for guidance in handwriting; problem areas including domestic science, arts and crafts, and metal and woodwork; left-hand advantages in sports and creative arts; and the European Left-Handers Club…

Among 150 eleventh grade American Indian students, those attending urban high schools were significantly more creative than reservation students on 5 of 7 variables of the Torrance Test of Creative Thinking, Figural Form B. There was no significant difference between groups in academic achievement. Contains approximately 100 references. (SV)