In these data and on the kinds of analogies produced by a group of highly original men and women, the simple image/direct analogy stands out as the significant thinking operation used to make the familiar strange. These subjects apparently have not found the need to use personal, symbolic, or fantasy analogy. (Author)

Final article in series dealing with results of a two-year study of college students. (SP)

A method for stimulating thought processes and broadening the imaginative scope. (RB)

Presents ten interesting uses for the overhead projector for primary grade students. (RK)

A report that highly creative architects often moved as children cannot be generalized to the population in this study. (Authors/CB)

Article suggests methods of teaching so that the student not only learns how to think, but learns how to think about life itself, especially himself. (Author/MM)

Shows the relationship between certain personality variables and resistance to the effects of frustration on creativity, and shows the combined effects of personality and emotional stress on creative productivity. (Author)

Described is an elective course in Creative Thinking in the Maple Heights, Ohio, school system. (MB)

Offers an awareness strategies checklist that can be used to help free children from previous preconceptions and guide them to notice new elements in the environment. (RB)

When planning social studies units, teachers need to build in opportunities for creativity and honor those students who exhibit it. The characteristics of authentically creative work in social studies are discussed and suggestions for projects that encourage creativity are made. (IS)

A program model for gifted preschool children incorporates a differentiated curriculum into an open classroom environment. The Structure of Intellect model serves as the basis for classroom activities (10 examples of which are provided) which stress creative and productive thinking. (CL)

Findings demonstrated that the Guilford-Mednick conceptualization of original thinking is applicable to preschool as well as to older children. (Author/RH)

All instruction, including social studies, should be concerned with developing both halves of the brain rather than continuing to place emphasis only on those functions which reside in the left cerebral hemisphere. When presented with a social studies problem, students can view it in two ways--logically and intuitively. (RM)