This study examines the relationship between creativity and tolerance of ambiguity. Participants were parents and their adolescent children. Three measures of creativity were used: a divergent thinking task, a story-writing task and self-evaluation of creative attitudes and behavior. Participants completed two self-report measures of tolerance of…

Two studies were conducted to show connections between giftedness and intuition. The first study was exploratory. A sample of 194 gifted adolescent students (N=194) included fifty-five students identified as gifted by their teachers and fifty-six percent who were female. Using the Polish version of the Myers Briggs Type Indicator, the students…

Drawing on socio-cultural theory, this paper focuses on children's classroom-based collaborative creative writing. The central aim of the reported research was to contribute to our understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing…

Development of creativity is influenced by multiple factors, including the environment, developmental changes, and measurement tools. In this study, we investigated the relationship between creativity development and implementation of the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER)…

Studies on the development of creativity have highlighted the impact of learning environments. In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. A semi-longitudinal study was conducted during two consecutive years with 210 children in elementary schools…

With the increasing use of dynamic media in multimedia learning material, it is important to consider not only the technological but also the cognitive aspects of its application. A large amount of previous research does not provide preference to either static or dynamic media for educational purposes and a considerable number of studies found…

To survive in the 21st century, today's student must develop the thinking skills necessary to adapt to a transforming world and learn how to be a creative problem solver. Future Problem Solving (FPS) prepares the student of today for tomorrow through an educational program that enables students to apply a constructive, deliberate process for…

This essay examines several points that C. Gratton Kemp presents in his book "Foundations of Group Counseling." (RC)

A school psychologist recommends that programs for the gifted be improved by offering students opportunities to develop creative thinking and problem solving skills and by surveying community resources to locate facilities and people who can aid in developing enrichment activities. (LH)

Author focused on the concept of relaxed attention and how to achieve it as well to explain its benefits. (RK)

Investigates the ability of 2-year-old children to pretend that one thing is another. Results indicate that when one thing is substituted for another, pretending varies as a function of the number of substitutions. (LLK)

AN ATTEMPT WAS MADE TO SUBSTANTIATE THE HYPOTHESES THAT SUBJECTS RECEIVING SENSORY DEPRIVATION WOULD SHOW MORE IMPROVEMENT IN ORIGINALITY THAN THOSE EXPOSED TO A NORMAL SENSORY ENVIRONMENT, AND THOSE SUBJECTS RECEIVING 4 HOURS OF ISOLATION WOULD SHOW MORE IMPROVEMENT IN ORIGINALITY THAN THOSE RECEIVING 2 HOURS OF ISOLATION. ABOUT 60 VOLUNTEER,…

This report investigates improvement of pupils' creative thinking and problem-solving abilities through direct educational efforts. The sample consisted of 739 pupils and their teachers from 36 fifth grade classes in two Indiana public school systems. Five sub-tests from the Torrance Tests of Creative Thinking were administered to all teachers to…

Productive daydreaming is viewed as an aspect of creative reading that can add to imagination and creativity; it combines the freedom to imagine with the contemplative state of mind. (Author)

To test the relationship between risk-taking and creativity, 10 groups of four undergraduates were administered the Choice Dilemma Questionnaire and a subtest of the Torrance Tests of Creative Thinking. This was followed by the standard group process noted to result in a risky shift, and then by post-testing. (Author)