The author identifies and describes what he regards as 25 of the most significant outcomes or products of 25 years of creativity research. Some were selected for the influence they have had on educational practices; others were selected for their potential in making a difference in future educational practice. (JN)

Assesses an effort by E.P. Torrance and co-workers to introduce a test they claim is based on a model of cognitive style that relates creative processes to hemispheric dominance. Challenges Torrance's theories and research methods and asserts that a model relating left and right brain dominance to creativity has little value. (GC)

Article considers the relation between creativity and intelligence through use of creativity tests for children. (Author/RK)

Study sought to measure the relationship between the preference for complexity-asymmetry on the Welsh Figure Preference Tests and the degree of differentiation of form on a figure drawing task. Data indicated that passive appreciative behaviors were quite distinct from active manipulative behaviors in art learning experiences. (Author)

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

The present study was designed to measure creativity changes in counselors. The findings suggest that the increase in authoritarianism in counselors may result from the more management oriented role that counselors are expected to assume. (Author)

The correlation of Guilford and Torrance measures over a two-year period and the relationship of teacher ratings of childrens' behavioral characteristics to creativity test performance over that same interval were examined. (Author)

Presents an expanded definition of creativity consisting of four modes (subconscious, imagistic, cognitive, and actualizing); four dimensions of a sequence of developmental skills (perceiving, affecting, intellecting, and responding); and four processes (fluency, flexibility, elaboration, and originality). Two guidelines for increasing students'…

Instruments based on F. Williams'"cube" model (which deals with cognitive-affective behaviors associated with divergent thinking) were used to select gifted students from a large pool (N=468) of third to ninth graders. Evidence indicated that instruments measuring both cognitive and affective factors of divergent thinking are most favorable for…

In a study of the relationship between children and parents' scores on the Torrance Tests of Creative Thinking (TTCT), 65 fifth-grade children and 121 parents were administered the TTCT. There were no significant correlations between scores for mothers and children. (Author)

The final part of an article on the process of identifying gifted and talented children presents data and discusses implications of the use of the Guidance Institute for Talented Students' Screening Instrument (GIFTS). (For Parts 1 and 2, see EJ 216 146 and EJ 221 686.) (PHR)

A 22-year longitudinal study of the "Just Suppose" Test is reported. Five criteria of later achievement were correlated with such test measures as fluency, originality, and emotional expression. Correlation coefficients were statistically significant in 27 of the 35 cells with the overall Creativity Index being most predictive of…

Explored the relationship of selected temperament characteristics and ideational fluency in preschool children. Distractibility and adaptability were related to original scores on pattern subtests of the Multidimensional Stimulus Fluency Measure, while temperament was related to original scores on tasks involving tactile manipulation of visible…

This study explored the relationships between creativity and cognitive skills, and the implications for arts education. High school seniors (n=65) were given a battery of psychological tests emphasizing creative thought. Results indicated significant correlations of the arts orientation with five domains of creative behavior and three cognitive…

A teacher of gifted and talented students recounts her own personal experience of "failing" a creativity test and the realization that tests have limitations and only measure an individual's performance on a given day based on particular standards and criteria. (DB)