The article describes basic processes children use to create and imagine, examines the significance of objects in this growth, and shows ways in which objects can serve creativity (exploring, repeating previous actions, replicating, and transforming with objects). (CL)

Critically analyzes a definition of creativity and concludes that the concept of creativity is illusive and undefinable. (JR)

It was hypothesized that individuals taking a test of creative thinking in dyads would attain a higher level of originality, and experience stronger feelings of stimulation, enjoyment, and originality of expression than individuals working alone under standard test conditions. Findings supported the hypotheses. (Author/TA)

The Runner Studies of Attitude Patterns, a personality inventory, was used as the criterion to determine construct validity of Sounds and Images and Onomatopoeia and Images, two tests of verbal originality. (KW)

Fourteen people who knew Buckminster Fuller as students, neighbors, and co-workers offer remembrances of his personality. They remember especially his ability to communicate with and inspire people of diverse ages, educations, and backgrounds. (IS)

The ability to take a playful outlook is important to creative thought, but too often schools recognize the legitimacy of structured games only, squelching creative play. Schools should cultivate natural playfulness so that children can adapt to our fast-changing world and learn to create new rules. (Author/WD)

By encouraging students to use their minds in new ways, consciousness education enhances awareness and creativity. Examples include using guided cognitive imagery to introduce new material and using dreams for introducing students to poetry. (Author/MLF)

The article focuses on the applications of the GENESA model (a life sized model of the geometry of a biological cell) in the enhancement of the creative processes during the stages of incubation, illumination, and verification, with emphasis primarily on the phase of incubation/imagery through potential illumination. (SBH)

The steps involved in creative problem solving (CPS) are described, and suggestions are made for incorporating CPS into instruction for gifted and talented students. (CL)

Three studies with overlapping participant populations evaluated Amabile's componential model of creativity, which postulates three major creativity components: (1) skills specific to the task domain, (2) general (cross-domain) creativity-relevant skills, and (3) task motivation. Findings of the three studies support Amabile's model. (DB)

The paper discusses the iterative nature of problem solving; operant analysis of the response repertoire available in a problem situation; the likelihood of reaching a solution versus escaping from the situation; and the relationship between exiting with solution and exiting without solution, modeled on catastrophe theory. (JDD)

This paper first reviews existing models of creative problem solving in art and then proposes the Model for Idea Inception and Image Development in Art. This model consists of five stages: (1) associative exploration; (2) problem parameter exploration; (3) multiple focus exploration; (4) primary focus exploration; and (5) refinement. (Author/DB)

This discussion examines elements of intrapersonal dialog (the self, the other, and the relationship) which can enhance personal creativity. (DB)