Instructing the physically handicapped technical education student in the use of adaptive equipment (AE), such as Braille computers, involves four steps: keeping a current file of access to AE, insuring proper education in the use of AE, encouraging student creativity, and evaluating the equipment to recommend changes and adaptations. (CT)

The learning station process approach to curriculum enrichment in gifted education is considered. Key aspects of such an approach, including facilitator availability, spontaneity, flexibility, individualized and creative problem solving, and individual programing, are described. (CL)

In a follow-up study, college seniors who had been trained in creative thinking as freshmen could not be distinguished from untrained peers in a creativity test. (JD)

To study the effects of guided fantasy on the creative thinking of students, 51 fourth, fifth, and sixth grade students were assigned to one of two groups (relaxation techniques and guided fantasy or an arithmetic lesson). (PHR)

This article warns of the ultimate inadequacy of relying upon outward perception (through the senses) and argues how inward perception (through the mind as a whole) may bring us into contact with new forms and areas of reason. (MM)

The article discusses fostering creativity in young children through encouragement and training, both at home and at school, and presents parents and teachers with 10 examples of activities designed to stimulate creative thinking in gifted and talented children. (DLS)

The author describes a learning center in which primary aged gifted students are encouraged to think creatively. Examples of three creative activities are given. (CL)

"Creating a superhero", a minicourse for gifted elementary children, is described. (CL)

Examines written, visual and sound messages directed toward children and suggests that there is a significant difference among various mediums capacity for stimulating creative thinking. (MH)

Subjects worked on a problem, engaged in an intervening activity, and then resumed work on the problem. Different intervening activities represented various mechanisms that produce incubation (e.g., set breaking, facilitation by analogy, review of the problem's elements). These various treatment groups were compared to a control group that worked…

Presents selected responses to the question "The Farmer's Dilemma" that represent the thinking of sixth-, seventh-, and eighth-grade students. Indicates that by being given the freedom to use a variety of methods, most students found at least one solution or demonstrated an understanding of the restrictions set by the problem. (ASK)

A common way to teach creative thinking is through creative problem solving. Outlines the stages of problem solving: problem exploration, idea development, implementation, and selected activities for developing creative problem solving competences. Discusses the role of attitude, experience, and motivation. Concludes that creativity training is…

Describes how the authors used process drama as a tool by which students assume the persona of characters in a literary text and improvise what the characters might say and how they might react in challenging situations. Discusses how students created modern dramatic interpretations of traditional texts in order to solve problems that parallel…

Analysis of 1,475 transcripts of online discussions among 7 student learning groups (n=38) with diverse learning styles indicated that most groups seem to respond to diversity by accommodation or elaboration rather than transformation. Few groups seem to invest the resources needed to capitalize on cognitive diversity and engage in nonroutine…

In a sample of 45 kindergarten children, significant, but relatively weak correlations were found between the Nebraska Starry Night Observation Protocol (NSNO) and the originality and elaboration scores of the concurrent measure, the Torrance Tests of Creative Thinking. Implications of using the NSNO to identify young creative children are…