A study on the relationship between insight and hemispheric use in science courses for gifted students is briefly described. (Author/PHR)

Aesthetic sensitivity is present in children to varying degrees, but creativity emerges and develops with intelligent assessment of aesthetic experiences. (JD)

Describes the conceptual bases of two different approaches to a language of invention and synthetic thinking as applied to commonplace inventions such as the chair: first, a conceptual history based on the gradual accretion of complexity, and second, a modern account based on the principles of engineering design. (DB)

Evaluated whether viewing violent video material affects cognitive task performance. College students (N=186) were placed in one of four conditions (humorous video, neutral video, violent video, or receiving a gift before performing a cognitive task). Results suggest watching violent video material has deleterious effects on cognitive task…

A creatology matrix is developed to examine the abilities, processes, and products of four kinds of entities (culture, organization, group, person). Also examined are creativity as a matter of knowledge, identification with basic cultural values, and typicality of creative people within a culture. (JDD)

Using tenets from Vedic science and quantum physics, this model of the creative process suggests that the unified field of creation is pure consciousness, and that the development of the creative process within individuals mirrors the creative process within the universe. Rational and supra-rational creative thinking techniques are also described.…

The conceptual similarities among several taxonomies of cognitive style were examined in two studies involving 903 adults. Common themes emerged concerning their expected contributions to creative output, with results showing substantial positive correlations in productivity among innovator, synthesizer, and planner styles, with negative and null…

Articulates a model of children's cognition as creative healing. Outlines presuppositions of Piagetian Theory of children's cognition, and poses an alternative set of premises and techniques for therapy with children in which children spontaneously access unconscious resources. Offers case examples discussing children's interpretation of…

Instead of the traditional view of learning as acquiring cognitive knowledge or data, the author argues for a broader notion of knowledge that includes emotions, values, intuition, and creativity.

The relation between field independence-dependence and creativity was investigated in 40 fourth graders equally divided by sex. The measures used were the Children's Embedded Figures Test, several verbal and figural subtests from the Torrance Tests of Creativity, and the Peabody Picture Vocabulary Test. No significant Pearson correlations were…

Ninety university undergraduate students were tested on a number of tasks assessing their recognition of possible and impossible figures, mental rotation, ideational fluency, and self-report artistic and creative characteristics. Scores on the Impossible Figures Task (IFT-14) and the Mental Rotation Test, and self-ratings on the Artistic…

In this paper I will explore the implications of an analysis of two kinds of knowledge, the exercise of practical wisdom and the insights associated with narrative knowing, for "connected" teaching. My aim is to show that both kinds of thinking share important similarities insofar as they include the experience of openness and surprise of…

The first topic of the conference was creativity. Papers delivered were Knowledge and Creativity by Theodore C. Denise and Hobert W. Burns; Potentiality for Creativity and Its Measurement, by J. P. Guilford; and Some Methodological Issues in the Study of Creativity by Robert L. Thorndike. In the second session, a paper on comparability of scores…

This paper explores the intimate connection between creative and critical thinking, by arguing that both are inseparable in everyday reasoning. The details of the relationship between creative and critical thinking are worked out in relation to the processes of: (1) thinking through the logic of things; (2) taking command of reasoning and logic;…

Teachers should provide more real experiences for children rather than vicarious ones, in order to allow children's cognitive structuring processes to develop.