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)

The lack of a common understanding of the construct of creative thinking is noted, and the cognitive spiral model is presented, which conceptualizes creative thinking as an integral component of all cognitive processing. This article details the synthesis of a definition and the structure of a model of cognitive processing. (Author/DB)

This paper is based on work carried out as part of a research study into the professional practices of secondary design and technology teachers in England. It focused on fostering creativity or teaching for creativity as defined by the Robinson Report (1999, All our futures: creativity, culture and education. London: Department for Education and…

Teaching gifted students to think creatively may follow the AUTA model: awareness of creativity, understanding of creativity, techniques of creativity, and finally, actualization--development of creative talents. (CL)

This paper explores connections between Kirton's Adaption-Innovation Theory of cognitive style and Koestler's bisociative theory of the creative act. The three Kirton factor/traits (sufficiency of originality, efficiency, and rule/group conformity) are integrated into Koestler's conceptual framework of the creative act which stresses the creation…

This article examines the state of knowledge on the creative process, especially mathematical-scientific, verbal, musical, and artistic imagery. A creative imagination imagery model is proposed which has three major dimensions: the environment, the individual (with both content and process components considered in terms of the Structure of…

This article presents an engaging activity in which high school students use a dichotomous key to guide the creation and classification of model insects from recycled plastic lids and containers. Besides teaching the use of a dichotomous key and the effect of evolutionary descent upon groupings of organisms, this activity focuses on an…

The American Psychological Association's Center for Gifted Education Policy (CGEP) reviewed the literature on current talent development models and conducted research on music conservatory students, high IQ students, and science-talented students as sources for a new developmental model called scholarly productivity/artistry (SP/A).The third stage…

The history of divergent-thinking tests suggests that new approaches to creativity testing are needed. Research has focused on the relation of creativity to insight, divergent problem solving, problem finding, and intelligence. A proposed situational model of creativity defines creativity as a meaningful response to open-problem, open-solution…

To clear up some of the existing confusion in gifted education terminology, the paper suggests several alternative ways of looking at the terms talented, creative, and gifted, with particular emphasis on the last two. Noted among distinctions are that the gifted have a global intellectual ability, the creative have the ability to produce…

This article points out the role of using literary models in relation to older children's writing; investigates how children's use of models can help us explain certain features in their writing; and suggests that teachers can incorporate in their teaching the natural process of using models that children follow when they write. (Author)

The present study observed problem-solving styles with anagrams to see whether observing a model solve anagrams in a rigid or flexible way would affect the types of solutions the subjects used. (Author)

Three basic strategies and a number of nonreactive research methods are suggested as checks on data procoduced through questionnaires and interviews. (PS)