Describes a study that compared advertising educator's judgments of students' creative talent with measures of each students' creative ability at two major universities and concludes that advertising educators are good judges of creative talent. (MB)

The four dimensions of the creative personality--thinking, sensing, intuition, and feeling--are described, as are the creative process (including preparation, incubation, illumination, and verification) and ways in which teachers can assess and promote creativity. Creative classroom environments and teaching methods are detailed. (CB)

Two studies related to creativity are reported and discussed. The first examined possible relationships between problem solving, divergent thinking, and field dependence-independence in second-grade students (N=83). The second study determined that the analytical skills of 71 undergraduate students (measured by the Hidden Figures Test) may be…

Investigated the effect of specific clayforming activities on the figural and verbal creativity of first-grade children (N=26) drawn mainly from disadvantaged, minority group backgrounds. The supposition that instruction in clayforming promotes creativity was supported. Imagery is discussed as a possible vehicle for mediating the observed change.…

The author describes the events that convinced him of the central role of creativity in identification of gifted and talented students. He suggests five policies and procedures, including the need for evaluating multiple talents and for considering the kinds of excellence valued by the child's culture or subculture. (CL)

Available from: Department of Special Education, Appalachian State University, Boone, NC 28608.

Discusses the numbing of creativity our society encourages and suggests elements of a creative behavior program that aims to increase the creative behavior of adults. (TO)

The present study was concerned with the association of basic dimensions of parent-child relationships and the creative potential of the child. Male and female college students, with personality traits frequently associated with creativity tended to describe both parents as more rejecting than loving while they were growing up. (Author)

Paper presented at 18th Annual Convention of the National Association for Gifted Children, Chicago, Illinois, May 7, 1971. (CB)

Creative Ss had a stronger cathexis of research activity and were highly flexible, original, and rejecting of outside influence. They had identified primarily with their fathers, and that their interest in mathematics had arisen from sublimation or search for autonomy in fantasy rather than from reaction formation or withdrawal. (Author)

Changes in concepts of creativity and culture necessitate closer attention to the sociological aspects of creativity. Problems emanate from disregarding the modernization process in our culture, as that process relates to creativity, and from the impact of the contemporary fine arts on creativity research and art education practice. (Author/SR)