Research on the relationship of cognitive processes and hemispheric specialization is reviewed. Considered are findings concerning dichotic listening, tachistoscopic image presentation, electroencephalographic responses, conjugate lateral eye movement, and creativity. (CL)

The general and creative characteristics of scientifically prone gifted youth are outlined and the importance of self concept and fostering scientific behaviors is stressed. Among characteristics identified are curiosity about what makes things work and fluency of thought. (PHR)

A comparison is drawn between acquiring linguistic skills and acquiring creativity. It is suggested that aesthetic values have to be taught, that literalism has an important function in artistic development, that media can help to control and direct a child's attention, and that formulas impart a necessary competence. (Author/KC)

Discusses the use of the term "creativity" in television and how it functions within the technical, economic, and organizational framework of the industry. Three common uses are identified: the creative writer of a script; the originator or producer; the director or middle-level personnel who may exercise "creative freedom."…

A significant relationship was found between changes in social emotional status and creativity. Creative and social-emotional changes occurred independently of most variables known about a child at the beginning of treatment. (Author)

The effectiveness of a gifted program emphasizing creativity with 91 gifted Ss (grades 3 to 6) was compared to a control program for 78 gifted age matched Ss. Experimental Ss made significantly higher scores on post-tests of figural, semantic, and symbolic creativity. (CL)

Introduces a revolving-door model for identifying and teaching the gifted that allows students to move into and out of special programs as the need arises. (Author/WD)

A comparison of bisensory media (such as audiovisual films and television) with unisensory media (such as auditory tapes and silent films) indicates that unisensory stimuli evoke more creative responses than do bisensory stimuli. (Author/IRT)

Members of an elders writing workshop reveal what the workshop meant to them. (FL)

Discusses Chaplin's use of satire in his films "Modern Times,""City Lights," and "Limelight" and how these were perceived and misunderstood by his audiences. (JMF)

A review of the literature does not support the hypothesis that creativity can be taught in the schools. (LH)

Argues that incrementalism's weakness is that it is another rational approach to problem solving when what is needed is a nonrational approach--creativity. Offers guidelines for improving creativity in oneself and in the work environment. (IRT)

The paper considers some issues and events in the life of a music composer, and through review of the lives of 57 composers, attempts to discover constructive and destructive variables. (PHR)

Home environments of 43 highly creative and 43 less creative boys in fourth through sixth grade were studied through 150-question semistructured interviews with 86 mothers. Interview responses, categorized along 24 dimensions, revealed significant differences related to parental creativity, independence and flexibility, emotional distance, and…

Large bodies of literature have supported the necessity of gifted programs for either the intellectually superior or the creative-productive thinker, but few have actively sought to establish programs which systematically combine the two. A promising union of these two categoreis may identify a group previously ignored, but whose characteristics…