The microcomputer can foster creative thinking by enhancing problem solving, divergent and convergent thinking, motivation, and cognitive and affective domain abilities. Features of menu selection, interaction and branching, and feedback are noted. (CL)

Discusses the works of Darcy Gerbarg, Ruth Leavitt, David Em, Duane Palyka, and Harold Cohen, visual artists who work with computers to create art works by relying on standard hardware/software tools, using custom tools created for nonartistic tasks, manipulating images at the programing level, and programing creativity into computers themselves.…

Legislation in Ontario to encourage early identification in school of those who will become future scientists, mathematicians, sculptors, composers, painters, dancers, etc. leads to the question of whether artistic and scientific achievement can be distinguished at an early age. Further investigation is needed, putting into question the…

Discusses children's imaginary companions as a part of human development that adults should strive to understand. (BJD)

The authors stress the need for teaching gifted children to read creatively, which includes synthesizing information into meaningful relationships, and propose a 20-item checklist to generate objectives and activities for fostering creative reading development. (MC)

The administrative functions providing non-technical services to the technical research staff are often seen by researchers as antagonists, but they can enhance the research effort if organized and run correctly. To be effective, the services should be designed to enhance and not destroy creativity. (MSE)

Reports on a study that investigated the effect of readers' abilities to be creative on their abilities to make inferences in reading prose passages. (FL)

Argues that the possibility for surprise is the starting point for both effective writers and teachers and describes six elements that help create surprise: expectation, habit, ease, recognition, "pounceability," and acceptance. (MM)

The Delphi technique is a method for the systematic solicitation and aggregation of informed judgments from a group of experts on specific questions or issues. This paper is a discussion of the technique: its uses, misuses, and future. (Author)

Attempts to distinguish between two major categories of creativity and draws from the fields of music and art for examples showing how these two types merge compatibly to produce a tangible outcome. (Author/RK)

Author states that modern education has provided students with an adequate ability to solve given problems and implement solutions, but has overlooked the importance of problem-finding, a skill which involves defining purpose, setting personal objectives, and exploring interests. (RW)

Questions whether creativity, as a qualitative phenomenon, is accessible to quantitative measurement by testing. Stresses importance of creativity as action--rather than a personality attribute or an aesthetically judged product--which involves re-creation of the self, often as an attempt to integrate the self into an alienating environment. (RW)

Author proposed a different way of thinking about art in the curriculum, an aesthetic view of life that begins with affection, care and attention. (Author/RK)

Described are classroom activities for gifted children based on C. Taylor's Creative Totem Pole theory. (SBH)