The measurement of creativity in children is discussed. (DLS)

Discussed are the use of personality inventories as tests of creative potential and their use as screening measures in programs for the creatively gifted. (JYC)

This study examined possible differences due to race in socioeconomically matched Caucasion and Black college classes using Torrance's Ask and Guess and Unusual Uses Tests. No differences were found based on race. (GO)

Assesses an effort by E.P. Torrance and co-workers to introduce a test they claim is based on a model of cognitive style that relates creative processes to hemispheric dominance. Challenges Torrance's theories and research methods and asserts that a model relating left and right brain dominance to creativity has little value. (GC)

The interdisciplinary relationships among 15 kinds of creative achievement were examined over 130 generations of European history. A P-technique factor analysis located three major interdisciplinary clusters: (a) discursive; (b) presentational; and (c) rationalism-mysticism. (Author)

Article considers the relation between creativity and intelligence through use of creativity tests for children. (Author/RK)

In these data and on the kinds of analogies produced by a group of highly original men and women, the simple image/direct analogy stands out as the significant thinking operation used to make the familiar strange. These subjects apparently have not found the need to use personal, symbolic, or fantasy analogy. (Author)

A report that highly creative architects often moved as children cannot be generalized to the population in this study. (Authors/CB)

Shows the relationship between certain personality variables and resistance to the effects of frustration on creativity, and shows the combined effects of personality and emotional stress on creative productivity. (Author)

The correlation of Guilford and Torrance measures over a two-year period and the relationship of teacher ratings of childrens' behavioral characteristics to creativity test performance over that same interval were examined. (Author)

College students at two levels of cognitive ability were assigned to a rewarded or nonrewarded condition for group administration of creativity tests. Performance varied by group, task, and subject variables. The findings suggest that tangible incentives may have a detrimental effect on creativity in certain contexts. (Author/RD)

Presents an expanded definition of creativity consisting of four modes (subconscious, imagistic, cognitive, and actualizing); four dimensions of a sequence of developmental skills (perceiving, affecting, intellecting, and responding); and four processes (fluency, flexibility, elaboration, and originality). Two guidelines for increasing students'…

In a study of the relationship between children and parents' scores on the Torrance Tests of Creative Thinking (TTCT), 65 fifth-grade children and 121 parents were administered the TTCT. There were no significant correlations between scores for mothers and children. (Author)

Suggests that a television program's benefits to three and four year olds can be significantly increased by the presence of an adult to bridge the gap between actual television performance and limited attention spans. (MH)

Makes recommendations regarded cross-sectional and longitudinal research needed on creativity, developmental trends and processes related to creativity, and determinants of the development of creativity. (DR)