Presented at the summer 1969 seminar on Aesthetics in Education held at the Boston University School of Education. (EJS)

Presented at the summer 1969 advanced seminar on Aesthetics in Education held at the Boston University School of Education. (EJS)

The author reviews his own and others' findings on the personality traits of psychoticism, neuroticism, and introversion and their relationship with creativity and originality. Findings show some correlation between creativity in the arts with introversion, neurotic behavior, and higher scores of psychoticism. (CL)

The myth that the gifted constitute 3 percent to 5 percent of the population is countered by a discussion of two types of giftedness: schoolhouse giftedness in which students excel in testtaking, and creative/productive giftedness in which students may not have high IQs. The 3 percent to 5 percent figure is seen to equate giftedness with IQ. (CL)

Traces how the author inspired a popular poem. (JL)

The "Ideal Pupil Checklist" developed by E. Paul Torrance was administered to 57 student teachers in an undergraduate elementary education program and to 57 cooperating teachers representing 10 separate school systems. Findings supported the need for more extensive inservice training and undergraduate preparation in the area of creative learning.…

Eight suggestions are offered for parents and teachers to maximize children's creative potential. Suggestions touch on such aspects as balance between interpersonal and intrapersonal experiences, allowance for comfortable regression in growth patterns, and well-defined standards of discipline and conduct. (CL)

A questionnaire about dreams (QAD) was administered to 196 high school students to develop an "attitudes toward dreams" questionnaire and to explore the relationship of such attitudes to creativity. The QAD was also administered to 23 high school students who showed evidence of creative achievement and 23 control Ss. (SW)

The author describes his experiences at the Parent-Child Lab at Arizona State University where 10 years of study on preschool play has addressed such aspects as play preferences, affective development, play, and language development. Parent-child play interaction is stressed. (CL)

A physiological basis for creative behavior is presented in the hypothesis that creativity is a problem-solving response by intelligent, very active, highly emotional, and extremely introverted persons. (Author)

Aesthetic creativity is explained to emphasize sensory content and a nonverbal mode of cognition. Examples are given in which aesthetic creativity is emphasized through productive and receptive activities. (CL)

Eleven specific suggestions for American advocates of the gifted and talented to follow, based on the Japanese way of handling such matters, are offered, including the provision of creative materials for young children and their parents and training in group and team creativity. (Author/DLS)

Theories of the creative process--including psychoanalytic, Gestalt, association, perceptual, humanistic, cognitive-developmental, and composite theories--are summarized and a new one offered, based on studies of creative scientists' descriptions of their work.

The results indicated that Ss who practiced the TM technique for 5 months scored significantly higher on the posttest on measures of flexibility and figural creativity (but not verbal creativity) than Ss who did not practice the TM technique. (Author/DLS)