The winner of the 1981 John Newbery Medal discusses her efforts in writing the award winning children's book, "Jacob Have I Loved." (AEA)

The author offers an instructional model to enhance the chances that incubation will occur in creative problem solving. Note: For related information, see EC 120 232-238. (CL)

Some Japanese cultural characteristics that foster creativity, giftedness, and achievement are examined: and based on these, eight specific suggestions are offered that might be useful in solving some of America's national problems of underachievement, particularly among gifted and talented children. (DLS)

Argues that, in understanding creativity and the process of composing, it is helpful to think in terms of the metaphysical concept and while polar opposites appear to be contradictory, they are part of the same whole. Suggests some polarities that help in understanding the creative process in writing. (TJ)

Challenges administrators to be more creative, original, and imaginative. (JM)

The development of aesthetic sensitivity in creative students is discussed, and sample techniques are described. The importance of valuing the individuality and uniqueness of the artistically creative and aesthetically sensitive child is stressed. (CL)

A comparison was made between perceptions of Indian and American parents regarding traits of their ideal child. There was also considerable agreement about behavior which should be discouraged, many of which traits (negativism, fault finding, stubbornness, and nonconformity) are said to be related to creativity. (CL)

Sixty-four high school students (32 sibling sets) were administered the Figural Form A of the Torrance Test of Creative Thinking. Results indicated a significant difference between creativity scores of the first- and second-born Ss on three of four measures: fluency, originality, and elaboration. Sex was not significant. (CL)

A model of musical education for the musically gifted child is proposed. The nuclear model involves development of a nucleus of specific performance or creative talent as well as instruction in general musicianship, the arts as a whole, and general education.

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

The article discusses and reviews some of the literature pertaining to the maximization of the number of creative persons within a society and the cultural influences that might bring about such a result. (DLS)

The third in a series of six articles on the use of different models for developing creativity and instructional materials focuses on the sociodrama model. (SBH)

A checklist is presented for evaluating talent, giftedness, and creativity growth in students of all ages. Primarily intended as an aid to the individual, the checklist covers such areas as characteristics, achievement and intelligence test scores, grades, personal history, and experiential activities. (CL)

Suggests, that given the massive differences of personality types, it is difficult to generalize about methods of aesthetic education. The art of appreciation is a skill and teachers must teach it as such. It can be effectively cultivated by suitably guided familiarization with masterpieces of art within a continuous tradition. (Author/RK)

This study compared four groups of homosexuals and heterosexuals matched on age, educational level, and verbal intelligence on nine measures of creativity. Homosexuals were not found to be more creative. Presented at the American Psychological Association Convention, Montreal, 1973. (Author)