Intuitive thinking greatly enhances life and is a valuable supplement to the objective, analytical mode of thinking. Focus throughout the educational process is on the use of analytical thought processes. Often children with exceptional creative abilities have been penalized for their abilities and labelled troublemakers. (PHR)

Behavior of creative children was studied by comparing 18 high IQ, creative students with 18 high IQ, low creative students matched for sex from a sample of 143 gifted fourth, fifth, and sixth graders. (PHR)

An examination of current definitions of creativity, the characteristics of creative individuals, and an overview of J. Piaget's theory of development are presented. (PHR)

Instruments based on F. Williams'"cube" model (which deals with cognitive-affective behaviors associated with divergent thinking) were used to select gifted students from a large pool (N=468) of third to ninth graders. Evidence indicated that instruments measuring both cognitive and affective factors of divergent thinking are most favorable for…

The author describes her work as a Poet-in-the-Schools for the Ohio Arts Council particularly in relation to inspiration in the creative process. Stressed is the need for educators to recognize that creative production most often takes place after reflection on inspiration and to provide situations conducive to preparation and incubation. (SBH)

The final part of an article on the process of identifying gifted and talented children presents data and discusses implications of the use of the Guidance Institute for Talented Students' Screening Instrument (GIFTS). (For Parts 1 and 2, see EJ 216 146 and EJ 221 686.) (PHR)

A study on the relationship between insight and hemispheric use in science courses for gifted students is briefly described. (Author/PHR)

Aesthetic sensitivity is present in children to varying degrees, but creativity emerges and develops with intelligent assessment of aesthetic experiences. (JD)

Explores the implications of individual effort amidst education's bigness and the possibility of retrieving new instructional "ideas" from the bewildering sea of new research and publications. Teachers need to be continuously informed and consistently encouraged to employ their new knowledge creatively. (Author/BEF)

The article presents three activities designed to create new images, restructure ideas, and try out new ways of thinking for primary-aged gifted children. (PHR)

Reviews the major principles and techniques from the literature on rhetorical invention that bear on honest inquiry in the framework of Graham Wallace's four stages of the creative process. (DD)

This paper evaluates research suggesting that group brainstorming may be detrimental to the production of creative ideas, evaluates its implications for gifted education, and proposes ways to enhance the effectiveness of group brainstorming. Facts about brainstorming are summarized and research needs identified. (DB)

Defining successful intelligence as ability to adapt to environment to accomplish goals leads to radical reconceptualization of "good student." A project testing high school students for four kinds of achievement (memory, analytical, creative, and practical) discovered that students placed in instructional sessions matching their ability…

This study of 200 college students examined differences in goal structures between high and low creative individuals, across creative and routine situations, and in 4 categories (person, process, situation, and product). Most subjects described their motivation as involving all four categories, though high creatives put more emphasis on person and…