Analyzes how people create or discover meaning through language and how imaginative literature helps them to do this. (DD)

The author discusses an exhibition entitled "Creativity--The Human Resource." The exhibition examines the work of 15 Americans, such as designer Buckminster Fuller and artist Judy Chicago, who have contributed in special ways to the arts and sciences. (PHR)

Research shows that there is a positive relationship between high energy levels and creativity and giftedness. To provide for the high energy levels, these children need to be kept busy at beneficial activities such as independent study, individualized programs, and/or enrichment classes. (Author/PHR)

Points out ways contents of the city edition of daily newspapers can be used to teach math concepts. Posits a model of the creative process and suggests ways teachers can encourage creative writing. (RH)

The creative ability of 39 elementary grade children diagnosed as learning disabled was measured on the Torrance Tests of Creative Thinking. (Author/CL)

The research reported involved the development and testing of a program for increasing creativity among secondary students, particularly in the visual field. (Author)

Addresses variations in creative thinking during various stages of a design project and the relationship between creative thinking and motivation factors. Based on a study of Israeli practical engineering students. Appendix includes survey instrument. (Contains 37 references.) (Author/NB)

Makes the case that creativity differs from general intelligence and that teaching in a way that encourages and rewards creativity can improve school performance. It is also argued that children can learn to make certain kinds of decisions that will enhance their creativity. (SLD)

A juried textile exhibition for 4-H youth in Nebraska was evaluated by a survey of 22 youth and 22 parents. Both groups indicated that self-confidence and self-esteem were increased through participation. (SK)

Three studies with overlapping participant populations evaluated Amabile's componential model of creativity, which postulates three major creativity components: (1) skills specific to the task domain, (2) general (cross-domain) creativity-relevant skills, and (3) task motivation. Findings of the three studies support Amabile's model. (DB)

Considers how Richard Rorty argues that inquiry is completely different from creativity. Argues that in the pragmatic theory of inquiry as conceived by the early Charles Peirce, the novel and the familiar are so intimate with one another that Rorty's distinction turns out to be overdrawn and untenable. (SG)

Investigated whether experiencing 25 minutes of unstructured play in a preceding task influenced the creativity of 6- and 7-year-olds in a subsequent activity. Found that there was a positive effect of a preceding salt-dough play activity upon the creativity and range of colors used in creating a collage with a controlled range of materials.…

The assumption that learning is the internalization of externally available knowledge is criticized as undermining the creative and multisource nature of learning. Learning is defined as the creative reconceptualization of internal knowledge. Two sources of internal self-regulation are proposed: one regulating the sequential and one coordinating…

The paper discusses the iterative nature of problem solving; operant analysis of the response repertoire available in a problem situation; the likelihood of reaching a solution versus escaping from the situation; and the relationship between exiting with solution and exiting without solution, modeled on catastrophe theory. (JDD)

The 2 bibliographies identify about 50 books and about 50 doctoral dissertations concerned with creativity and problem solving. Citations are listed alphabetically by author, and all are dated either 1988 or 1989. (DB)