Two dimensions of Carl Jung's psychological system (preference for information and choice of decision making processes) are applied to creativity research. Examples of four personality types (sensing- thinking, sensing-feeling, intuition-feeling, and intuition-thinking) are represented by prominent social scientists. A systems model of science is…

Applies psychologist James Hillman's idea of soul-making to literary studies. Uses the works of Melville to discuss the terms (1) depth, (2) image, and (3) archetype as they relate to the concept of soul-making. (MM)

The author argues for an expanded notion of intellectual giftedness which would take into account a person's ability to deal with nonentrenched (unusual or strange) tasks and concepts. This conception of intelligence is seen to be closer to that of creativity. Measurement problems are cited. (CL)

A continuing problem in the study of creativity is the identification of valid criteria for creativity. The model proposes the criteria for the creative product and person. The model is of value in discussions of the extent to which children are or can be creative. (Author/TLJ)

The author discusses his opposition to gifted curriculum developed largely by teachers and suggests that real problems should be the focus of gifted programing. Two curriculum models are described according to four variables: the roles of students, knowledge, creativity, and teachers. (CL)

Outlines the differences between left-brain and right-brain functioning and between left-brain and right-brain dominant individuals, and concludes that creativity uses both halves of the brain. Discusses how both students and curriculum can become more "whole-brained." (Author/JM)

Presents longitudinal data on 92 creative young adults in grades 3 through 6 on Sounds and Images, a test of imagery, with four criteria of later creativity: (1) number of post-high school creative achievements, (2) number of creative life-style achievements, (3) quality of creative achievements, and (4) creativeness of career image. (CL)

Discusses within a historical context First Amendment freedoms, censorship, and the rights of Americans to visual and literary creativity. (HTH)

The author compares and contrasts Art and Science as forms of human creativity and approaches to human experience. He considers their complementary roles in society. (SJL)

Reviews studies examining the relationship between IQ and creativity involving 6- to 13-year-old children. Discusses the effectiveness of creativity training programs. (Author/RH)

Results indicated that statistically significant but small relationships appear to exist between the areas of auditory and visual imagery vividness and the creativity components of elaboration and total creativity. (CL)

Reviews the value of art for both individuals and society, and maintains that the outcomes of art education demonstrate that art should be considered an educational essential. (Author/DB)

Stuart Rankin, Assistant Superintendent for Research, Planning, and Evaluation of the Detroit, Michigan, Public Schools, talks about creativity in educational planning. (Author/MLF)

Reports the findings of research that correlated the differentiation and association abilities of researchers in an industrial research and development firm and a chemical research company with their demonstrated scientific creativity to test a dual-nature theory of creativity. Author discusses the implications for developing creative work teams.…

Aspects covered include introducing the equipment, planning the movie, shooting the picture, editing the film, recording the sound track, and presenting the finished film to an audience. The steps involved in making an animated film are also outlined. (DLS)