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This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 30(1), Win 1986, 15-19. (The following abstract of the original article appeared in record 1987-11955-001.) Discusses research relating creativity to gifted behavior. Research with regard to theories of creativity, its identification, and its nurturance is described. Five directions for future research on creativity in gifted education are proposed. It is concluded that the importance of creative productivity has been recognized in recent years. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter (originally published in Gifted Child Quarterly, 26[1], 21-23) examines the history of measurement in creativity and the myth that creativity is too difficult of a concept to measure. The author states that the measurement of creativity, like other facets of intellectual functioning, will always be a challenge. Just as in intelligence we face problems of differentiating operational creative thinking abilities from native creative potential. This is further complicated by the entry of energizing forces of the suprarational and cosmic interacting with the individual rational and emotive-motivational systems. However, for practical purposes we can manage this problem by realizing that available measures have established certain parameters of measurable creativity found to be of great importance to school learning. Further, we can take advantage of those instruments whose psychometric and practical soundness has been evidenced. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 28(3), Sum 1984, 106-109. (The following abstract of the original article appeared in record 1985-26673-001.) Reviews studies of the characteristics of significant scientific contributions, types of productive thinking, and the implications of this research for the design of educational programs that foster creativity and excellence in students. The need to achieve a balance between conventional and creative excellence is examined with reference to the system of education in Venezuela and to A. Toynbee's views of history. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 25(3), Sum 1981, 99-101. (The following abstract of the original article appeared in record 1984-25045-001.) Discusses those unique strategies and processes that each creative person uses to achieve his/her creative insights and perceptions. It is suggested that teachers of gifted and talented leaders-of-tomorrow be aware of the importance of personal creativity techniques and that they should be ready to help students develop such strategies and skills. Examples of personal creative thinking techniques are cited. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

It is sometimes said of our profession, that we are practitioners without rationale. This reprinted chapter (originally published in Gifted Child Quarterly, 24[1], 24-28) is an effort to provide some logical reasons for some specific procedures with gifted children. To start, the following three postulates are regarded as obvious: (a) creativity is the objective of talent development; (b) the dynamics of developmental process is necessary for this development; and (c) developmental stage theory is a necessary part of developmental dynamics. Accordingly, we shall proceed with: General Developmental Stage Theory; Suitable Modifications for the Gifted Child; and Three Paramount Issues for Educators for the Gifted, namely: Stage 3 (age, 4-6)--Creative Fantasy or Magic Nightmare; Stage 4 (age, 7-11)--Teaching to Avoid the Creativity Drop; and Stage 5 (age, teens)--Establishing Verbal Creativity at Adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter (originally published in Gifted Child Quarterly, 25[2], 55-62) is a preliminary report of 22 years of research on predicting the adolescent and adult creative achievements of elementary school children and some of the things their teachers did that "made a difference." Beginning in 1958 and continuing through 1964, all pupils enrolled in two Minneapolis elementary schools were administered various batteries of the Torrance Tests of Creative Thinking each year. Scores over a three-year period were combined to yield a Creativity Index. In 1979-80, follow-up data of adolescent and adult creative behavior were obtained from 220 (118 women and 102 men) of the 400 originally tested, for three or more years. This chapter summarizes those findings, with an emphasis on those teachers that "made a difference." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly Vol 37(1) Win 1993, 16-22. (The following abstract of the original article appeared in record 1994-01210-001.) Reviews the most recent research on divergent thinking and serves as an addendum to M. A. Runco's (1991; see also PA, Vol 80:34) previous reviews. Several new assessment techniques are examined, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research (e.g., S. M. Okuda et al; see PA, Vol 78:27045; J. K. Sawyers and N. C. Canestaro; see PA, Vol 78:2821) showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this reprinted chapter (originally appearing in Gifted Child Quarterly, 33[2], 81-84), the author attempts to clarify goals and objectives of some useful approaches to strengthening creative attitudes, skills, and abilities while teaching creative thinking. Specifically, discussion centers on the following topics: Raising creativity consciousness and teaching creative attitudes; Improving students' metacognitive understanding of creativity; Exercising creative abilities; Teaching creative thinking techniques; and Involving student in creative activities. As for which approach or combination of approaches produces the greatest gains the most quickly and efficiently, the variety of ages, abilities, interests, and needs of the particular students, along with a virtual absence of relevant research, make it impossible to specify an all-around ideal recipe. However, the author does recommend using all of the above goals and related activities in approximately the order they are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this reprinted chapter (originally printed in Gifted Child Quarterly, 24[1], 10-14), the author examines the country of Japan as a model in the education of gifted and creative individuals. The following topics outline the discussion: National Climate for Creativity and Giftedness; Creativity in Preschool Education; Rewards for Creative Achievement; and Ability to Use Freedom. Several suggestions as to how the US can counter its national problems of underachievement and the problem of underachievement among gifted and talented children are also provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 32-38. (The following abstract of the original article appeared in record 1994-03661-001.) Investigated the effects of a creative problem solving curriculum on students of varying ability. Ss were 267 middle school students who had previously been designated as gifted, honors, or average. To assess problem solving, treatment (TRT) and comparison Ss responded to a hypothetical problem before and after TRT, with results scored by 2 independent judges for problem fluency, solution fluency, flexibility, originality, and use of criteria. Teachers rated the creativity, ability to work in groups, and potential giftedness of all Ss before and after the treatment. TRT Ss showed the most significant gains in problem-solving ability, with no significant differences among ability levels. Teacher ratings for gifted comparison Ss increased compared to gifted treatment Ss; ratings for TRT honors Ss generally increased. Teacher ratings for average Ss did not change, despite significant increases in the students' problem-solving ability. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 28(4), Fal 1984, 153-156. (The following abstract of the original article appeared in record 1985-23870-001.) Argues for the inclusion of creativity as a criterion in the identification of gifted and talented students. The influence of an "anticreativity" national climate on the expression of creativity in children is noted, and the author's experiences in teaching gifted students are discussed. Recommended identification policies and procedures are also presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 23-31. (The following abstract of the original article appeared in record 1994-03652-001.) Studied 18 high school students (Grades 9-12) who showed creative/productive behavior in the form of first-hand investigations of self-selected topics both in and out of school. A qualitative investigation using triangulation of data methods (document analysis, questionnaires, and a student interview) and sources produced clear patterns and themes among the Ss. Data sources included family background, school environment, and a student's perceptions of his or her project development. Reflecting on experiences in their respective programs for the gifted, Ss revealed insights into the ways they obtained ideas for their projects, how their interest in their investigations was sustained, and what they learned from their efforts. As these activities continue, students gain confidence and expertise on the path to becoming creative/productive adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, 24(4), 147-151. From kindergarten to college, most classrooms contain students who learn at different rates. Some students, for diverse reasons, operate at a low level of achievement. The average students have some of the same needs as the low achievers, but are better able to learn. The few gifted students, of course, have no trouble learning content. Yet, in a gifted situation where no leaning problem exists, there is the need to extend students' imaginations into inventive speculation, which is the basis for the creative arts and sciences. This chapter puts forth a model for gifted education, SES Synectics, that is able to accomplish just that. The first step of the process, the paradox procedure, is not crucial for the gifted, but it does help expose an explicit and distinct focus. The second step, the analogue procedure, is crucial since it produces a stretched and aesthetic analogy which goes beyond the content and reveals it in a fresh and vibrant way. The model is presented through an illustrative case. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 7-15. (The following abstract of the original article appeared in record 1994-01215-001.) Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 25(3), Sum 1981, 116-118. (The following abstract of the original article appeared in record 1984-25480-001.) Discusses lifetime creative processes focusing on creativity in the mature and retirement years. It is argued that a person in later years has time, greater wealth of experience, more fully developed talents, greater freedom to adopt unorthodox concepts, and a heightened vision of life, which are viewed as assets in the creative process. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 39(2), Spr 1995, 110-114. (The following abstract of the original article appeared in record 1995-42516-001.) Reports on 418 schools' assessment of creativity as part of their identification procedures for gifted programs. School districts across the nation were asked to supply information on the published instruments they used to measure creativity. Coding definitions for creativity included divergent thinking, problem solving, persons/traits, and none. Simple frequency counts were done for each creativity instrument used by a school district. Although many school districts include creativity as part of their assessment, they continue to have difficulty with the complex conceptual and operational definitions of creativity. Districts often select instruments for assessment of creativity without attending to the definition of the construct. Researchers are encouraged to improve the translation of their work to the practitioner so that more valid, reliable, and useful assessments will be possible in the schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)