Proceso de creación, base del desarrollo educacional

Benito Echeverría Samanes

Aquesta tesi doctoral està subjecta a la llicència Reconeixement 4.0. Espanya de Creative Commons. Esta tesis doctoral está sujeta a la licencia Reconocimiento 4.0. España de Creative Commons. This doctoral thesis is licensed under the Creative Commons Attribution 4.0. Spain License.

PROCESO DE,CREACION,

BASE DEL DESARROLLO EDUCACIONAL

Benito Echeverría Samanes

Tesis Doctoral dirigida por:

D. JO,SE FERNANDEZ HUERTA

TOMO 1

I

IPROCESO DE CREACioN

y su

iDENTiFicACioN

FACUL..TAD 'DE FIL..OSOFIAV CIENCIAS DE L..A EDUCACIONBIBLIOTECA DE LA UNIVERSITAT DE BARCELONA

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FEBRERO 1.9BO

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BIBLIOGRAFIA

SOBRE

CREATIVIDAD

V

"PROBLEM-SOLVING"

(1.950 - 1.970)

Fuente de Información:"The Journal of Creative Behav."

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Bibliograph)/

BRO\\'N, D. V. ti: McDONAlD, P. Creatlve nrt actioities [or home andschool. Los Angeles, CaIiE.: Lawrenrc Publishing Co., 1967.BRUNER, J. S. (EJ.). Studies in cognitive grototh, NYC: Iohn Wiley & Son,Ine.,1967·

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CHERNOFF, H. t" MOSES, t. E. Eleme¡llary Jecision tTteory. NYC: JohnWiley & Sons, Inc., 1967.COLLlNS, B. E. &: GUETZKOW, H. A soci(ll psyeTtology of grollp processesfor cfecisioll mnking. NYC: [ohn Wiley & Sons, Inc., 1967.:.C9nceplS nlld gcnera!i::aliolls: Tlieir place in higll 5cllool home econom!cscllrricul:wl dr:velopmcnl. Washington, D. c.: Home Economics Asso.,1967.IDEESE, J. E. The Ps!,cllology of Leaming. NYC: McGraw-HilI, 1967.,DUNCAN, C. P_ TTtinkhlg: Current experimental sllIdics. NYC: Lippincott:Co., 1967.:EBERLE, R. F. Training and teac1ling for creafive-prod:lclivt IlIinking.�Edwardsville, IlIinois: American oE Edwardsville, Ine., 1967.:'EMIG,J. A., rlE�IlNG, J. T. t<: FOPP, H. M. Lallgllage and lcarning. N.Y.:�Harcourt, Bracc 'tz World, 1966.,EPSTEIN, W. Varieties 01 perccplllllllcamillg. NYC: McGraw-HiII, 1967.FINE,D. Underochiexere: 1l0!11 ITtey can be he/pedo NYC: Dutton, 1967.FISHOURN, P; C. Decision ulld vallle theory. NYC: [chn Wiley & Sons,ine., 1967.:HALL, J. F. Readings in, the psycholcgy of lcaming. NYC: llppincctt Co.,1967.HELLMAN, J. (Ed.). Ellil. Evanston, 111.: Norrhwcstcrn Univ. Press, 1967.HUSSERL, E. T1:e p/ltllomcllology 01 inleTllallimc-tollsciouSIICSS. Bloomíng­ton, Ind.: Indiana Ulliv. Pre5s, 1967.LAWSO:-l, C. A. D�ain m�ehullisrtls and hllman le!lrnillg. Boston: Houshton-Mífflin,1967.

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.LUq:, R. D. & RAIFFA, H. Games ""d decisions: Inlroduclion (IIId crilicalslI'1.'ey. NYC: John Wiley & Son., Ine. 1967.,McGOVERN, J. P. b: KNiGHT, J. A • .I\llergy (lIld huma.1l emolions. Sprlng-¡field, lU.: CC Thomas, 1967.:MAY,R. Psyc11010gy and lIle hunian áilemma. Princcton, N.J.: Van Nostrand,1967.OS130RN, A. A. L'mmaginczione svi!lIppo e Illili7.;:aziolli (Crentive lmagi­nation) },{ilano, Italy: F:lnco An¡;eli Editore, 1967.RATlIS, L. E. TeaeTling lor tllinking: Tlltory and applicalion. Columbu9,Ohio: Merrill, 1967.:RAY,W. S. Tite eX¡lelimfnlal psycllOlogy of originallhillking. NYC: Mac-millan, 1967.

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;SCHATI¡-.;'ER, R. CreatilJ� dramalics for 1!lIl1dieapped cTlildren. NYC: JohnIDay, 1967. .. ,

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ISMITlI, J. A. CrtalilJe leúeTiÍng 01 tlle social sludies in Ihe elemelllary selloo!.Boston: AlIyn &: Bacon, 1967.

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i 1.967 ARTICL'ES

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SMITH, J. A. Creatitie leachill8 of the lall8"age aTI. in Ihe elcrnenraTy schco],

Boston: AlIyn &; Bacon, 1967.SMITI-Í, J. A. Creative tcaching of lite creative arls in the e1Wlclltary 5chool.

Bosron: AlIyn & Bacon, 1967'SMITH, J. A, Creative Icae/lillg 01 readillg and lilcratuTe. Boston, Allyn &

Bacon, 1967.WESTCOTI, A. M. & SMITH, J. A. Cr¿orive teaclling 01 marllell1alies Iu Ihe

elclllcnrary scTtool. Boston: Allyn (l: Bacon, 1967.

ANZALONE, P. &: STAHL, D. Strategics Ior crcntive tcachlng, The Instrllc­

tor, 1967, 76 (9), 15-26.BARNET, E. Innovation: Sorne professional comment. Cosl Reduc. J., 1967,

J (1), 33-35.v

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BERG, P. C. &: RENTEL, V. M. Guide to ereativity in rcading, J. Read, 1967,

I 10, 219-230• "r :

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BERNHARDSON, C. S. Influcnce oE guessíng on the three-decision multlple­choice test: A rcply 10 C. F. Willey. Psycllol. Rep., 1967, 20 (2),5'10.

BARNHART, S. S. Dissociation of learning and mcprobamate PsyellOl. Rep.,, 1.967,20 (2),520-522•

, BIXENSTINE, V. E. & DOUGLAS, J. EEfect of psychopathology on group

I consensus and cooperatíve choice in a six-person game. J. Person & Soco

l Psyehol., 1967, 5 (1),32-37. .

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BRAUND, R. A. Pilot study oE a cognltlve rcstructuríng paradigm. Psyellol.Rcp., 1967, 20, (1), 275-279.

BRUNELLE, E. A. An expcrirnent in eicposition. Cal. Engl. J., 1967, 58-65.CAWEIN, P. 'F.. Innovation in the clty: PACE projccts to advance creativity

In education. Bu//. Nat. E/clII. SeTt. Prlnc., 1967, 46, 39-40.CLARK, P. M. Balance in cognitive skílls as relatcd io complex functioning.

Psycllo/. ill lile Se/lOO/S; 1967, 4 (1), 29-33·CORNISH, R. 1. Studícs of gifted chíldrcn compílcd by studcnts at the Unl­

vcrsity oE Kansas. Kansas Slurfies ill Educalion, 1967, 17 (1), 1-39·.. DAVIS, G. Detrlmental elfccts of distraction, additionaI response alternatlves

and longer response chains in solving switch-Iight problerns. J. Exper,PsyeTtol., 1967, 73 (1),45-55·

GALL, M. tz MENDELSOHN, C. A. E((ects of facilitating tcchnlques and

.ubject-cxperimcnter interaction on creative problent solving. l. Persono

Soco Psyeltol., 1967, 5 (2), 211-216. .

GAVURIN, E..1. Anagrom solving and spatial aptitude.l. Psycllol., 1967, 65(1),65-68•

GOULD, t. N. Visual perception training. Elem. Seh. J., 1967, 67 (7), 381-389.

HARNETT, D. 1. A level of aspiration foc group decision making. J. Pers. &

SOCo Psye/lOl., 1967, 5 (1), 58.-66.HAYGOOD, R. C. & STEVENSON, M. Effccts oE proportion oE positive In­

stances upon concept leaming. Psycllol. Rep., 1967, 20 (1), 179-182.JIYMAN, R. (l: ANDERSON, B. Teach your mind ti> t1únk. Readers Digest, i

March, 1967, 107-110� ¡

1, Industry despises creative engineering. Engill. Opport., April, 1967, 5 (4),56-64. ;

, KATZ, P. ZIGLER, E. Self-image desparity: A development approach. J.'

i Persono Soe. Psyc1101., 1967, 5 (2), 186-195.

I KtUGH, H. E. Comment on developmentol leve! ond concept learning: a

i possible arlifnct. Psychollom. Sci., 1967, 7 (2),50. i

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LADD, F. E. Conccpt Icarnfng in reJarion to open-and closed-míndcdness- and acaclern íc ap rfrucle. Psyc!rol. Rep., 1967, 20 «J, 1:35-1:12-LAUGHLIN, P. R. Incidental concept formatton as a funetíon oE crcativity

and Inrelllgence. f. Persa". 50c. Psychol., 1967, 5 (1), 1:15-119.LEMKE, E. A. &: KLAUSMEIER, H. J. Rclationship of selecrcd cognltive

abilitics to conccpt attainment and information processlng. l- Edue.Psychol., 1967, 58 (1), 27-)5.

LEVY, C. M. &: GENTNER, F. C. Lcarníng rhymed nnd unrhymcd pairedassociatcs. Psychol. Rep., 1967, 20 (1), 222.

L1TTLE, E. B. Creativity and the corrccuon-Ior-chance-success formula. Sell.Scí. & Matlr., 1967, 67, )-S.

LOWERY,-I. B. The humanitícs: Plus creative teaching. Delta Kappa GllltinraBull., 1967,)) (2j,5-S.

McDONALD, D. C. &: MARTIN, R. D. Word associatíon training andcrcatlviry. Psyclrol. Rep., 1967, 20 (1), )19-)22.

McKEE,]. C. AH good writing is creative. Co/l. Compos. & Comrn., 1967, 18

(1), )2-)4.MAIER, N. R. F. & DURKE, R. f. Influence 01 timing of hlnts on thelr cf­

fectivcness in probleru-solvlng. Psyclrol. Rep., 1967, 20 (1), 3-8.MARKSBERRY, M. L. Fostering crcativity, The Instructor, 1967, 76 (7),97.MARSHALL; G. R. Effect of total association and conceptual cohesíveness

among words on rccall, clustcríng, and rccognirion nssoc, Psyeho( Rep.;1967, 20 (1), )9-44.

MtNDELSI-IOHN, G. A., GRISWOLD, D. B. &: ANDERSON, M. L. Individualdifferences in anagram-solving nbílíry. Psyehol. Rep., 1967, 19 (3) 799-809.

MOORE, G. T. (Ed.). Problcm Solving. Design Metllods Grollp Neuuletr.;1967, (7),5·

OBOLER, E. M:. Ideas nnd the state univcrsity. Sch. & Soc., 1967, 95, 7S-80.O'CONNELL, D. C. & WAGNER,. M. V. Extinction aftcr partial relnforce­

ment and rninlrnal learníng as a lest of both verbal control and PRE in

concept learning. J. Exper. Psyc/rol., 1967, 7) (1),151-153.Outlíncs of Work in progress in research or teachíug of design rnethods or

problcm solving. Design Metlrods Group Netosltr., 1967, 1 (7), 6-7.PACE provides for imnginative solutions. Minn. J. Edllc., 1967, 47, )2.PAIVIO, A. Pnircd-associate leaming und free recall of nouns as a functíon

oE concretencss, specificity, imagery, and meanin¡;fulness. Psyclrol. Rep.,1967,20 (1), 239-215.

PISHKEN, V. Availabi!ity of feedback corrected error instances In conceptleaming. J. Exper. Psychol., 1967, 7J (2), )1.S-)19.

PISHKIN, V., WOLFGANG, A. & RASMUSSEN, E. Age, sex, amount, andtype �r mcmory information in concept ¡eaming. ¡. Exper. Psyclrol.,1.967, 7) (1), 121-124. i

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POSNER, M. J., GOLDSMITH, R. & WESTON, K. c., Jr. Perceived distanceand the c1assiEication of destroyed p�ttems. ¡. Exper. Psychol., 1967, 71

(1),28-38•'

IRANDALL, L. K. What are managers foe7 Personnel Adlllin., 1967, )0 (t,)

16-17. , i .

RAUSEPP, E. How flexible !s your thinklng7 Hydrocarbon Proeessing, 1967,46 (3), 211-21).

RIMOLDI, H. J. A. & ERDMANN, J. B. Problem-solving: The process.Psyc/lOl. Rep., 1967, 20 (1), )17-jt8.

SA�TZ, E. te SIGEL, i. E. Concept over-discrimination in chíldrcn. J. Exper,f Psychol., 1967, 7j (r), 1-8.

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SqANDURA, J.. M. leaming principIes in paírcd-assocíute Iísts. Psyc'ro!.I ¡Rep., 1967" 20 (1), )29-)JO.

SCHlPPER, L M. Extreme probabilitics in learning and decision making. J.Expcr. Psychol., 1967, 7J (ll, :149-151.

SHAUCROSS, D. J. Creativo problem solving course. NEA J., 1967, 56, 57.SHEPARD, G. Language is the key to scicnce learníng. TIre lnstructor, [an.,

1967, 77 (5), 675·SILVERSTEIN, A� B., MOHAN, P. J. &: FRANKEN, R. E. A problem solvíng

, approach to thc assessrncnt of inteIlectual functioning. Amer. lnst, for

I Ment. 5tud., 1967, 6) (4),159-162.SIMON, H. A. Motivational and emotional controls of cognition. PsyeTlol.

Reo., 1967, 74 (1), 29-)9.STAGER, P. Conceptual level as a composition variable in small-group de­

cision making. [, PerSClII. 50c. Psyc1101., 1967, 5 (2), 152-161.STEINMfTZ, L. L. &: PATTEN, R. J. Enthusiasm, interest and learning: The

rcsult of gnrne training. Train & Deo, J., 1967, 21 (4), 26-34.STERN, c. &: KEISLAR, E. R. Acquisition of problcm-solving stratcgies by

young children, and its rclation to mental age. Amer. Educ. Res. J.,: 1967,4 (1),1-12.

, STRANG, R. &: OLlM, E. G. Childrcn's ways of thinking; wíth study dís-i cussion programo PTA Mag., 1967, 61, 20-22.

STRICKLER, G. A pre-experirnental inquiry concerning cognitive dctennl­nants of emotional stage, l. Gcn. Psyclrol., 1967, 76 (1), 73-79.

SUCHMAN, J. R. Teaching-lcaming pattern. The Instructor, Apr., 1967, 76(S), 27. ..

SWETS, J. A. k BIRDSAlL, T. G. Deferred decision in human signa! de-I tcction: A prellrnínary experimento Percept, & Psyc1loplrysics, 1967, 2I .

\ (1), i5-2S.TANNER, M. M. The cffects of prefrustration discrimination tríals on

problem-solving behavíor.J. 01 GCII. P�yc1rol., 1967, 76 (1), 25-)).TE VAULT, R. K. Dcvelopmcntal levcl and concept Iearning: Reply. Psy-

¡ chonom. Sci., 1967, 7 (2), 50.

I TUCKER, B. ]. Creativity in the classroom. Delta Kappa Gallllt:a Bulletin,

-j' t967, JJ (2), 17-1S.VERHAVE, T. Contributions to Ihe history of psychology: 1lI. G. W. Leibniz

I (1646-1716) on the assoc. of ideas and learnin¡;. Psychol. Rep., 1967, 20

(1),111-116.WALLACH, M. A. &: KOGAN, N. Creativity and inteIligence in children's

Trans-nction, Jan.lFeb., 1967, 20-22.

WEIR, M. W. Age and rnemory as factors in prohlem solving. ¡. Exper.Psychol., 1967, 7) (1),78-84.

WILSON, J. W. What ski lIs build problem-solving powerl Thl! Instructor,1967,76 (6), 79.81.

WOLFGANG, A. Effects of social cues and task complexity in concept identi­fication. J. Educ. Psyclrol., i967, 58 (1), )6-40.

YAMANOTO, K. Does te�cher creativity make a difference in pupil leam­

ningl Elem. Sell. J., 1967, 67 (5), 265-270.

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SUSAN M. STIEVATER

"The Journal Creative Behavior"_._-...._--� .. - .�-,,_.__._-�--_._--_.--_,--�.-_ .. _� ....

Val.5,nº 2,1.971,págs:140-151

A Comprehensive Bibliography01 Books on Creafivity and

Problem-SolvingFrom 1950 to 1970 - Pert 1*

'This is the first installment of a comprehensive bibliography of booksrelaling lo creativity and problem-solvíng during the past 20 years.The two remaining installments will appear In the next two issues oEVolume 5. A bibliography of books published during 1971 will be pub­lished in the first issues of Volume 6, 1972. Following that, readers willbe kepl current by up-to-date Iistings which will appear in subsequentissues of the Joumal beginning In 1972.

ABT, t. The creative experience. NYC: Grossman, 1970.

Ac�ent on lalent (v. 1 and 2). Washington: NEA, 1966-68.ACKER, H. Five eons of Italy. Camden, N. J.: Nelson, 1950.ADAMS, J. Human memory. NYC: McGraw, 1967.

ADAMS, T. Problem-solving discussion. Berkeley, Calif.: McCutchan.1970.

ADCOCK, MABEL. Crealive activities. Anderson, 1II.: Warner, 1964.AEROSPACE EDUCATION FOUNDATION. Technology and innova­

lion in educatlon, NYC: Praeger, 1968.

AFONSO, N. The rnechanisms of arlislic creation, NYC; Willenborn,1970.

ALBRIGHT, H. Acting, the creative procese. Belmonl, Calif.: Dlcken­son, 1967.

ALEXANDER, H. Language and thinking. Prlncelon, N. J.: Van Nos­trand, 1967.

ALEXANDER, R. Creative realism¡ a nero method of winning. NYC:Pageant, 1954.

ALGER, J. Crealive synlhesis In designo Englewood Cliffs, N. J.: Pren­tice, 1964.

ALLEN, M. MorplJologlcal creativity. Englewood alfIa, N.1.: Prentlce,1962.

AlLEN. M. I"Wdro-dynornlc .ynthe,¡" West NYllc'k, N. Y.: Parker, 196(\.

I\ll.t.N T. Dlmnulo.u 01 ,a«lIo« CCUIIUU",. Colurnbus.r Ml"frlll, 19611.

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! ALLlS, J. Workbook [nr crcarive t'nlue enl(itrl!critrg .�",inar. Willlam.­

vine, N. Y.: Sylvania Elcctronlcs Systcrns, 1964,.

ALMY, M. Yormg children'e Il1irrkirrg. NYC: Teachers College, 1966.

ALTSHULER, THELMA. Clroices. Englewood Cllffs, N. J.: Prentlce,1970.

AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDU­CATION. Partnerships in teacher educalion. Wa9hington: Author &:Assn. for Student Teaching, 1967.

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The American imagination: a critical survey of the arte [rom the Times

Literary Srlpplement. NYC: Atheneum, 1960.

..IAME�ICAN ORTHOPSYCHIATRIC ASSOCIATION. Crearivity in

childhood and adolescence. Palo Alto, Calif.: Science and Behavior

Books, 1965.

AMES, LOUISE cuu Rorschaclr responses. NYC: P. B. Hoeber, 1952.

AMRAM, F. Creating a speech: NYC: Scribner, 1966.

ANDERSON, H. Creativity and its cuuiuation, NYC: Harper, 1959.

ANDERSON, H. (ed.) Creativity in childlrood and adolescence. Palo

Alto, Calif.: Science and Bchavior Books, 1965.

ANDERSON, M. The bases of artistic crention. NYC: Octagon, 1969.

ANDERSON, R. An analysis of a class of problem solving be/Javior.

Washington: Office of Education, n.d.

ANDREW, G. Injormatlon-decísíon syslem in educaiion, Itasca, 111.:F. E. Peacock, 1970.

ANDREWS. GLADYS. Crealive rhylhmic movement [or children, NYC:

Prenticc, 1954.

ANDREWS, M. (ed.) Creativity and psycltological health, Syracuse,N. Y.: Syracuse, U. 1961.

ANGOFF, A. (ed.) PSI [actors in creativity. NYC: ParapsychologyFoundation, 1970.

ANNETT, J. Feedback and human be/raviour. Baltimore: PenguinBooks, 1969.

ANTEBI, M. The art of crealive adoertising. NYC: Reinhold, 1968.APPLEY, L. Values in managcment. NYC: American Management

Assn.1968.

ARASTEH, A. Crédtivity in the life-cycle (2v.). Leiden: E. 1. Brlll, 1968.

ARGYLE, M. Tire psycllology of interpersonal be/lavior. Baltlmore:Penguín, 1967.

ARGYRIS, C. lnterpersonal compelence and orgnnizntional effectivmess.Hoinewood, 111.: Dorsey, 1962.

ARI�S, P. Centuries of childhood, NYC: Vintage, 1962.

ARIETI, 5. The intrapsgchic sel], NYC: Basic Books, 1967.

ARMSTRONG, F. Idea-tracking, NYC: Criterlon, 1960.

ARNHEIM, R. Art and visual perception, Berkeley : U. of California, 1954.

ARNSTEIN, FLORA, Children write poetry. NYC: Dover, 1967.ART DIRECTORS CLUB OF NEW YORK. Creativity, an examination

of the creatiue procese, NYC: Hastings House, 1959.

ASH, B. Crealive work in the junior school. NYC: Barnes &: Noble,1968. ¡.___b

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ASHNER, M. (ed.) Productíve Il,irrklng in cducation. WAshington: NEA,19t>S.

�- ,"';SHTON-WARNER, SY!.VrA. Teacher. NYC: Siman & Schuster, 1963. 1i�'; '.

AssocrATrON FOR SUPERVIsrON AND CURRICULUM DEVELO!:,-, BATfEN, M. Dlscal>ery Ily dIalice. NYC: Funk k Wagnnlh,l968. .' ,

MENT. To nurture hurnaneness, W.,shinglon: Author, 1970. BAUER, R. (ed.) TI,e ,'I<cly af policy [ornuüion, NYC: Free Pre98, 1968.ATHEY, IRENE. (comp.) Educatlonal implicnlions of Piaget's ITteory.: BAUMBACH, J. Wriler. a. teachers f teachers aS wrilers. NYC: Holt,

Wallham, Mass.: BlaisdeIl, 1970. 1970.

AXELROD, J. et al. Search for reletiance: II.e campus in crisis. San BEAKLEY, G. Engineerillg: an inlroduclion lo a crcalive projes-Francisco, Calif.: Iossey-Bass, 1969. sion. NYC: Macmillan, 1967.

AYlESWORTH, T. Teaching [or thlnking, Garden City, N. Y.: Double- BEALS, A. ClIlture in procese, NYC: Holl, 1965.day, 1969. BEARD, RUTH. An oulline of Piaget's developlll�IIlal psychology for

BABBIIT, l. 011 bcing creative and other essays. NYC: Bíbllo, 1968. stu dente and ieachers. NYC: Baslc Books, 1969.

BACH, M. Tite power 01 percepiion, Garden City, N. ·Y.: Doubleday, BEARDSLEY, M. Tlrinkillg straigltl (2d ecl.). Englewood Cliff., N. J.:1966. Prentice, 1956.

BACHElARD, G. TI.e poetics o{ space. NYC: Oríon, 1964. BEAUCHAMP, R. Creative approac/tes to reading fiction. Middle-BAHM, A. Types 01 intuition. Albuquerque: U. of New Mexico, 1961. town, Conn.: American Education Publlcatlons, 1968.

BAKAN, P. (ed.) Attenlion. Princeton, N. J.: Van Nostrand, 1966. BECK, lOAN. How to raise a brigl.ler chlld. NYC: Trident, 1967.

BAKER, J. Tite sacred river. Baten Rouge: Louisiana State U., 1957. BECKMANN, M. Dynamic programming of economic decisions. NYC:

BAKER, S. Your key lo creatioe Ihinking. NYC: Bantarn, 1964. Springer, 1966.

BAtbwIN, A. Theories 01 cI.ild development. NYC: Wiley, 1967. BEECH, H. Clrartging man'e behaviollr. Harmondsworth: Penguin, 1969.

BALES, R. Personalily and interpersonal beltnvior. NYC: Holt, 1970. BEElER, D. Creative use of film s in education, Chicago: Roosevelt

BALLER, W. Tire psycllology of 1f11man growth IInd developmenl (2d U., 1966.

ed.). NYC: Holt, 1968. Behnuioral science concept» in case analysis. Cambridge, Mass.: Har-

BARANSKI, M. Graphlc designo Scranton, Pa.: International Text- vard, 1968.... . .

book 1960. BEITTEl, K. Effect of self-reflecllve tra.n.ng In arl on the capaclty [or.'

•••r:

• creative aclion. University plfrk;_Pennsylvania State U., 1964.BARCLAY, J. Conlrovers.allssues 111 le,tmg. Boston: Houghton, 1968.E LOWS R C

. I dershi. E l d Clíff N J P t'B L ,. reatzve ea ers up. ng ewoo • s, . .: ren ice,BARKAN, M. The conference on crealiuity. Columbus: Ohío Slale '

U., 1953. 1959..BARKAN '1 Th h' . . BENNIS, W. (ed.). The p/ann.ng 01 change (2d ed.}. NYC: Holt, 1969.

, 'v. rOllg arllll creatlvl!Y. Boston: AlIyn &. Bacon, 1960..

BARKER, R. The power o{ decision. NYC: Dodd, Mead, 1968. BENNIS, W. TI.e lem�orary soe.ety. �YC: Harper, 1966..

BARKER, W. Brain storms. NYC: Grove, 1968. BENSON, K. R. Creatzve crafts [or children, Englewood Cltffs, N. J.:BARNE O L 1 I d 1 h I l . Prentice, 1956.5, . angllage, t le earner an I.e se oo. Ba IImore: Pen-

BENTON MIlDRED e... 1 d'

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1 h.

guin Books, 1969. .'. reallvlly.m:esearc 1 an lIt�enllon m I te p YSI-

BARNES K Th .•..

L t AII &. Ucal sc.ences; an annotated bibltographg, Washzngton: U. 5. Naval

, . e creah�e Imaglnall.on. onc on: en nwin, 1960.Research Laboratory, 1961 (Bíbl, No. 19)BARNEIT, H. lnnouahon: the bas.s o{ cultural c1lange. NYC: McGraw,

, BERDYAEV, N. Tire meaning of tIte crealive acto NYC: Harper, 1955.1953. l. BEREDAY, G. (ed.) The gilted cltild: lIte yearbook of edllcation. NYC:BARNEIT, S. Instincl ancl i/llelligence. Englewood Cliffs, N. J.: Pren- Harcourt, 1962.tice, 1967.

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games. NYC: Walker, 1967. .' j DYCKMAN, T. Marlagement decisio>! makirrg rmder uncertainty. NYC:

DeMOTT, n. Supergrow. NYC: Dutlon, 1969. ! Macmillan, 1969.

DENTLER, R. Big city dropouts alld iHite.rates (re'O. ed.J. NYC: Praeger,1 DYER, F. Bureaucracy vs. creativilfl<�Chral Gables: U. oE Miami, 1965.

1968. .

' EARLE, W. Objectivity. Chicago: Quadrangle, 1968.

DeROCHE, E. Creative problem-solving techniques for elementary; EARlY, G. Perceptual leaming in tlle curriculum. Columbus: Merrill,

school teachers and c1lildren. NYC: CarIton, 1968. I 1969.. .

D RO HE E C.

't f' th Al' t h I teacl,er West' EBER50LE, F. Thmgs lOe know. Eugene: U. of Oregon: 1967.e C , . reatloe!Hu s or e � emell ary SC 00 • i

d 1 d' .

.

k N P k I I I EBIN, D. (e .). T le rug experrence. NYC: Grove, 1965.Nyac, . Y.: ar er,1969.

. , ECKEL, M. The ethics of decision making. NYC: Morehouse, 1968.DeROPP, R. The master game. NYC: 'Delacorte, 1968. .

'1 EDWARD5, CHARLOTTE. Let yourself go. NYC: Morehouse, 1969.DeSIMONE, D. (ed.) Edllcafiorl for .innovation. NYC: Pe�g�mon, 1968.

'1 EDWARDS, JEANNE. Creative crafts. Grand Rapids, Mich.: Zonder­DEUTSCH & SHEA, INC. C011lpany climate and creafl'Olly. NYC: In-. van, 1970.

dustrial Relations News, 1959. i I 1 EDWARD5, M. Possibilities for professiorlal developmcnt in creative

d'HEURLE, A. Persorlality, i71tellectu�t,' and achievemellt pattem, in problem so(ving al S.R.l. Menlo Park, CaIiE.: Stnnford Rescarch In-

gifted childre>!. Washington: American Psychological Assn., 1959. stitute, 1966.

DICKINSON, RITA. Caring for tlle gifled. North Quincey, Mass.: EDWARDS. W. (comp.). Decision making. Harmondsworth: Pcnguin,

Christopher Pub. House, 1970..

1967.

DICKOFF, J. Symbolic logic IInd laugllage.·NYC: McGraw, 1965. I (To be c{)nlinued in the n�x' 19$U�.)

DICKSON, W. COlwselil1g in arl organization. Boston: Graduáte' 5u.3n l\f. Stlrvatrr, Astlltant Llbro1-r-14-n-.-------'-5chool oí Business Administration, Harvard, 1966. AdJ,.,,,: Bullrr Ubruy. 5',,1(' Lln!vr"lIy Collrttt (Durr.ro),

l.lOO flmwood Áveonue. nlllf�lo. N�w York lUlO.

1"'"""enc.rr

.�

-

_·--E-Ril ERICKSON, S:�Language aud beiug: an analyric pl1eno"menorogy. tt..S U SAN M. STI E VAT -

I Haveri, Conn.: Yale, 1970.

I ERNST, G. GP�: a case stHdy in ge1lerality and problent soll1ing. NYC:1 Academic,1969. .

I ESCALONA, SIl3YLLE. The roots of individuality. Chicago: Aldin�.1966.

ESPER, E. Mentalism and objeetivis1lJ in lillgl,isties. NYC: Ameriu."1Elsevier, 1968.

.

ESSERT, P. Creative leadership of adult education, NYC: Pre�lic�, 1951.EVANS, E. (comp.). Children: readitlgs in bellavior alld·developrntnl.

NYC: Holt, 1968.

EWING, D. Human side of planning, NYC: Macmillan, 1969.EWING, D. The practice of pl<lnning. NYC: Harper &. Row, 1968.

FABUN, D. The dynamies of cltange. Englewood Cliffs, N. J.: Prrn­tice, 1967.

FALCC:-l, W. Value analysis, value ellgineering. NYC: American �bn.agement Assn., 1964.

FAN5LER, T. Creative power t/troug/I diseussion. NYC: Harper, 1950.FARBER, S. (ed.) Man and civilization: eonfliet and creativity. NYC:

McGraw, 1963.·This 15 the seeond installment of a comprehensive bibliography oE FARLEIGH, J. Tite ereative crajtsman, London: G. Bell, 1950.books relating to creatlvity and problcm-solvíng during the past 20 years. FELDMAN, S. (ed.) Cogllitive consistelley. NYC.: Academic, 1966.The remainlng installmcnt will appcar in the next issue of Volume 5. FENDROCK, J. Coals in conslict, NYC: American Management Aun.,A bibliography of books publishcd during 1971 will be published in the 1969•.lirst issues of Volume 6, 1972. Fol!owing that, readers will be kept current FlEDLER, F. A theory of leadershlp effectivclless. NYC: McGraw, 1961;-by up-to-date listings which will appear in subsequent issues of the FINE, B. Stretchillg their minds. NYC: Dutton, 1964 ..Joumal beginning in 1972.FINE, B. Teacliing mac/lines. NYC: Sterling, 1962.

__________________---------- ¡FINE, B. Underac/lÍevers. NYC: Duuon, 1967.. .

l' fINSTERBACH, F. Creative facilities planning for occupational td:rc,)'EELLS, R. Conceptual [oundations of business. (rev. ed.). Homewood, .;" lion. Berkeley Helghts, N. J.: Educare, 1969.

IlI.: Irwln, 1969. .

¡ FlSHI3URN, P. Decision IIl1rl value theory. NYC: Wiley, 1964;,EGRI, L. Tite art of creatioe writing. NYC: Citadcl, 1965. 1 FISHBURN, P. Utility t/leory for decision makillg. NYC: Wíley, 197,).EHRENZv-."tIG, A. Tlie hidden order of IIrt. Berkeley: U. of Calífor- i FlSHER, R. Creative aspects 01 natural law. Cambridge, Eng.: Unjo

nía, 1967..

I versity Press, 1950.EHRENZWEIG, A. The psycho-analysis of artistic uision and hearlng. 1 F1TT5, P. Hllman perjormance. Bclmont, Calif.: Brooks/Cole, 1'161.I(2d ed.). NYC: Brazíller, 1965. '

¡ FLAVELL, J. Tite developmental psyc�ology of lean Piaget, Prínccton,EI5NER, E. Think IDitlt me auoul creativity. Dansvllle, N. Y.: F. A. i N. J.: Van Nostrand, 1963.

.

Owen,1964.. I FLE5CH, R. JIIC art of clear thinking. NYC: Harper, 1951.ELAM, S. (ed.) EdHcation and tlte structure of knotoledge. Chicago: : FLETCHER, R. Instinct in man, in tite ligh! of recent toork in como

�an�.McNall�, 1965. ! parative psyc/lOlogy. NYC: Schocken, 1966.ELKI�D, D. Children an� ad�lescent�. �C: Oxford, 1970. I FLEW, A. Logic alld langllage (1st afld 2,! series). Garden City, N. Y.IELKlND, D. (ed.) Studles 111 cognthve d¡evelopmer¡t. NYC: Oxford,i Doubleday,1965. Ji I .

.

1969.. r;

. .: FLUMIANI, c. How lo develop I le, crealive pouiers of your ;ma$":I'ELUS, H. The transjer of learning, NYC: Macmlllan, 1965. I .

NYC' I'b f W IISt 1968.

'EM J L d 1.

NYC H Iton. . .1 rary o a ., .IG, . r1tlgllage an· earnlllg. : arcourt,1966. ! •

h' . • d' for 'ICh."'''fER El' tI' tI / .

t t' E 1 d I rooEN, F. E. Crenttve coml1re e1l510n: composlllOll stu lesLn.u' , • mpromng eac tlng. Irol'!: I expennlen a Ion. ng ewo.o I •

'

O'ff N J . P t' 1970\

• ' tltcnl stw/ellts. London: U" oE London, 1965.1 s, . .. ren ICe, . '. •

.... It Itilow-EMORY, W. Mnking management decisions: Boslon: Houghton, 1968. rODOR, 1. Psyc/¡ologlCal explarwt¡on: all ItItrodllctron to I e p

ENGELMANN, 5. Cioe yo¡rr e/lild a superior milld. NYC: Simon &: p/ly of psycldogy. NYC: Random, 1968.,Schuster, 1966.

'

FOR5YTH, P . .The creative Ilteology of P. T. Forsyth. Crand RJl'ltll.ENTWl5LE DORIS. Word associations ol yOJlng cM/dreno Baltimore: Mlch.: Eerdmans, 1969.,',

1 k YC Aro.

n 11-13:1'Johns Hopl:ins, 1966. FOULKE5, F. Creating more meallingfu wor • N : enea •

EPSTEIN, W. Varieties' of perceptual learning. NYC: McGraw, 1967. I agement Assn., 1969.. 5

.

FOULKE5, S. Croup psychotlterapy (2d ed.). Ballimore: Pcngulll, 196 .

Volume 5 Number 3 Thlrd Cuarter 1971.

II

I.

"The .:Jou!rnal o f creativ� 'Behaviori;Vol 5º,; Nº 3,1.971, pags.201 - 224

A Comprehensive Bibliographyof Books on Creafivify and

Problem-SolvingFrom 1950 fa 1970 - Part 1/*

I->�C).)O":J

201

GEIRINGER, K_ Haydn. Berkcley: D_ oE Califomia .. 1968_

GELLERMAN.. S_ Iví arta g ern ert t by rnosí-aatío n, NYC: American �I.a..,-agement Assn., 1968 ..

FOUNDATION FOR RESEARCH ON HU�A� BEHAVIOR. Creatí-o-GEMANT A. The nature of the genius, Springfield, IIl.: Th

ify and con¡orntitll, a problem for organixattons, Ann Arbor, Mich.: ,. om&....1961.

F;��hEO;: 1��4CIITiosity and exploratory beh avior. NYC: Maemillan, GENERAL DYNAMICS CORP. CONVAIR DIVISION. Value co"trol

1965. (5u) (rev. ed.}. San Diego, Calif.: Author, 1962.

FRAI5SE, P. Experimental psyc/rology. NYC: Basie Books, 1968-69. GENERAL FOODS CORP. "[he power of an idea. Portland, Me.s Bor..JFRANKSTON, L. Effecfs of two programe and two methods of teaclt- Wheelwri�ht, 1955.

ing upon the quality of ari products or [sic] adolescents, Unlverslty GENERAL MOTORS CORP. DEPT. OF PUSLIC RELATION5. AJor".Park: Pennsylvania State U., 1965. tures of tlie inquiring mind. Dctroit: Author, 1957.

FRANTZ, F. JIte miracle success system: a scientific way to get what GEORGE, F. Semanlics. London: English Universities, 1964.

you want out of life. Englewood Cliffs, N. J.: Prentiee, 1967. GERlACH, J. Successful management of tlew products. NYC: Hu..

FRAZER, J. Creation and evolution in primitive cosmogoniee and other tings House, 1968.

pieces. Freeport, N. Y.: Books for Librarles, 1968. GERRY, R. A review of sorne recent research in 'the fierd of crralillifJFREEDMAN, R. Teenagers who made /¡jstory. NYC: Holiday House, Rlld the examinafion of an experimental creativily uiorkshop, TeJtJI:

1961. Lackland Air Force Base, 1957.

FREY, S. Readings in classroom learning. NYC: Van Nostrand, 1969. GETZElS, J. Crea/ivily and intelligence. NYC: Wiley, 1962.

FRIED, EDRITA. Artistic productivity and mental health. Springfield,.GHISELIN, B. The creatioe procese, a symposÍllm. Berkeley: U. 01

IlI.: Thornas, 1964..

California, 1954.FRYE, N. The educafed imaginaliotl. Bloomingtori: Indiana U., 1964. ,GIBB, J. Dynamics of participative groups, Sto louis: J.·Swift, 1951•.

FULCHER, G. Coml1'l0n sense decision-making. Evanston, IlI.: North- iGIBI3, C. Leadership : selecfed readillgs. Harmondsworth: Penguin, 1961.western U., 1965. j GIBBS, G. Accollnfing [or management decisions. Seranton, Pa.r Inter-

FULLE�, E. Tinkers and genius: the story of Yankee inven/ors. NYC: l. national Textbook, 1969.Hashngs House, 1955.

"

rÓcÓ»: : GI13S0N, J. The senses cotlSidered as perceptual systems. BostomFULLER, R. Education automation: freeing the scholar to re!urn to his ¡

Houghton, 1966.sludies. Carbondale: Southern IIIinois U., 1962.

. . i GILFILLAN, S. Invention and tite patent system. Washington: U. 5.FULlER, R. No more eecondhand God, and. other wrJtmgs. Carbondaler

l'Gov!. Prin!. Offíce, 1964. .

Southem IIIinols .U., 1963...

GllLIS, F. Managerial cconomics. Reading, Mass.: Addlson, 1969;'! FULlER, R. Operatmg manual for spaceship earth. Carbondale: South- 'G' ILMORE F 11 t· t H t . G lf 1959

.

Ill" .

U. . , . ow o muen. ous on. u, .

F���O��OI� i' 19�9..NYC M .U ,;GINSBURG, H. Piaget's theorg of intellectual deoelopment. Englewood

:' .. magmatlon. : acrru an, 1961.

. 'Cliffs, N. J.: Prentice, 1969.,FURTH, H. Plaget and knowledge. Englewood Chffs, N. J.: Prentlce,

GINZBERG E T 1 1 f NYC C I bl .

1969..

,. (J ent a�, per or:nance. : o um la, 1964.

: FURTI" H p. t f t h E 1 d CI·ff N J . P t· 1970 GlASSER, W. SC/1001s Wlt/lout [ailure. NYC: Harpcr, 1969.¡ -",. lage or eac ers. ng ewoo I s, . .. ren Ice, .

. .' .

j FURTH, H. Thlnking urithoui latlguage. NYC: Free Press, 1966. GlENNON, J. A cafalog of lije /Jlstory Items. Greenshoro, N. c.: Amer·

¡ GABRIEL, H. Tec/miques of creative thillking for management. Engle- lean Psychological Assn., 1966.!

wood Cliffs, N.l.: Prentice, 1961. GOlD, M. Education of t/le intelleclually gifted. Columhus: Merrlll,

GADDIS, V. Mysferious fires and lig/tfs. NYC: MeKay, 1967. 1965.

GAGE, W. Vallle analysis. NYC: McGraw, 1967. GOLDMAN, A. A theor¡¡ of human action. Englewood CUrEs, N. J.I, GAGN�, R. The conditions of Iearning. NYC: Holt, 1965. Prentice, 1970.

GALLAGHER, 1. Prod'lcfive thinking of giffed e/tildren in c1assroom GOLDNER, 13. Jlle strategy 01 crealive thinking. Englewood (1 HIt.

interacfion. Washington: NEA, 1967. N. J.: Prcntice, 1962.

IGARDNER, DOROTHY. Experiment and trndition in primary schools.· GOlDNER, B. Success t/1rough creatiue thinking. Englewood Clllh,

,London: Methuen, 1966. . I N. J.: Prcntice, 1962.

'

: GARDNER, 1. Se1f-rctlewal. NYC: Harper, 1964. : GOlDNER, R. Individual dit!erences in whole-part approach and

: GARDNER, R. Cognitive cotlfrol. NYC: lnternational Universities, 1959. I flexibility-rigidity in problem soluing. Washington: American Psy'

I GARDNER, R. Persotlality organization in cognitive conlrols Rnd in- .1 chological Assn., 1957.,

. telIectual abililies. NYC: Internahonal Univcrsities, 1960. " J GOlDSCHMIDT, Y. Informalion for managemetlt decisions. Ith3",GARREIT, A. The flash of gen/uso Prineeton, N. 1.: Van Nostrand, 1 N. Y.: CorneIl, 1970. •

1963. GOMI3RICH, E. Art alld illusiotl (2d rev. ed.). NYC: Pantheon, 1961.

GARREIT, LILUAN..Visual desigtl. NY�: Relnhold, 1967.

j GOODLAD, 1. The c/tangillg school curriculum. NYC: Fund for the AJ·GARRISON, R. Cre�tlve appto�c1t lo .wrJhng. NYC: HolI, 1931. I vanccment oE Education, 1966.GARRI50N, R. GUld .. �o "..ahv .. IOrll/llg. NYC: HolI, 1;31. I GORAN, M. The story of Frilz Haber. Norman: U. of Oklahoma, 1967.GARRISON, W. C'l'atlr., /maglnatlc]t1 ,,, prr¡¡clllll¡¡. NYCI Abln¡tdoll,

I GORDON, W. Synectics. NYC: Harper, 1961.19100. ,

l HAEFELE .. l. Crealívity and iri n o-oat io n, NYC: Reinhold, 196z...

HAGEVIK, G. Decísíon-rnoking in aír pollution control. �C: Pt'ae.gu.GOSS, A. patred-oss ociatcs learnín g, NYC: Acndcmlc, 1965. 1970..GOTTLIEB, G. Th e logic 0f choice. NYC: Macmillan, 1968. .. HAHN, 1\-1. Planmng ahead after {orry: the process of psycl¡oeoal"".GOUIN Df:CARIE, THf:Rf:SE. Lnt ellígcnce and affecrivily in !!arly child- ! tion wirh self-study projects. Beverly Hílls, Calif.: Westcm Psyeh.,..

hoo d. NYC: International Universitics, 1966. ! logical Serviccs, 1967.

GOVERNOR'S PROGRAM FOR GIFTED CHILDREN .••• Miles fo go. i HALL, J. The psycllOlogy of leaming. Philadelphla: Lippincott, 1966.Lake Charles, La.: MeNeese State Coll., 19_. HALL, J. (comp.). Readings in the psycllOlogy of leaming. Philadelp),la:

GOWAN, J. Allnotated bibliographg on crearivity alld giffed,¡ess'l Lippincolt,1967.Northridge, Calif.: San Fernando Valley Stale College FoundaUon, ¡ HAMIlURG, M. Statisfieal analysis [or declsion maklng, NYC: Hu�1965.

! court, 1970.GOWAN, ]. An annotated bibliography on the academical/y talented. HAMMER, E. F. Creativity: an exploratory investigation of tire per-

Washington: NEA, 1961. sonaliries of gifted adolescent ariists, NYC: Randorn, 1961.GOWAN, J. (comp.). Creertivity: its educational implications. NYC:

HAM]'v!OND, D. Stories of scientific discovery. Freeport, N. Y.: 8001<.Wiley, 1967. .

, for Librarles, 1969.GOWAN, J. The education and guidance of the erblesl. Springfield, 1Il.:¡ HAMMONTREE, MARIE. Albert Einstein: young thinker, Boslon:

Thomas, 1964.

l' Bobbs-Mcrrill 1959.GRAEfFE, A. D. Creertive education in the l1Utnanifies. NYC: Harper, HANEY, W. C�mmllnication: pnttern and lncidents. Homewood, 111.:

1951. : Irwin 1965. "

GRAFF, W. Reriner Maria Rilke. NYC: Greenwood, 1969..

HANSÓN J. (ed.). Educatiol1 and the detielopment 01 natiotls. NYe:GRANT, H. Engineering drawing uiitl: creative deslgn (2d ed.). NYC:· Holt,19�6.McGraw, 1968.

! HANSON, N. Patterns of discovery. Cambridge, Eng.: Cambridge U.,GRANT, V. Great abnormals. NYC: Hawthorn, 1969. i'

GRAVA, A. A structural inquiry into the symbolic representation 0(, H!��iNG D C t' b' 1 t h' A I a Stale U 1969ideas. NYC: Humanlties,1969.\"

. rea .lVe I.oogy elle IIIg. mes: ow .,.

. . . . . . . HARDING, D. ErperlCIlCe mto words. NYC: Horlzon, 1964.GREEN, A. Creerhve arts and crafts achvlhes. Mmneapohs: Deníson.]i !

.

t' NYC B &; Nobl1960."

l HARDING, R. An ernatomy o inspira IOn. : ames e,

GREEN, D. Signal detection theory and psychopllysics. NYC: Wiley,: 1967.. . . .

I d CI'ff N J P 11'

1966. ! HARLAN, C. VIslon ernd IIIven!Jon. Eng ewoo 1 s, . .: ren ce,

GREEN, P. Reseerrcll for marketing decisions (2d ed.). Englewood Cliffs,j ..-

1970.

I d Cllff. N. J.: Prentice, 1970. 1.HARPER, R. (ed.). The cognitive processesi readings. Eng ewoo s.

GREENWALT, C. T/¡e uneornmon mano NYC: McGraw, 1959. I'� N. J.: Prentice, 1964._,

.GRE'ENWOOD, W. Decísion tlleory ernd iniormation systems. Cincin-I HARRIS, D. Children's drtlwings as mensures 01 intellectual mllturJ/y.naH: Southweslem Pub., 1969. ! . NYC: Harcourt, 1963.

,

GREGORY, C. The managernent of intelligence. NYC: McGraw, 1967.' HARRIS, l. Erno/ionerl bloeks to leerrning. NYC: Free Press of Glencee,GREGORY, R. Eye and brcrin. NYC.: McGraw, 1966. 1961."

GREGORY, S. The design method. NYC: Plenum, 1966. HARRISON, F. Deductive logic and descriptive lernguage. EnglewocdGRIFFITH, F. How to make something from nothing, Cranbury, N.J.: Cliffs, N. J.: Prenlice, 1969.

A. 5. Barnes, 1968. HARROWER, MOLLY. Creative varia/ions in projeetive feclmitJuu.GROCH, JUDITH. The rig/¡t lo creerle. Boston: Linte, 1969. springneld, IlI.: Thomas, 1960.GROUP FOR THE ADVANCEMENT OF PSYCHIATRY. Psyclliatric HARTSHORNE, C. Creative synthesis and plrilosopllic metll0d. LaS.,lIf,

.reseerrch and Ihe erssessrnent of change. NYC: Author, 1966. ¡ III.: Open Court Pub., 1970.GRUBER, H. Conlernporary approaches to creative thinking. NYC:, HARVARD EDUCATIONAL REVIEW. Lernguage and leerming. NYCI

Atherlon, 1962. I

Harcourl, 1966.GUGGENHEIMER, R. Creatlve vision (rev. ed.). NYC: Harper, 1960. I HARVARD U. GRADUATE SCHOOL OF BUSINESS ADMINISTRA·GUGGENHEIMER, R. Creative vision in artisl and erudience. NYC: i TION. lmerginertion _ undeveloped resource. Cambridge: Aulhor,

Harper, 1950..

, \ 1955.GUILFORD, ]. P. lntelligenee, creertivity, and their educationerl Itrtpli-

.

HARVARD U. GRADUATE SCHOOL OF BUSINESS ADMINISTIV\".cations. San Diego, Calif.: Knapp, 1968.

.

•

TION. Individual creativity alld tire corporalioll. CambriJ&e: Aulhllt,GUILFORD, J. P. T/¡e nerture of Ilumern Intelligence. NYC: McGraw, 1959.

1967.. . HARVEY, O. Experienee, ;tructure and adaptability. NYC: Springc:.r,

GUILrORD, J. P. Per�onallty. NYC: McGraw, 1959.1966.

GUSTAITIS, R•.Turnmg on. NYC: Macmillan, 1969.

HAIT, H. C bernetics and the image of ltIern. Nashville: Abingdol1.HAAS, K. Crcallv� ,alr.,ma'lIl1ip. Bt'verly HlII., C.1lif.: Glcncot', 1969.1968

Y.•

HABER, R. (ed.l. Co"trmporlJry "'''0'11 IJnd r"ttrrtl. In vl,uer' "t,crp' HADE'RER L TI . . .

NYC G 965I¡"". NYC: U"II, 10611. ' • le er,flsts ltI soclety. : rove, 1 .

t�en-J

HOEPFNER.. R. Piguraí .. syuzbolic a n d e ern arrt ic: facfors of creatiue po_. tentíal in n¡,Je-grade studellfs. Los Angeles: U. of Southern Ca.liE.,1965.

HOFFMAN, F. The irnagination's nero beginning. Notre Dame, Ind.:Notre Dame, 1963.

.

HOFFMAN, R. Language, minds and knowledge. NYC: Humanities.1970.

HOLBROOK, D. The exploring word: creafive disciplines in the educa­tion of teachers of Englis/t. London: Cambridge U., 1967.

HOLBROOK, D. lmaginings. London: Putnarn, 1960.

HOLM, B. Hoto fa manage your informafiotl. NYC: Van Nostrand,1968.

HOLMES, M. Writing the creative article. Bastan: The Writer, 1969.

HOLST, N. VON. Creaiors, collectors IIlId conncisseurs. NYC: Putnam,;1968.

HOLT, J. How children learn. NYC: Pltman, 1967.

HOLT, R. (comp.). Motives IInd tllOughts. NYC: International Unlversl-.

tles, 1967.HELMORE, G. Piaget i a prnctical coitsiderafiotl. Long Island CUy" HONIG, W. Operan! belzavior. NYC: Appleton, 1966.

N. Y.: Pergamon, 1970.. HOOK, J. Wrifing creatlnebf, Boston: Heath, 1967.

HELSON, H. (ed.). Confcmporary approaches fo psyclrology. Prlnce- HOROSZ, W. Tire pro';ise and peril of human pllrpose. Sto Louls: W.

ton, N. J.: Van Noslrand, 1966. H. Green, 1970,

HENDERSON, J. Creative collectiva bargaining. Englewood Cliffs, N. J.: HOROWITZ, I. Decision making and tire theory o{ the finn. NYC:'

Prcntice,1965. Holt, 1970.(HENRY, E. (ed.). Conjerence on criteria [or rescarch and application o{ ¡ HOROWITZ, MARDI. fmage {ormation anel cognition. NYC: Apple-,

researcl1 in managemenf, leadership and creativify. Greensboro, N. c.: : ton,1970. .

Richardson Foundation, 1967. HOTOPF, W. Language, though: and comprehension. Bloomington: In-

HENRY, M. Creative experiences ·in oral language. Champaign, 111.:,

diana U .• 1965..

National Council of Teachers of English, 1968. HOURS, MADELEIN. Secrets o{ the great masters. London: Putnam,

HENRY, R. ReseaTch conlerence 'on the 1/5e of aufobiograplricaf data 1966.

as psychological predictors. Greensboro, N. c.: Richardson Foundation HOWARD, V. The potuer o{ yOllr supermind. West Nyack, N. Y.:

1965. Parkcr, 1968.,

HENRY, W. Thc analysis o{ fanfasy. NYC: Wiley, 1967. HOWE, R. T/re CTI:a/ive y;ars. Gr:enwich, Conn.: Seabury .Pre5s, 195?

fiRMAN M D.. k" f NYC C 1 bi HOWE, R. Cod rn man S creatlve years: a leader's gUlde for use

" ,. ectston-nía 'mg m pover y programs. : o um la, . .

1968wifh t/re creafme year5. Greenwich, Conn.: Seabury Press, 1959 •

."

,

. HU, 5. Threshold /ogic. Berkeley: U. of California, 1965.HERTZLER, J. A soclology o{ language. NYC: Random, 1965.

HUDGINS B P bl loi ti I NYC M '[1 1966¡ .• . , . ro eftl so Vltlg 111 le, assroonl. : acml an, 6

,HEYERbAHL, T. Kon-Trkr. Chlcago: Rand McNally, 1950.

HUDSON, L. Contrary inragillation5. NYC: Schocken, 1966.

¡ HEYTIN,G, A. fntui/iotlism. Amstcrdam: North-Holland Pub!., 1956. HUMBERT, H. Crra/ive Ictlclers/rip. NYC: Vantage. 1967., HIGHEr" G. Man's unconlJuerable mind. NYC: Columbia, 1954. HUMPHREY. G. The chcmis/ry of 1/lillking. Springfield, IlI.: Thomas,, HILDREtH, GERTRUDE. Infroducfion fo flre giffed. NYC: McGraw. 1963. I I '

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SMITH, P. (ed.). Crcativity, an examillation of flre creafive process.NYC: Hastings House, 1959.

SMITH, W. The effeclive l/se of cosl tatgets. Albuquerque: A.F.e.Industries, 1966.

SMITH, W. Group problem-solving Ihougll discussion (rev. ea.). Indlan­apolis: Bobbs, 1965.

Sl'vUTH, w. Humaní

e arnin g, NYC: McGra:\-v.. 1970_

S!\.tYrHIES, J. (ed.) Brain a n d rnín d, NYC: Humanities, 1965_

SNIDER, J. (comp.) Sernnrttíc differenti,,¡ feclmiques. Chicago: Aldine1969.

,Sl\.'YDER, H. Contempornry educalional pSYCllOlogy. NYC: "Viley, 1968

,SOLTIS, J. Seeing, knouring, and believillg. Reading, Mass.: Addison-1966.

.

SOMMER, R. Personal space. Englewood Cliffs, N.J.: Prenlice, 1969.

SORELL, W. The '1llality of vision; genius and versatility.in the arts

Indianapolis: Bobbs, 1970..

SOROKIN, P. Exploration in altrulstic love and behavior. NYC: Kraus1970.

SOUTI-IERN REGIONAL EDUCATION BOARD. Tire gíf/ed student.,

Atlanta: Author, 1962.

Speech for tire creatioe teacher. Dubuque, Iowa: Brown, 1968.

SPENDER, 5. (ed.), The creative elemenf: a st;ldy of visíOIl, despair ""tiorthodoxy among modem writcrs. NYC: British Book Centre, Inc.;1954.

STAATS, A. Lenming, lmlgllage alld cognition. NYC: Holt, 1968.STAFFORD, P. LsD, the problem-solving psyclredelic. NYC: Award

Books, 1967. ,',

STAGNER, R. Bnsic pS1lcll010gy. NYC: McGraw, 1969.,

STAl\'DING, E. The Mo'ntessori revolution in education. NYC: Schocken,1967.

sTAUFFER, R. (cd.). Language and ihe higher thought procese•.Champaign, m.: National Council of Teachers of Engllsh, 1965.

STAUFFER, R. Teaching reading as a thinking process. NYC: Harper,1969.

STEIN, M. Creativity arrd the individual. Glencoe, m.: Free Press, 1960.

STEINER, G. (cd.). The creatioe organiza/ion. Chicago: U. of OIÍC<lgo,1965 .

STERN, CATHERINE. Children dlscotier readillg. NYC: Random, 1965..STERN, G. l.,.let/¡ods in assessmcnt. Glencoe, 1Il.: Free Prcss, 1951.­STITE5, R. The sHblimatiollS 01 Leonardo da Vinci. Washinglon:

Smithsonlan Instilution, 1970.

STOGDIlL, R. Leadership, Crecnsboro, N.e.: Ríchardson Foundation,.1968.

: STOLTENBERG, e. Plmwing researcl. for resource' decisions. Ames:Iowa State ¡j., 1970.

.

STONE, A. T/re cI.emistry of a lemorr. Englewood ClifEs, N.J.: Prentice,1967.

STONE, OLIVE M. Problcm solving in Dalton: a generic approacll to

social work tlreory ancl practice. NYC: Council ón Social \Vork, 1958.

STRATION, G. Man, creator or destroyer. London: Allen & Unwin,1952. I

STRUPPECK, J. TIre creafion of Sculplure. NYC: Holt, 1952.

SUCHMAN, R. Developillg il!qlliry. Chicago: Scicnce Research Asso-'dates, 1966. i

SUITS, e. SlIitS: speaking of research. NYC: Wiley, 1965. p=>'�

Q':)

.

I (To be continucd in tIre next issue.)

Susan M. Stievater, Assislant Librarían.Address: Buller librar>', Stale Unlversity College (Buffalo),1300 ElmVlood Avenue, Buffalo, New York 14220.

l. TART¡ C. (comp.) Altered stntes o{ co n ecío uo n eee, NYC: Wiley" 1969.

Al.. TATE, G. Strate,'Sy 01 therapy, towara. the e ngineering of social

" ,.'" S U S A N M. S TI E V A TER grourth, NYC: Springer, 1967.

".I.he____1_!?�lJ.s_n.. a}.. _of Creative Behavior" 'TATON, R. Reason arid clumce in scienlific discotserg; NYC: Science, ·-.-.--'- ....... - .. -,----.------. --_. Edítions, 1962.

TAUBER, E. Prelogical experience: an inqfliry Inlo dreams a�d othercrealioe processes, NYC: Basic Books, 1959.

'TAYLOR, A. lmaginatíoil and lIJe grototlt of science. NYC: Schocken,1967.

TAYLOR, C. Biographlcal iltforrnation and lile prediction 01 mlll­

tiple criteria of success ill ocience. Greensboro, N. C.: RlchardsonFoundalion,1966.

'TAYLOR, C. (cd.). Creativity: progress and potential, NYC: Me­GralY,1964 .

. TAYLOR, C. Deoelopment o{ a tlleory of education [rom psyc1lo­logical and other basic researcll findings. Sah Lake CUy: U. oí Utah,1964.

TAnOR, c. (cd.). lnstmctional media and creativity. Salt Lake CUy:U. of Ulah, 1965.

-This ls Ihe last inslallmcnt of a comprchenslve bibliography of booksTAYLOR, C. (ed.). Wídming horlzons in creativily. NYC: Wiley,

rela�ing lo creativily and problcm-solving during the past 20 years..1964.

".'

A bíbllography of books published during 1971 will be publíshed in the ,TA_YLOR, J. How to create "ew ,,{caso Englewood Cltffs, N. J.: Pren-

firsl lssues of V�lu�e 6, 1972. Following that, readers will be kept currenlhce,1961.

.. .

'

.

.by up-to-date Iistlngs which will appear in 'subsequent issues of the TAYLOR, 1. (ed.). Expenmenls In educa/lol. at Sevenoak,. NYC:

Journa! bcginning in 1972." -;, ' Roy Pub., 1966.

Wilh thís las.t inslallment, the publishers wish lo gralefully acknowl- 'TEEVAN, R. Mo/ivat!on. NYC: M(Gra_w, �967. .

edgc Ihe contnbulions of Ihe Butlcr Library 51aff in maíntainlng the TERMAN, 1. The glfled group at mid-Iije. Stanford, Cahf.: 5tanford

Creative Sludies Library Collcction. The foundation is particularIy: U., 1959,. .. .

grateful lo Do�tors Palmieri and Brunelle, and Miss Lenore Kernp, who ! !HIJ::RAUF, R. DecIslon rnaklllg througl: operations research, NYC:

serve as Librarían and Associale Librarians, rcspeclively. Wl!ey,1970.mOMAS, c. Programmed learllillg in perspective. Chicago: Educa-

lIonal Methods, 1965.

n'IOMAS, G. Glliding the gifted cltild, NYC: Randorn, 1966.

n'¡OMA5, V. (ed.). Crelltivily in the arts. Englcwood CIifEs, N. J.:Pren tice, 1964.

THOMPSON, V. Bureaucracy alla innovation. Univcrsity, Ala.: U_' ofAlabama, 1969.

THOMSON, G. Tire inspiralioll of science. NYC: Oxford U., 1961.

mOMSON,R. Tlle psycllOlogy of t]¡inkirrg. Ballimore: Pertguin, 1964.

, THORNDIKE, R. 10,000 careers. NYC: Wiley, 1959.,

TIBBETT5, P. (comp.). Perceptiorr. Chicago: Quadrangle, 1969.

TIEDT, S. Elemerrtary teaclter's complete; ideas hallabook. EnglelYoodCHEfs, N. J.: Prenlice, 1965. ;

TOBEY, KATHRENE. Learr.ing ana teacllillg t}¡rougl. the senses.

Philadelphia: Weslminsler, 1970.

, TOBlAS, J. (ed.). The advenllrre of .1merica. NYC: Random House,1962. I

; TOLANSKY, S. Oplical illllSiolls. NYC: Pcrgamon, 1964.

TOLCES, T. Creatíve disciplilles: explora/iolls in awarencss. Porlland,Me.: Bond Whcelwright, 1956.

TORRANCE, E. Constructive behavior. BeJmont, CaliE.: WadslYorlh,1965.

TORRANCE, E. Crea/ive learning ¡lila teacIJillg. NYC: Dodd,1970.

1I o�. 5, N Q 4,,2 1 " 9 , 1

B íbli hA Comprenenstve J p) toqrap yof Books on Creaiivitv and

Problem-Solving

From 1950 fa 1970 - Parf 11/*

SUMMERFIELD, G. (ed.). Creativity in English, Charnpalgn, 111.: Na-tíonal Councíl of Teachers of Engllsh, 1968.

SUMMERfIELD, J. Tire creatlue mind and method. NYC: Russell, 1964.SUMMER5, G. Neto puzzles in logical deduction, NYC: Dover, 1968.SUPER, D. SciCIIlific careers and vocnlionlll developmenf theory. NYC:Teache'rs College, 1957.

SUTERMEISTER, R. People and prodllctivi/y (2a ed.). NYC: McGralY,\1969.

STh1P05IUM FOR EDUCATION IN CRF.ATIVE ENGINEERING,MASSACHUSETTS INSTITlJfE OF TECHNOLOGY. Educa/ion illCTeiltive f!ngineerillg. C;¡mbridge: M.I.T., 1970.

SYRACUSE UNlVERSITY. SYMPOSIUM CONfERENCE ON CREA­TIVE ARTS EDUCATiON. Aes/helic forll! and edllcation. Syracuse,N.Y.: Syraeuse U., 1958.

SYRACU5E UNIVERSITY. SYMPOSIUM CONFERENCE ON CREA­TlVE ARTS EDUCATION. Creati1Jiiy and pSYc/JOlogicalheal/ll. Syra­cuse, N.Y.: Syracuse U., 1961.

TAGIURI, R. Organiza/iorral climate. Bosfon: Graduate Sehool oEBusiness·Administration, Harvard U. 1968.

TARRANT, D. James Brallc1l Cabell, the dream and the r·eaÍi/y. Nor­man: U. oE Oklahoma, 1967.

�c--1-l

T-;

E ·Crea/;ve problcrn solving in mental henIl!' and per- TUSKA .. C. D. InvertfOr� a"� inr:;enlions. NYC: McGraw-l-lilt .. 1957.

TC::::::::;:/�d�el�pnleT(f. Minnc.:IpoJis, Minn.! Perceptive Publ., 1964. TUVES�N, E. L. Tlle tmagtnotton as a nleans of grace. Berkeley: U.

TORRAÑCE, E. Edtrcatíon ami th e crealive potentíal, Minneapolis: oE California, 1960.. . .

U. of :-finnesota, 1963. TYLER, LEONA. lntelligence: sorne recllrTlng tssues, NYC: Van Nos-

TORRANCE, E. Encouraging creatívity itl the classroom, Dubuquc, .

trand,1969.Iowa e W. C. Brown, 1970. UHR, L. (ed.). Paltern recognitiotl. NYC: Wiley, 1966.

TORRANCE, E. Gifted children in the classroom, NYC: Macrnlllan, UNDERWOOD, B. Experimenlal psyellOIogy. NYC: Applelon, 1966.

1965. I U. S. AiR FORCE. RESERVE OfFICERS TRAINING CORPS. T1!eTORRANCE, E. Guiding creatioe lalent. Englcwood Cliffs, N. J.: Air Force slaff offieer. Maxwell Air Force Base, Ala.: Air U., 1961.

Prcntice,1962. ! U. S. CONGRES5. 5ENATE COMMITIEE ON THE JUDICIARY.TORRANCE, E. Is�ues and advances in educational psychology. It- SUBCOMMITIEE ON PATENTS, TRADEMARKS, ANO COPY-

asea, 111.: Peacock, 1969. RIGHTS. Go'Vcrnmellt pateni poIiey. Washington: U. S. Govt. Prínt-

TORRANCE, E. Mental healti: and achieoement, NYC: Wiley, 1965. ing Office, 1965.

TORRANCE, E. Minllesota stadies 01 creatioe belwlJior. Athens: U. U. S. CONGRES5. SENATE COMMITIEE ON THE JUDlCIARY.of Georgla, 1967. SUBCOMMITIEE ON PATENTS, TRADEMARKS, ANO COPY-

TORRANCE, E. (cd.), Neio edllcational ideas: 3d Mim!csota conjerence RIGHTS. Patent illfrillgemellt. Washinglon: U. S. Govt. Prinlingon gifted children, Minneapolis: U. of Minnesola, 1961. Office, 1965.

TORRANCE, E. Rewarding crentive behuuior, Englewood Cliffs, N. J.: ,U. S. GOVERNMENT CONfERENCE ON CREATlVENESS IN

Prentice,1965..

.

PROBLEM SOLVING. Papers. Philadelphia: Author, 1957•.

TORRANCE, E. Teacliing gifted elementnrg pupils how to do re- U. S. UBRARY OF CONGRESS. tEGISLATlVE REFERENCE SER-

search, Minneapolis: Perccptive, 1962. VICE. Goventment assistance to invelltion and researcl!. Washing-TORRANCE, E. Thinking crealively uiltlt picÍures: Form A. Prlnce- ton: U. S. Govl. Printing Office, 1960.

ton, N. J.: Personnel Press, 1966. U. S. NAVAL RESEARCH ADVISORY COMMITrEE. Basic reseárclt

TORRANCE, E. Thinklng creativelv with pielllres: Form B. Prlnce- in the Navy; report to the Secretarg of the Navy. (2 v.). Washington:ton, N. J.: Personnel Press, 1966.

.'

Author, 1959.

TORRANCE, E. Thlnking creatively wilh words: form A. Prineeton, U. S. OFFICE OF EDUCATION. Paceseuers in innovation. Wash-N. J.: Personnel Press, 1966. inglon: Author, 1966.

TORRANCE, E. Thinking crealively with words: Form B. Princelon, U. S. OFFICE OF EDUCATION. D1VI510N OF HIGHER EDUCA-N.J.: Personnel Press, 1966.

.

TrON. Talent and tOnlorrow's teachers. Washinglon: Author, 1963.

TORRANCE, E. Torranec tests of creative thlnklng: preliminary dlrec- 'U. S. OFFICE OF EDUCATION. DIVI510N OF HIGHER EDUCA-tions manual. Prineclon, N. J.: Personnel Prcss, 1966. TION. WI1�t slandards do we mise? Washinglon: Author, 1963.

TORRANCE, E. Understanding th e [ourtli grade slump in creatioe UPTON, A. Creative allaIysis. NYC: Dutton, 1963.thlnking, Minneapolis: U. of Minnesota, 1967. UPTON, A. Design [or tltinking. Stanford, Calif.: Slanford U., 1961.

TqRRENCE, G. The motivaríoll and mellsurement 01 periormance. UPTON, A. Teacher's manllal for design for thinklng, Palo Alto, Calif.tWashington: Bureau of Nalional Affalrs, 1967. Paclfíc Books 1961.

.

TRABA5S0, T. Attention in leaming. NYC: Wiley, 1966r

• •• tiTRAINING IN ADMINISTRATIVE MANAGEMÉNT tEADER-

URAl"lECK, W. Creatlve 111lnkl1lg workbook (re], e.). texington,

SHIP DEVELOPMENT INSTI1'UTE UMass.: Author, 1967.

1 ,. OF GEORGIA. USDAURANECK W f' bl l' Lexl tLeadershlp Developmellt Institute, 1959. Athens, Ga.: Author, 1959.

' . 101 cases o crealtve pro em so vl1lg. exrng on,

TRAINING IN ADMINI5TRATIVE MANAGEMENT WORKSHOP, Mass.:. Author, 196�. .

FORT ROYAL VA 1960 Tral"ll' g.

Ad ..

I f' M :URIS, A. Keep yOllllg In bllsllless. NYC: MeGraw, 1967., ., . n 111 mlntS ro IVe Ilnage-· . . • . •

ment Workshop. Washinglon: U. S. Dept. of Agriculture, 1960. I USHER, A. H1StOry of mechantcal HlventlOIlS (rev. ed.). Cambnclge,TRAINING IN AD:-"HNISTRATIVE MANAGEMENT WORKSHOP,

Mass.: Harvard, 1954.

2ND, ANNAPOLlS, MD .• 19óO. Training ill administrative mall- UTAH CREATIVITY RESEARCH CONFERENCE. Proeeedings. NYC:

agement worksTlop, Washington: U. S. Dept. of Agricullure, 1960. Wiley, 1955 (lsl).TRAVERS, R. EssentiaIs of learning. (2d ed.). mc: Macrnillan, Vallle Engillcerillg in manulaeturillg. Englewood Cliffs, N.J.: PrentIce,

1967. • 1967.

TRAVERS, R. Man's illformation system.· San Francisco: Chandler,1970.

.

TURNER, KATHARINE. Writing: the shape o{ experience. 'Boulcler,Colo.: Pruett, 1967.

TIJR.."IER, R. Problem solving proficiency among elementary sclloor'eachers. (v. 1, 2, 4.). Bloomlnglon: Indiana U., 1960.

VAl, FLEET,. J. Cuide to managing people. Englewood Cliffs, N. J.:Prentice, 1966.

,VAi'.'N, R. (comp.). Century of genills: Europea" '''ought, 1600-1700.

Englew�od Cliffs, N. J.: Prentiee, 1967.

VERDmN, J. CO�lCeptlllll models in tcae/ler education. Washinglon:American Assn. of Colleges for Teaeher Education, 1967.

� ..,�

..-:}

00

._�AVE T. Tire expcrinu!flfal n�tnlysis 01 b ahaú iar, NYC: Apple-! V\"'EISSELBERG, R. TIte ex ecictíxs e strategist. NYC: McGraw .. 1969.

v��, J.966.-

- .; WEJSS�'fAN, P. Creativity in tite t1reater. NYC: Basic Books, 1965�

VERNON, t..1AGDALEN. {e d.}, Experirnenrs in visual perc ep tlon, DaI-, WELFORD, A. Fund"mcntals of skill. NYC: Barrres &. Noble, 1968.

ttrnore . Pcnguin, 1966. WELFORD, A. (ed.). Itllerdiscip1ina'Y topies in geronlology: declsion

VERNON, MAGDALEN. Tite psycltology 01 p erceptlon, Baltimore: makitlg atld age. NYC: Phleblg, 1969.

Pcnguin, 1962. : WERKl\IEISTER, W. TIte basi5 atld slructrlre of knotoledge. Westport;

VERNON, P. TIte structure 01 human abililies. NYC: Wilcy, 1950. 'Conn.: Greenwood, 1968.

VIAUD, G.lnlellige;tee. London: Hntchinson, 1968. ! WERTHEIMER, M. (ed.). Productioe thinking. (rev. ed.). NYC: Harper,VINACKE, W. Tire lJsycltO/ogy o] thinking. NYC: McGraw, 1952.

I1959.

'

VIVAS, E. Creation 111ld diseovery. NYC: Noonday Press, 1955. i WESTCOTT, A. Creative leachil1g o{ mallwnalics in ihe elementaryVON BÉDÉSY, G. Sensory inhibltion, Prínccton, N. J.: Princcton U.,: scltool. Boston: AlIyn &. Bacon, 1967.

1967.' 'WESTCOTT, M. Toward a contemporarg psycltology o{ inlllition.

VON FANGE, E. Professional crealivity. Englewood ClifEs, N. J.: Prentlce NYC: Holt, 1968.

1959. WESTMAN, H. The sprillgs o{ creativity. NYC: Athencum, 1961.

VON F1EANDT, K. The world of perception. Homewood, IlI.: Dor- \VEYL, N. Creative minority in America. Princeton, N.J.: Princeton U.,

sey, 1966. 1965.

VOSS, J. (cd.). Approaches to thought, Columbus: Merrlll, 1969. WHISTLER, l. TIte imagination o{ Vanbrttglt and his fel/ow artist.

VYGOTSKIl, l. Thought and /anguagc. Cambridge: M.I.T., 1962, Toronto: Clarkc, Irwin, 1954.

WAElDER, R. Progrese and revo/ution. NYC: Internallonal Univérsities, WHITE, A. (comp.). TI,e pltilosophy o{ action. NYC: Oxford, 1968.

1957.: ,WHITE, D. Decisiolt ilteors], Chicago: Aldine, 1969.

WALKER, E. Condilioning and instrumental learning. Belmont, Calif.:'

WHITE, I. Decision-lItakil!g for space, W. Lafayette, Ind.: Purdue U.,

Brooks/Cole, 1967. 1970.

WALLACE, J. Concept growlh ancl ilie edllcalion o{ the child. Slough, WHITING, C. Creative thinking, NYC: Relnhold, 1958.

Eng.: National Foundation, 1965. "', I WHITWELL, W. Suggcslions systellts are proiitnble. Waterford, Conn.:

WALLACJ-J, M. Modcs of thinklng in yOllng �hiTdren. NYC: Holt, 1966.' National Forcrnan's Institute, 1963.

WAlLACH, M. Tlte talentcd student. NYC: Holt, 1969. 'WILLIAMS, F. (cornp.), Classroom ideas [or d�veloping productive-di-WALSH, W. TIte use of imagination: educational thought altd the tlergent t11iltking. St. Paul, Minn.: Macalcster ColI., 1966.

literary mind. Toronto: Clarke, Irwin, 1959. WILLIA.MS, F. (comp.). Classrootll ideas for encouraging thlnking an d.

WAlTON, C. Ethos (lnd the executiue. Englewood CHCfs, N.].: Prentlce, I feeling (2d rev. ed.). Buffalo, N.Y.: Disseminatlon of Knowledge Pub.,1969.

'

1970.

WANN, K. Fostering intelleclttal devclopment in young cltildrel1: NYC: WILLIAMS, F. Conteltt, procese, practice. Edwardsville, IlI.: Creatlve

Teachers Collcge, 1962.'

Concepts Unlimiled, 1968.

WARNER, S. J. Se/f-realizalion and scl{-de{eat. NYC: Grove Press, WILLlAI\1S, F. (ed.). Tirst semillar on produclive thlnklng in educalion.

1966.'

SI. Paul, Minn.: Karnrnan-Art Printing, 1966.

WARNER, W. TIte emergent American society. New Haven: Yale, 1967. WILLIAMS, F. FOllndatiolts of creative problem-solving, Ann Arbor,WARREN, R. Helmholtz On perception, its pliysiology, al1d develop-: Mich.: Edwards Brothcrs, 1960.

mento NYC: Wilcy, 1968.'

WARTOFSKY, M. Conceptual [oundntions in scientific tllought. NYC:

Macmillan, 1968.

WASON, P. (comp.). TltinkiJlg ami reasonil1g. Harmondsworth: Penguin,1968.

WASSON, C. Buyil1g behavior ancl marketing decisions. NYC: Appleton;1968.

WATANABE, S. Kl10wing and guessing. NYC: Wiley, 1969.

WATIS, A. TIte wisdom of insewrity. NYC: Pantheon, 1951.

WEBER, C. Management aclion. Scranton, Pa.: International Textbook,1969.

WEBSTER, E. How to wi,t the business battle. London: 1. Murray, 1964.

WECHSLER, D. TIte range of 1mman capacities (2d ed.). NYC: Halner,1969.

'

WEEST, J. D. Heuristic programs for decision making. Los Angeles: U.oE CalifornIa, Graduatc School of Business Administration, 1966.

WEINTRAUB, D. Perception. Belmont, etlif.: Brooks/Cole, 1966.

WILLIA1vlS, J. Leonardo da Vinci. NYC: American Heritage, 1965.

WILLIAl\1S, J. The knack o{ using your subconscious mind. EnglewoodCliffs, N. J.: Prentice, 19667 I

WILLlNGS, D. How lo use tite case study ¡ill trail1ing for decisiol1 mak-

ing. London: Business Pubns., 1968. ,WILSON, M. AmericlllI science al1d invel1tion. NYC: Simon & Schuster,

1954. ,

WILSON, R. Man made prain. Clevcland: Howard Allen, 1959.

WILT, MIRlAAI. Crealivity in tlle elementary school. NYC: Appleton,1959.

WISDOM, J. Parado:c and discovery. Ucrkeley: U. oE California, 1970.

WISEMAN, S. Intelligcltce and ability. Harmondsworth: Penguin, 1967.

WITfY, P. Creativity of gifted nnd ta/ented cllildren. NYC: Teachers

College, 1959.

WOLFE, D. M. Crealive ways to teaclt English: grades 7-12. NYC:

Odysscy,1958.

f.-:>'

-:t

1:.0

WOLFLE, D.' America's rcsources of specialized taleni. NYC: Harper,1954.

WOLPE, ]. The praclice of bcllavior IIJerapy. NYC: Pergamon, 1969.WOODLAND, C. Crcafive approaclles, IIl1it 1. London: Longmans, 1968.WOODS, MARGARET. Thinking, [eeling, experiencing. Washington:NEA, 1962.

WORKING CONFERENCE ON RESEARCH ON CHILDREN'S LEARN­ING, CAMBRIDGE, MASS. Learning abollt lenming. Washington:U.S. Covt, Prinling Offlcc, 1963.YARMOLINSKY, A. The Rllssian lilerary imagination. NYC: Funk &:Wagnalls, 1969.

YAUKEY, GRACE. How mllsie alld art speak to us, NYC: [ohn Day,1963.

YECK, J. How to get protitable ideas, NYC: MeGraw, 1965.YOCHIM, lOUISE. Pereepllllll grototñ in crealivily. Seranton: Interna-tional Textbook, 1967.YOUNG, J. Cyvcrnelics. NYC: American EIsevier, 1969.YOUNG, S. (cornp.). Managemcllt: a decision-making approach. Belmont,

. Calif.: Dickenson, 1968.,

YOUNGBERG, NORMA. Creative teellniques for Christian writer$.Mountain View, Calif.: Pacíflc, 1968.ZAHN, lANE. Creativity research and its implieatiolls for adul! educa-'ion. Brookline, Mass.: Boston U., 1966.ZALESKY, M. Profile of p urposeiul liulng, NYC: Shengold, 1966.ZBINDEN, H. Conscíence. Evanston, IlI.: Northwestern U., 1970.ZEIGARNIK, B. Tite patllology 01 thinking. NYC: Consultants Bureau,1965. "

ZELKO, H. The business conference. NYC: MeGraw, 1969.ZIEFIELD, E. Arl for the acadcmically lalenled student il' tlle secondarysel1001. Washington: NEA, 1961.ZIEGLER, ISABELLE. Creative writing. NYC: Barnes &; Noble, 1968.ZIRBES, LAURA. Spurs lo creative teaching. NYC: Putnam, 1959.ZUSNE, L. Visllal perception of formo NYe: Academic, 1970.ZWICKY, F. Discovery, illvelllion, research throllgh ihe morphologicalapproach, NYC: MacmilIan, 1969.ZYTOWSKI, D. Vocational behaiiior, NYC: Holt, 1968.

.lo

I Susan M. Stlevaler, Assistant Librarían.Address: Butler Líbrary, State University College (Buffalo),1300 Elmwood Avcnue, Buffalo, Ncw York 14221..

XJ::::>

BIBLIOGRAFIA

SOBRE

CREATIVIDAD

Y

"PFW B LEM-SO LV 1 NG"

(Década de 70)

Fuente de Información:

"The Journ.of Creative B8hav�"

SUSAN M. STIEVATER

"T h !2__�_9_u":¡;-_[l_?:) oL.__¡=_I'_f2_a_t�_y__é__�_SlJlªYi_9_:¡;:_"Vol.6;Nº 1�1�972

Bibliography of Recenf

Books on Creafivifyand Proolem-SoívínqSupplement [*

.. In keeping with our carnrnitment lo 70unral readers, tite Iollow­ing is a listing of books relatlng lo Crcalivity and Problcm-Solvlng

, published during 1971. This is nol 'a scledive lístlng, bul rather an at-·

templ to compile as comprehensivc a bibliography of 1971 offeringsas possible. lf .we have omittcd any rnajor works we would appreciatelearnlng of them for possible inclusion in a later lnstallment,

ADAMS, J. Secrete 01 the trade. NYC: Viking, 1971.

ALLDRIIT, K. TIre visual imagination of D. H. Lauirence.Evanston, Ill.: Northwestern U., 1971.

ALLEN, MARGARET, & NILES, ANNE. Creatioe motion. An­derson, S. c.. Droke House, 1971.

BALL, T. ltard, Seguin, and Kephart: sensory educatian=«a learning interpretation. Colurnbus, O.: MerrilI, 1971.

BEECHHOLD, H. TIre creative classroom: teaching inithouitextbooks. NYC: Scribners, 1971. i I

iDLACKWOOD, R. Operan! controt of behaotor. Akron, O.:Exordlum Pr., 1971. 11 .

.:BOSTICCO, ISABEL. Creaiioe techniques for management.

• London: Business Books, 1971. . ¡1

: DOURNE, L., ]R., EKSTRAND, B. & DOMINOW5KI, R.TIte psychology of thinking. Englewood Cliffs, N. J.: Pren-

1, tice-Hall,1971.BOWEN, H. Efficiel1cy in liberal educaiion. NYC: McGraw,

1971.

BOWES, PRATIMA. Consciousness and [reedom. London:Metheun, 1971.

t---"

00l'-:>

v-:=",",,-_-",,"=��

BOY, A. &; FINe, G. Eapandirig the self: personal growlT, : HELLER, F. Ivíariagerial decísiort-rnalcing, ·Assen, The Ncther-

lar tenchcrs. Dubuque, Iowa: W. C. Brown, 1971. i lands: Van Gorcum, 1971. .

BRIDGES, F. Managernent decisíons and organizationnl pol- HOLSINGER, ROSEMARY, laRDAN, CAMILLE, & LEVEN-

¡cy. Boston: AIIyn, 1971.. SON, L. (comp.) The creative encounier, Glenview, 1II.:BROADBENT, D. Decision and stress. NYC: Academic, Scott, Foresman, 1971.

1971.hi f h learni NYC' KING, J. Probllbilily charts for decision making. NYC: In-

BROWN, G. Human ieac IIlg or liman earning. :d tri 1 P 1971

. •

. tlS na ress, .

Víkíng, 1971. !O G 1

. .. . u bBUGELSKI, B. The psyel1010gy of learning applied to teach- K ENI ,R. T le crea/me 1111r10nty. Minneapo IS: Augs urg,

ing. (2d cd.) Indianapolis: Bobbs-Merrill, 1971.1971.

CARKHUFF, R. The deoelopment of human rcsonrces, NYC: ILAIRO, O. & GROTE, R. Solvíng managerial problems.

Holt, 1971. Reading, Mass.: Addison, 1971.

CATTELL, R. Abili/ies: their siructure, grow/h and action. LEE, W. Decislon tTteory and human behavior. NYC: Wiley,Boston: Houghton, 1971. 1971.

Creative deoelopment in psyc1wtherapy. Edited by A. Mahrer ! LENGYEL, C. TIte ereative self. The Hague: Mouton, 1971.

and L. Pearson. Cleveland: Pro of Case Westcrn Re-: LIEN, A. MeasHremcnt and eoaluation of learnlng. '(2d ed.)serve, 1971-. : Oubuque, Iowa: W. C. Brown, 1971.

Cre�tivity ill eoml1llll1ieatio�s. E�ited by R. Adams. Creen- LIPPITT, G., THIS, L. & RIDWELL, R. (comp.) Optlmizing

DWU1cWh, CDonn.: Nr· YE' GIAraphlc SOClety: 1_971.d

. ..human resoutces. Reading,l'vIass.: Addison, 1971.

A , . & R -o N, A. Creaflvlfy an 1I1110VallOn In /' -

lanni. W,¡

.

t' D b 1 K d 11/1'.1 t 1971 ¡ MACk, RU fH. P annll1g 011 uncertainiv. NYC: 1 ey, 1971.orgamza IOns. u uque, owa: xen a r un , .

'•

DAVIS, G. & SCOTI, J. (ed.) Tn'lining ereative tllÍnking.: MAGOOL, MIRIAM. Percepiual training in the kindergarten.NYC: Holt, 1971. San Rafael, Calif.: Academic Therapy Pubns., 1971.

DAYTON, C. & STUNKARO, C. Stalistics for problem IMANIS, M. An introduciion to cognititie psyc11010gy. Bel-:

soloing. NYC: McGraw, 1971. mont, Calif.: Brooks/Cole, 1971�

Declsion making in el clianging world. Edited by the staff of MARVIN, P. Deueloping decisions [or actlon. Homewood,.Innova/ion. Princelon, N.J.: Auerbach, 1971. lií.: Dow jones-Irwin, 1971.

'Decision maklng in marketing. NYC: The Conference MORINE, GRETA & SPAUlDING, R. Discouering neto di-Board, 1971. � mensians in the student teaching procese. Scranton, Pa.:

DICHTER, E. Motivating human behaoior, NYC: McGraw" International Tcxtbook, 1971..

DI1L9M71A'N 1 e.: PHIlLIP d delusl ; MORTON, M. Management decislons system5. Boston: Grad-, • O!: S, D. Sense an e IISIOII. NYC· i t S h 1 f B' Admí

.

trati H d UH

. .

.

! ua e c 00 o usmess mlms ratíon, arvar .,

umanitíes, 1971.. . : 1971.

ELIOT, J. (comp.) Human development and cognttlVe proc-'

...

esses. NYC: Holt, 1971. :MUELLER, R. The 1¡!IlOvatlOn ethic. NYC: American Man-

Ex t· d..

k' h l' l' (2d d) C' agement Assn., 1971. .

ew!Ve ecrsron ma IIlg t toug 1 Slmll atlOn. e. 0-

lumbus, O.: Merrill, 1971.i MUNN, N. The evolution of the human mlnd. Boston:

FULBRIGHT, R. Neto dimensione in teaching children. Nash- Houghton, 1971.

ville: Broadrnan, 1971. .

.

, NOUWEN, H. Creatiue minisiry, NYC: Ooublcday, 1971.

GERLING, HELENE. HealtllY itltllitive deoelopmeni, NYC: PAPANEK, G., SCHYOLOWSKY, O. & STERN, J. DecisioTt

Exposition Pr., 1971. ¡ making for economic deuelapment, Boston: Houghton,GOROON, 1. O" early learning. Washington: Assn, for Su-: . 1971.

.

pervision and Currículum Oevelopment, 1971. . ; PHI DELTA KAPPA. NATIONAL STUOY COMMITTEE ON) GUILFORO, J. P. The analysis of intelligenee. NYC: .Mc-! EVALUATION. Educutional eoaluation and declsion mak-

<;;ra�, 1971.•

¡lIg. Itasca, Ill.: F. E. Peacock, 1971.

f'=-"ceCA;)

'',.���

PIAGET, J., ,l'NHILDER, BARBEL & OTHERS. Mental imageryin the child: NYC: I3'asic Books, 1971.

PITCHER, G. A theory of perceptions. Princeton, N. J.:Princeton U., 1971.

PULASKI, MARY. Understanding Piaget, NYC: Harper, 1971.RAZRAN, G. Mind in eoolution. Boston: Houghton, 1971.Remouing barrlers lo huinaneness in 1!1e llígh scliool. \Vash-

ington: Assn.: for Supervisión and Currículum Develop-ment,1971. I

.I .

RICHMOND, P. An introductton lo Piagei, NYC: BasicBooks, 1971.

YATES, A. T'he organixation of schooling, London: Rout­Jedgc & K. Paul, 1971.

ZANDER, A. Motives and goals in groups, NYC: Academic,1971."ThE�......J 0lL!?...!:!.!.._��_t Cr e a ti v é B eh a V. "

·Vol. 6,Nº 2.r\1.972.págs:144-146Bibliography 01 I'\.€cenfBooks on Creativifyand Problem-SolvinqROBERTSON, T. lnnouatine behaoior and commlll1icaf;on.

NYC: Holt, 1971.. Suppfement "*

SANDERLIN, OWENITA. Creatiue teaching. South Bruns-wick, N. J.: A. 5. Barnes, 1971.

SHARKEY, BERNARDA. Growing lo uionder. NYC: Paulist,. ...

In kecping wíth our commitmcnt !o [ournal rcaders, the following 151971.. a listing of recent books rclating lo Crcatlvity and Problem-Solving. ThlsSIROKA, R. (comp.) Sensifivity frnining and group encoltn- Is not a selectíve listlng, but rathcr an attcrnpt lo compile as compre-fer. NYC: Grosset, 1971. hcnslve a bibliography of recen! offerings as possible. If we llave omitidSKINNER B F IJ d f dom-Ó

'.1 di .

NYC K f any major works we would apprcciate Icarning of them for possible in-, . . eyol1 ree om C!l1a Ignlty. : nop, dusion in a Iater installruent.1971.Please note !i,at we are listíng the primary interesl arcas, as we seeSLOAN, H. Aidíng basic crealivify. Minneapolis: Dcnison, them, In parenthescs after each reference. We would apprcciate your1971. reactions lo this practlce,

SMITH, P. Think tanks and problem soluing. London: BasicBooks, 1971.

STAATS, A. CTtild learning, intellígence and pereonolitg,, NYC: Harper, 1971.

SUTHERLAND, MARGARET. Everyday imagining and edu-caHon. London: Routledge & K. Paul, 1971. BEAKLE�, G. &: LE.ACH, H. Engineering; ((11 .introdtlction toTAIN: ITER M Th d' f d ..

k'a creatioe protession. (2nd ed.) NYC: Macmillan, 1972." . e art an scrcnce o eCISlOn ma zng. (

.

.) I\

.

engllleerll1gSyosset, N.Y.: Tlme'Table Pr., 1971.Those invenfive Americans. Washington: National Ceo-

IBRAVERMAN, J. Prot1ability, logic and 'managemeni decl-graphlc Society, 1971. : sions. NYC: �:kGraw, 1972. !TORMEY, A. The concept of expresslon, Prínceton, N.' J.:: [decísicn-making, statisficrzl decisions}

IPrinceton U., 1971.:

BUSHNELL D' A ) ) 1 ied h .

dTORONTO SYMPOSIUM ON INTELLIGENCE 1969. On in- ¡ .

,. ce R 11 APORT, D. P anne c ange 111 e u-•• .'

I caiion. NYC: Harcourr, 1971.telligence. Edited by W. Docrell, London: Metheun, 1971.(ed t' 1 1 .) ie tlCtl tona P amll11g I !VAN DUSSELDORP, Ro, RICHARDSON, D. & FOLEY, W. Creatioe Cenada. v.l- Toronto: U. of Toronto, 1971-Educational decision-making througji operations rcsearell.; (biograp!IY)Boston: Allyn, 1971.

.

WICI(, J. & BEGGS, D. Eoaluation [or decision-making inthe schools. Boston: Houghton, 1971.

.

AKHURST, B. Asscssing intellectual ability. London: EnglishUnlversities Pr., 1970. '.

(intellect)

f""'"00�

De BONO, E. Lateral thinking. NYC: Harper, 1972.(t!lought and tliinking, problcm-solving)

EBERLE, R. Scntrlper: gcunes for Í111aginatíon de oelop rn errr- ¡VICKERY, FLORENCE. Creative p rograrnrning far olderBuffalo: D.O.K. Pub., 1972. I adults. NYC: Assocíat lon Pr., 1972.(creative tliirtking, imagination} .,1 (social uiork: with the aged, leadershlp]':i

FORD, L. Llsing problem soluing in teachlng andNashvilIc, Term.: Brcadrnan, 1971.(teaching, problem-soluing, training of cmployees)

training, iWILUAMS, F. E. Clnssroom ideas for ellcouraging thlnkingand [eeling. Buffalo: O.O.K. Pub., 1972.(creative tliinking ill educaiion]i

FOSTER, J. Creativity and the teacher. Baslngstroke, Eng.: WILLTAMS, F. E. A total creativity program for indiuídualizingMacmillan, 1971.,

'

and humanizing the icarning procese. (Vol. 1 - Idcntífying.(creativ� tliinking in educatiorú .

1 and measuring creative poteruiat, Vol. II - Encouraging cre-o

ative poteniiol], Englewood Cliffs, N.J.: Educational Tech-HALLE, L. Tbe ideologicalimaginafion. Chicago: Quadrangle, nology Publications, Inc., 1972.1972.[creatioe thinking in education](ideology-history)

HEL.LER, F. Managerial decision-making. London: Tavístock,1971. .

(decisiofl-making)HUNT, J. Human intelligence. New Brunswick, N.J.: 'Transac­

tlon Books (dist. by Dutton), 1972.(infellect, creative abilUy)

o o

-

JOHNSON, O. A systematic introductiotl fo the psycl1010gy of I

thinkirrg. NYC: Harper, 1972. I

(tllOught and ihlnking]

Susan M. Stievater, Assislant Librarian.Address: Butler Library, State Universlty College (Buffalo),1300 Elmwood Avenue, BuffaJo, New York 14222.

��00CJ1

:"i¡.-' .�\..-

LUCKEN13ACH, S. (comp.) Probabilities, problems, and para­doxes. Encino, Calif.: Oickenson, 1972.

o (inductive logic, probabllities, paradoxes)McKIM, R. Experiences in visual thinking. Monterey, Cali-fornia: Brooks/ Cole, 1972.

.

1.(perception)

NEWELL, A. & SIMON, H. Human problem solving. Eng e-wood CJiffs, N.J.: Prentice, 1972. i{problem-sohsing, l1U111ClJ1 injormation precessing)

PARNES, 5. Creativity: unlocklng human poteniial, BuffaJo:D.O.K. Pub., 1972.

(creative nbility).

.

POLLOCK, T. Managing creatively. Bostan: Cahners Books,1971.

[management, executive nbility)

Supplement 11/*

CLINEBELL, H. The people dynamic. NYC: Harper, 1972.S U S A N M. S T 1 E V A TER {group relat io n s tmil1il1g)

: COLLIER, G. Form, space, and vision. (3rd ed.) EnglewoodelifEs, N.].: Prcntíce, 1972.

(artisfic creatiuily).

Creatiue and successju! personalíties. v. 1- Los Angeles: Intl.Personnel Rescarch, 1972-.

.

(biograplIY)CUNNINGHAM, SU5ANNE and REAGAN, CORA. Hand­

book of visual perceptual training. Springíleld, IIl.: Thornas,1972.

[perceptual íearning, visual perceptlon]DeBONO, E. Lateral thinking. for ma11llgement. NYC: Amer­

ican Managernent Assn., 1972.

(creative education, management}� I� keeping with our com�itmcnl lo 1.0!.lrIlllr readcrs, the foll.owlnz h EKVALL, G. Creativity at the place of toork. Stoekholm: Swed-a listing of recent books relatmg to Creatlvlly and Problern-Solvlng. Thh • h C '1 f PIAd ..

t li 1971.

is no! a sclective listing, but rather an attempt to compile as compre-1S OUIlCl or ersonne mrrus ra IOn, .

henslve a bíblíography of recen! offerings as possible. If wc have QmlllrJ {management]any major works we would appreciate lcarning of thcm foe possible In- GOELLER, C. and URANECK, W. 13 steps to a more dynamicclusion in a later installment.

.

.

pcrsonality. West Nyaek, N.Y.: Parker, 1971.«Please note that we are Iisting the primary lnterest áreas, as \Ve 1ft :,.

them, in parentheses after each reference. We would apprecíate yOllt (success)reactions to thls practice. . GORDON, W. The metaphorical way of learnlng and knoto------------------------1

I.

ing, Cambridge, Mass.: Porpoise Books, 1971.

Ab 1 H ··r 1 A M . lVI M e t'f�' (psyc1JOlogy of leaming, creative thinking}ra lam . IV as ow: emona o ume. onterey, 11 I .1

Brooks/Cole,1972.·.

'i GOWAN, ]. and BRUCH, CATHERINE. The academlcallg(Maslow, Abmham, humanistlc psycllOlogy) / tal.ented s�udent all� guidance, Boston: Houghton, 1971.

ACKERMAN, ]. Operant conditionlng techniques [o« Ifi� (glfted children, guidance]classroom teacher. Glenview, IIl.: Seott, Foresrnan, 191i... GOWAN, J. Development of the creatioe individual. San(psycJlOlogy of learning, conditioned response)

I

Diego: Knapp, 1972.ALVES, R. Tomorroio's child imagination, creativity, (I/ltl "It (creative eáucatlon]

rebírtli of culture. NYC: Harper, 1972. ,GOWAN,]. and TORRANCE, E.P. (ed.) Educating the ablest,(contemporary societv, religion, creativity) Itasca, IlI.: l'eaeock, 1971.

IAMERICAN EDUCATrON FELLOWSHIP. Creative ExprtJ- (gifted children]sion. NYC: Amo 1971.H d· f

.. '. :

.. ERSEY; P. an BLANCHARD, K. Management o orgal1lzCI-[experimental methods 111 education, creaiioe works) ti 1 b h .

(2d d) E 1 d Cliíf N]' p .. t'i

BARRON F A·. 1 k' NYC S

.

P 197" lOna e aVlor. e. ng ewoo I s, ... len Ice,, . rtist» m t le ma IIIg. : errunar ress, -

1972 I(artists-psycJJOlogy, education in the arts) .

.

.

l 1 ".BLOO'-{ BAh JI. k f.

d t' (11" (industrial psychology, personne managemeni, eaders IIp)IV,. (!IlovOO -

on ormntlve an summa lVe ev •.

ation of stlldent leaming. NYC: MeGraw, 1971. ILLICH, 1: Deschooling society. NYC: Harper, 1971.

(testing) (educatlOn)CHOMSKY, N. Langllage ancl mind. (enl. ed.) NYC: Harcourt, INBAR, M. and STOLL, CLARICE. Simulation and gal11ing

1972. in socialscience. NYC: Macmillan, 1972.(psychology of lallgllages, tl10ugltt and tllinking) (socialscience educatioll)

" T h B .2..9.!:!_r..o_�l_.2.f_�C;.F_e._§__t_i v �--ª-E?..b..a v i o r "

Vol. 6,Nº 3,1.97��p�gs:214-217Bib/iogrophy 01 Recenf

Books on Creafivifyand Problem-Solvino

¡",...ó

('JOO':l

;¡7l;---�-�-�

JOHNSON, K. (ed.) Research designs in general aernanetae, 'ROSSI, i.,Dremns.and the gro-urth of pereormltty: NYC: Per-

NYC, Gordon & Breach, 1970. - I garnon,1972.

(semanfics) I (personality, maturity, drenms}

LOGAN, LILLIAN and VIRGINIA. Design for creatloe leach-:'. SCHNEIDER, L. Be carejul cf tolla! yO!! wanf - yOIl mighting, Taranta: l\1cGraw-HiII of Canada, 1971. get it, Raanoke, Va.: 5tone Printing Ca., 1970.

(teaching, creaiiue educatlon] SCHWEER, ]EAN. Creafive teaching in clinical nllrsing. (2dLmON, H. Creafiv;fy and educaiion, NYC: Schocken, 1972. ed.) Sto Louis: Mosby, 1972.

[creatioe education} [nureing education]MARZOLLO, lEAN and LLOYD, JAN ICE. Learning tltrougli Synastic education. Syracuse, N.Y.: Syracuse U., 1971.

play. NYC: Harper, 1972.. (synasfics)

(play, educational games) lliALHEIMER, R. Reflections. NYC: Philosophical Library,MILLER, J. Word, self, reality. NYC: Dodd,1972. 1972.

(psyc1101ogy of language, imagination, authorship} [moüvation, creatioe ability)

MILLS, e. and R. (comp.) Designing instructlonal strategies VISUAL COMMUNICATIONS CONFERENCE, 3d. NYC,

for yOlmg children. Dubuque, Iowa: W. C. Brown, 19n� 1958. Creativity, (ln examilUltíon of tlie creatitie process.

(teac11i,¡g) Freeport, N.Y.: Books for Librarles, 1972 (c. 1959).

MORTON, J. Orgallizing for Innooatlon. NYC: McGraw,' (creativity)

1971. WATSON, D. Self-directed behaolor. Monterey, Calif.:

Brooks/Cole, 1972.

(bellaviar modificatian, success}.

(education]REMMERS, H. lntroductlon ta opinion and attltude measure-,

mento Westport, Conn.: Creenwood, 1972 (c. 1954).(attit.lIdes-tes iing]

ROBB,'G., BERNARDONI, L. and ]OHNSON, R. AssessmeTlt

af individual mental abilify. Scranton: Intext, 1972.

(mental tests, intellect]

��

00

-::¡

(management]MOSSTON, MUSKA. Teachingi From command to discouery.

Belmont, Calif.: Wadsworth, 1972. : '

(t.

l' ).

Susan M. Stíevater, Assoclate Librarían.eae Ilng ,

AdcÍrcss: Butlcr Library, Statc University Collegc (Buffalo),

NIERENBERG, G. Creative business negotiafing. NYC: Haw- 1300 Elmwood Avcnue, Buffalo, New York 14222.

thom, 1971.

(business)PFEIFFER, J. and IONES, J. The 1972 annual lzandhaok far

group [acilitatorc. Iowa City: University Associates, 1972..

(graup dYllamics) , \

POWELl, R. rile free mind. NYC: Julian Press, 1972.

(intellect, libero], coniemporarg saciety)PETER, L. The Peter prescription. NYC: Morrow, 1972.

(creatiuity, conñdence, competency)

REIMER, E. School is dead. Garden City, N.Y.: Doubleday,'1971.

\\

CURtE, A. Mystics and milltants. I.ondon: Tavistock Publica­

tions, 1972.

[aumreness, identity, social action)Decislon and orgtmlzalion, Amsterdam: North-HolIand Pub.'

Co., 1972.

, (decísion-moking, organizailon, mathemaíícal models)I DI PERNA, .\NTOINETTE. Creativity for your chi/d. Boston:

Branden, 1972.

creativl! (creative at,ility, child stlldy)

.I.ELUS, H. Tundainentals of human learnlng and cognition.! Dubuque, Ja.: \Nm. C. Brown, 1972.

(psycllOlogy of learning, cognition)! FISHER, R. Learning lioui to learn. NYC: Harcourt, 1972.

[education in Great Britain, comparative education, educa­

tional innooation]the FOGELMAN, K. Piagetian ,

tests for file prim;ry school,,

Slough: Nat!. Found. for Educational Res .. in England and

Wales, 1970.

(psyc1zology of learning, concepts}

SUSAN M. STIEVATER

Bibf¡ography 01 Recent

800"5 on Creativiiyand Problem-Solving

1\

\

Supplement IV"

• In kecplng with our cornrnitment to Iournal readers, the followlng 1,

a listlng of recen! books rclatíng lo Crealivity and Problem-Solving. 1111J

Is no! a selccHve listíng, bu! rather an atternpt to compile as compre­hcnsive a bibliography of recen! offcrings as possible, H we have omitled

any mejor works we would appreciate learning of them for posslbleinclusion in a later inslallment.

PIcase note that we are lisling the prímary lnterest oreas, os we cee

thern, In parcnthescs after cach reference. "Ve. would apprecíate yourreacüons to thls practlce.

ARBIB, M. Tlze melaphorical brain. mc: Wiley, 1972.

(cybernetics, artificial lntellígence, J1europsychology)ASPY, D. Touiard a tecf1l1ology for humanizing edllcatiolr:

Champaign, IIl.: Research Press Co., 1972.

(interactionsú anolvci», education]

BAKER, P. lntegratlon af abilities: �xercisesgrototh, San Antonio, Tex.: Trinity V., 1972:(creatioe tliinking education] I

far

BANFF CONFERENCE ON THEORETICAL PSYCI-IOLOGY,zd, 1969. Tite psyc!101ogy of 'knounng. NYC: Gordon f¡:.Breach, 1972. I

. (cognitlon, tlzeory of knowledge)

BARRETT, W. Time af need; [orms of imagination Ln

twmtietlI ceniurv, NYC: Harper, 1972.

(contemponrry art and society)

'BEDFORD, M. E:dstenlialism and creativity. NYC: Philoso­

phical Líbrary, 1972.

(exístenlialism)iBRUNER, J. Beyond the illformatioll given. NYC: Norton,

1973.

(psycllOlogy of krzowing)

BUTCHER, H. (comp.) Readings in human inteiligence.London: Methtien, 1972.

[intellect]

COHEN, J. Psychological probabi/ily. Cambridge, Mass.:

Schenkman, 1972.

{belic] and doubt]. COLE, H. Procese education. Englewood Cliffs, N.J.: Educa-

tional Technology Pubns., 1972.'

(educntiol1nl innovation]

EnglewoodCOLLIER, G. Art and creafive consclousness.

Cliffs, N.J.: Prentice, 1972.

(plrilosoplzy and psyc11010gy af art}'.

CROSBY, A. Creativity and performance in industrial organi­zatlon. NYC: Harper & Row, 1972.

[managemen t)

fe-.'>0000

Creativity and the teacher. London: Mac- HOLT,]. Freedorn and beyond. NYC: Dutton, 1972:FOS.TER, J. (ed.)

[pliilosoplrv of education, experimental methods InmJIlan,1.971..(creatíve education, creatiue ability - testing) education]

FOSTER,]. Discovery learning in the primary school. London lnjormation processlng in children. Ed. by Sylvia Diggory.& Boston: Routledge & Kcgan Paul, 1972. NYC: Acaclcmic, 1972.[primars educatiorú

(inforlllatjoll proccssing, c!lild stlldy)FULLER, R. B. Intuition, Carden City, N. Y.: Doubleclay, 1972. 'KALAT J. Foundations o{ experimental psycnology. NYC:[intuition, thinking, reasoning}

-

Mss Info., 1972. .

(experimental psycnology)GEACH, P. Mental acts. NYC: Humanities, 1971.(thouglzt and flzin!cing)

GEORGE, F. Models o] thinking, Cambridge, Mass.s Schcnk­man Pub. Co., 1972.

(artificial irüelligence, tliough! and tninTcing)l

GORDON, I. and others. Child learning t1¡roug" child play.NYC: Sto Martin's, 1972.

{preschool education, creatiue educatlon]GOULD, ROSALIND. Child studies ihrougj: {antasy. NYC:

Quadranglc, 1972.. (child study, fantasy)

GOWAN, J: The guidance and measurement 01 intelligence,deuelopment and crea tív íty. Northridge, Calif.: author,1972.

(the gifted, creatiue education, creaiioe deuelopment]GOWAN, J. Deoelopment of the creafive

Diego: R. R. Knapp, 1972.(creative ability, child psychology)

individual. San

'KELLY, L. Trom dialogue to discourse. Glenview, IIl.: Scott,Forcsman, 1972.

(open plan schools, language arfs)

LAVRIN, J.lbsell and his creatioll. NYC: Haskell House, 1972.

[lbsen, Henrik),

I LEWIS, 1., BOOKBINDER, R. & BAUER, R. Critical issues ineducation. Englewocd Cliffs, N. J.: Prentice, i972.

{echool management]I

.

....: .

LEWIS, W. Wfzy people change; tlle psychology 01 influellce.NYC: Holt, 1972.

"-

(behavior)'Life skills: a course in applied problem eoluing. (5th ed.] Prínce

Albert, Saskatchewan: Saskatchewan Newstart Inc., 1972.

(adul! education]Life skills coaching manual. Prince Albert, Saskatchcwan:

Saskatchewan Newstart Inc., 1972.

(adult education}

GOWAN, J., DEMOS, G., KOKASKA,! J. T]¡e guidance o{ .• LORTON, M. Workjobs. Mcnlo Park, Calif.: Addison-

exceptional children, (rev. ed.) NYC: David McKay, 1972;: We.sley,1972. .

.

.

'..

.

(gilted children, underuchieoers] I .

. I (przmaryeducat:on) .. .: '.HAUSHALTER, F. lnuentors 1 haue known. NYC: Exposition j MeKIM, R. Experlences zn visual thinking, Monterey, Calif.:

Pr.,1.972.· I '. Brooks/Cole, 1972. I(American inneniore, rubber tecl¡lJologt) .

j (thinking, visual perceptlon]i

HERRMANN, E. & CAMP!3ELL, S. (cds.) Piaget: dicfionary 01 . MADDI, 5. & COSTA, P. Humaniem in personology·: Allport,ierms. Elmsford, NY: Pergamon, 1973. Mm;low aud Murray. Chicago: Aldine-Atherton, 1972.'

(psyc1lOlogical terminology, Piaget, leen) . (humanistic psyc110Iogy)HOFFMAN, B. Albert Einstein: creator and rebelo NYe: Mallaging adoancing technologg, 2 v. NYC: American Man-

Viking,1972. agement Assn., 1972.(Albert Einstein, biography) {technological innotmtions]

f-"00ce

l\I1.A.NN,; J- Le.arning fa be. NYC: Free ve.. 1.972.

(teaclzing, percep tual motor learning, bchaviorism)

�í

SHARP, EVELYN. The IQ culr, NYC: Coward, 1972.

(mental tests)

SHRADY, MARIA. Moments of insight. NYC: Harper, 1972.

(biography)- SILI3ERMAN, M., ALLENDER, J. & YANOFF, J. (eds.) Tlle

MARTINO, J. Technologlcal forecasting [or decisionmaklng, psyc11010gy of open teaching and learning. Bastan: Little,NYC: Amer. Elsevier,1972. BroWfl,1972.(techllology) .' {educational innonaticne}MARTORELLA, P. Concept learning, designe for instructlon. STERN !A. The making of a genius. Miami: Hurrícane House

I I�

.Scranton: Intext Educatíonal Pub., 1972. • Pub.,1971. .

(psychology of learning}-,

(genius, Stern, Edith).

plannlng simplified. NYC: American STORR, A. The dynl1mics of creaiion. NYC: Atheneum, 1972.

{creaiiue abiliiy)

SUTHERLAND, MARGARET. Everyday imagining and edu­cation. London: Routledge & Kegan Paul, 1971.

{imaglnation, creafive educatlon]

MARRAS, A. (comp.) Intentionalitv, mlnd, and lnnguage,Urbana: U. of Illinoís, 1972.

[inteniion, thought and thinking, eemantics}

MARVIN, P. ProductMgmt. Assn., 1972.

(neio products]

MASLOW, A. The [arther reaches of human naiure, NYC:Viking/Esalen, 1972.

(Abmllam Mnslow, psycl1010gy)MILTON, O. Alternafive

Iossey-Bass, 1972.

(higller eduCl1tion)

to the fraditional. San Francisco:

"

MOORE, P. Risk in business decision. NYC: Wiley, 1972.{decision-makíng, business)

SYMPOSIUM ON COGNITION, 5th PITTSI3URGH, 1969.

Cognition in learning and menzory. NYC: Wiley, 1972.

(psycll010gy of learning, memorf, cognilion]

j WASON, P. & JOHNSON-LAIRD, P. Psyclzo10gy of reason­

lng. Cambridge, Mass.: Harvard U., 1972.

(reasoning]

MUSES, e Cansciousness and rel11ity NYC. o t bríd ,_: WEINER, B. rl,eories of motiuation, Chicago: Markham, 1972.

L d. . u er n ge � (t' l' ")azar ,1972.

mo !Va IOn, cogmtlon

i Susan M. Slicvatec, Associate Librarían.NATIONAL RESEARCH CONFERENCE ON CREATIVITY, • Address: Butler Library, State Unlversíty Collegc (l3uffalo),

7th, GREENSBORO, N.e, 1966. Clima te for creativUy. ! 1300 Elrnwood Avenue, Buffalo, New York 14222.

NYC: Pergamon, 1972.

(creative behaoior] ! '.

NEIL, A. S. Neill! Neill! Orange peell NYC: Hart, 1972-(Summerl,j[( Sc11001, Leiston, Eng.]

[consciousnessj

On-line planning. Ed, by H. Sackman & R. Citrenbaum. Engle-wood Cliffs, N.].: Prentice, 1972. ¡(problem-solving) I

ORNSTEIN, R. Tlie psycllO[ogy of consciousness, San Fran­cisco: W. H. Freernan, 1972.

(consciousness)

:

/'

I

I/1

...,..

':;'0::::;)

_/' .'

BATTRO, A. Pinget: dict io nary af ter711S. NYC: Pcrgamon,1973.

(cognition, thcary o] lcnoioledge}"Behaviar madificatian ill education, ed. by C. Thoresen.

,

Chicago: Nat'l. Soco for the Study of Education, 1973.{educntional pSYc!lOlagy, benauiorlsm]

BERGER, P. & B., KELLNER, H. tt.« ltomeless mind. NYC:Ramlom,1973.

'

(tecll/lology, modern civílization),

BIONDI, A. The creative procese. Buffalo: D.O.K., 1973.(crentive tllinkíng)

,BOIS, J. The art of aurareness. (zd ed.) Dubuque, Iowa: W. C.Brown,1973.(general semnntics, moorenesss

BOLTON, N. The psycllology of tJ¡inking. London: Methuen,1973.

(tllOllgllt and thinkíng]BOYLE, D. Language and tliinklng in IWIl1l11l deuelopment •

London: Hutchinson, 1971.

(pSYCflOlogy of lnllgl.lnge, 1I1OIIgllt and tllinlcing, ehilistudy)BRINKERS, H. Decision maklng: creatioltg, [udgmeni and

, syslems. Columbus: Ohio State U., 1972.

; [decislcn-making]'BRÚNER, J. ti« releuance of education. NYC: Norton, 1973.,

[educational psyelwlogy, child study)CANTOR, N. Dyllntllícs of learning. NYC: Agathon, 1972.

[educational objeetives, psycllolagy of learnlng}Changing eductuion: olrernatioes [roni educational research,

ed. by M. Wittrock. Englewoocl Clif,fs, N.J.: Prcntice-Hall,1973.

ieducatíonal researcli, teac1lillg)DAVIS, G. PSyc11010gy of probleni sololng. NYC: Baslc Books,

1973.

(problem soiuing, educationol psyc1lOlagy)DEARDEN, R., HIRST, P. & PETERS, R. (eds.) Educatlon

and the deuelopment of reason. Boston: Routledge & KeganPaul,1972.{educauon, reasorr)

DeCARLO, J. & MADON, C. (comps.) Innoiuüions in edu­cation for the seoenties: selecied readinge. NYC: Behav-íoral Pub., 1973.

'

I[educationol innonation] ¡

EKVALL, G. A study of ¡!Vo creativity tests. Stockholm:PA- Council, 1972.

(Brick Uses Test, Purdue Crel1tivity Test)

SUSAN M. STIEVATER

Bibliography O{ Recenf

Books on Creativilyand Probleln··SolvingSupplement V*

• Jn kceping with our commItment to [ournal rcaders, the following is

a llstlng of rcccnt books relaling to Creativity and Problem-So\ving.This Is no! a sclcclive Iistíng, but rather an attempt lo compile as com­

prehenslve a bibliography of rece ni offerings as posslble, If wc llaveomittcd any major works we would appreciate learning of them for

posslble íncluslon in a latcr inslallmenl.'

Please note that vte are listíng the primary Inleresl áreas, "S we sce,

them, In parcnthescs aítor each reference. We would apprccíate your

rcactions lo thls practlce,

j

ADAMS, D. Sehooling and social change in modern America.NYC: McKay, 1972.

(educationo! sociology, educatiollal platllling)I AHSEN, A. Eidetic parents test and analysis. NYC: Brandon,

1972. �

(Eidetic pnrellls test)ANDREW, M. Teachers should be human, too. Washi�gton:

Assn. of Teacher Educators, 1972.

(teac1ling as a professíon)APPIGNANISE, L. Feminillify and tfle' crellfiue il1laginafÍon.

, NYC: Barnes & Noble, 1973.

(uromen in liferatllre)ASHEM, B. & Poser, E. (comps.) Adnptive learning: behaoior

modification witfr children. NYC: Pergamon, 1973.

(pSycllOlogy of Iearning, behaoiorism¡BARNES, R. Learniiig systems for tlie [uture. Bloomington,

Ind.: Phi Delta Kappa Educational Fdn., 1972.

(educatíono! planning) ..

;�.;,0�

FLESCI-l�R, l. Clzildren in rñ

e lenrníng factory. PhiJadelphia:¡

IONES, T. Creative Learriíng . in perspectiue. NYC: �iley,, Chilton Book, 19:72. ,: 1973.

[teaching] '1 ,1 {crcatioe educatlon]FRYMIER, J. and others. A Sc11001 for tomorroto, Bcrkcley, KOST, M. Success or [allure begine in the eady schooi

CaIiE.: McCutchan 'Pub. Corp., 1973. years. Springfield, IlI.: Thomas, 1972.

{educailonal lnnouations} [primarf education]GABOURY, P.: Foitl: and creatiuitu, NYC: Vantage, 1972.. lANO, G. Grow or die: the principie of transiormation,

(Christian lif�) NYC: Randorn, 1973.

GILCHRIST, M. Tire psyc11010gy of crcativity. MeIbourne, (evolllliol1ary biology, cuitural dynamics)Australia: Melbourne U., 1972. LANGDON, D. lnteractiue inetructional designe for individ·

, [crcatlue ability) ualized learning. Englewood Cliífs, N.J.: Educational Tech·

GINANDES, S. HOlO troubled, [ed-up adolescents gef togetlier nology Pubns., 1973.

witlt creative adulis at Tite $cl1001 We Haoe. NYC:. {leseon planning, indioldualized instruciion] ,

Delacorte, 1973. .'. LAURITA, R. Reading, ioriting & creativity. Seattle, Wash.:

(problem children, gifted children, psycllOtlterapy) B. Straub, 1973.

GREGG, L. (ed.) Cogniúon in learning and l1Iemory. NYC: [reading and composition (secondary educatiorúWiley, 1972.

,

.

LEE, S. Goal programming for decision anolgei», Philadclphia:(psycllOlogy of learning) Auerbach,1972.

HAHN, R. Crealive teachers: toh» ioants theml NYC: Wiley, (decision makillg);

1973. LEWIS, A & MIEL, A. Superuision for improved instmction:

. (l1ig1l school teaching) nero chalienges, mw responses. Belmont, Calif.: Wadsworth

HASLERUD, G. Transjer, meiriory, and creativify. Minneap- Pub.,1972..-

olis: U. of Minnesota, 1972. {echool superoieiorú(aftcr-Iearning, perception) LEWIS, A, SELDMAN, M., OTTO, H. NCEHP Tralnet's

HERRSTEIN, R. 1.Q.' in ihe meritocracy. Boston: Lit tIe, Ma�·!'¡il. San Diego: Nat'L Center for the Exploratíon of

Brown,1973. Human Potential, 1973."

.

"

)

(mental tests, naiure and nurture} [human potentiai]HINDE, R. & STEVENSON-HINDE, J. (cds.) Consfraints cm LIEPMANN, L. Your child'» sensory world. NYC: Dial, 1973.

learning. NYC: Academíc Press, 1973. {perceptuol Iearning, educational games)'(pSyc11010gy of learning} LIFSON, M. Decision and risk anabjsis for praciiclng engl-

i-IOLST, L. & KURTZ, H. (eds.) Touiard a creative chaplaincy. neers. Boston: Cahners Books, 1972.

'\ Sprlngfield, IlI.: C. C. Thornas, 1973. [decision making, ellgineering)(hospital chaplains, pastoral medicine) LOYOLA SYMPOSIUM ON COGNUIVE PSYCHOLOGY,

Iitdividllalizilrg instructíon. Englewood CliHs, N.J.: Educa- CHICAGO, 1972. Contemporarg isslles in cognitive psy-

tional Technology Pubns., 1973. chology. NYC: Halsted, 1973. /'(individualized instructíon] (cognition)lnstructional sysfems. Englewood CIifEs, N.J.: Educational McGUIGAN, F. Contemporary approachee to condiiioning

Technology Pubns., 1973. and learning. Washington: V.H. Winston, 1973.

(teachlng, curriculum plal1ning) j (pSyc1lOlogy of Learning, condilioned response)ISAACS, N. A brief introduction to Piaget, NYC: Agathon, !MEDNICK, S., POLUO, H. & LOFTUS, E. Learning. (2d ed.)

. 1972. : Englewcod Cliffs, N.J.: Prentlce-Hall, 1973.

(Pinget, lean) !¡ (psyc1tology of leaming)JOHNSON, D. Systemafic introducilon to tlte pSycTIOlogy of 'MORASKY, R. Learning experlences in educatlonal psy-

. tlzinking. NYC: Harper, 1972. i: chology: Dubuque, Iowa: W. C. Brown, 1973.

(tltOtlglIf and tlzinlcing) .. 1, [educationai pSyc1lOlogy).,

;...l:.

ceI\j

.lV10RINE, H.- & G. Discovery: a challa nge to teachers; Engle- ,SANDERLIN, O. Teaching gifted cíüídreri, NYC: A. S.

wood CHEfs, N.J.: Prentice-I-Iall, :1973.- Barnes,1973. -

{learrting by discoueru} I (gifted children}-

-

MORRIS, W. Management [or action. Reston, Va.: Reston, ,SCHUSTER, M. (comp.) Creative responses for compositiol1.-1972.

-

NYC: Randorn, 1973.-

[mnnagement, decision-malclng] {college readers}MOUSTAKAS, e Children in play therapy. NYC: ]. Aren- � SCHWEBEL, M. & RAPH, ]. (eds.) Piaget in tire classroom.

son,1973. ; NYC: Basie Books, 1973.-

-

-

_

(play theraps], child psychot/¡erapy) ,

'�(Piaget, [ean]MOUSTAKAS, C. & PERRY, C. Learning to be free. E'ngle- SCOIT, ]. Teaching for a change. NYC: Bantarn Books,

wood Cliffs, N.J.: Prentlce-Hall, 1973. '' 1972.

{experunenttú educa/ion)' (social studles educatioiúNEVIN, J. (ed.) TI,e s/rrdy of behavior: leaming, motivation, !SELIGMAN, M. & HAGER,]. (eomps.) Biological boundaries,

emotion, allá instinct. Glcnview, IlI.: Scott, Foresman, 1973. of learning. NYC: Appleton-Century-Crofts, 1972.

[conditioned response, motiva/ion) (psycllology of learning] .

NUGENT, W. Creatiue Ilistory. Philadelphlar Lippincott, ,SHORR, J. PsycllO-imagination t}¡erapy. NYC: International

1973. Book Corp., 1972.

(historyedllcafioll) (psycllotlJempy)PAI, Y. Teaching, learning and the mind. Bo�ton: Houghton SMITH, J. Creatioe iedching of tTle language arts ln the

Mifflin,1973. ,- elemeniary scl1001. (2d ed.) Boston: AlIyn and Bacon, 1973.

(psyclwlogy of learning) [language arts in elemenlary educatlon}PARNES, S. & NOLLER, RUTH. Toioard supersanitg, Buf- SPENDER, 5. Tire crealive elemento NYC: British Book

falo: O.O.K., 1973. Center, 1973.

(creative education)' (mo'déin llterature]Performance objectives in education, Englewood Cliffs, N.J.: 'STROM, R. & TORRANCE, E. P. (eomps.) Educatlon for

Educational Technology Pubns., 1973. affective achieuemeni. Chícagc: Rand MeNally, 1973.

[motioatlon, behaviorism) tacademic achieucment, heme & school)PRAIT-I3UTLER, G. Let them write creatively. Columbus, SUMMERFIELD, G. & JUDY, 5. (comps.) tt., creatíve toord

O.: C. E. Merrill,1973. 1. NYC: Randorn House Sehool Divlsíon, 1973.

(composition (elementary education] (readel's)PREBLE, O. Mall crea tes art creaies l1Ian. Berkeley, Calif.: Synaestlzetic Education. Syracuse, N.Y.: Syracuse U., 1971.

McCutchen Pub. Corp., 1973. (synaestTletics)(psyc1lOlogy of art, art and society) TARR, G. The management of problem-eoiuing. NYC: Wiley,

The process �f innotiation in education, Englewood Cliffs, ,

1973. ' .,_ I -

_

N.].: Educational Technology Pubns. 1973. {management][educationai innouations] TOR13ERT, vV. Lcarnlng [rom experience: touiard conscious-

REIF, T. & STOLLAK, G. Sew!itivity to young cltildren, East ness, NYC: Columbia U., 1972. :Lansing . Michigan State University, 1972. .

- (psydlOlogy of learning, experlence}{child study) ,

U.5. OFFICE OF EDUCATION. Educatlon of the gifted and

RIODAN, R. Alternative schools in actlon, Bloomington 'Ind.: ialented. Washington: U.5. Gov't. Print. Off., 1972.

Phi Oelta Kappa EducationaI Fdn., 1972. '.' I {education of gifted children](experimental metliods in education] TORRANCE, E. P. & J. P. Is creativity teachoblel Bloom-

�OTHBART, H. Cybemetic creativity. NYC: R. SpeIler 1972. íngton, Ind.: Phi Delta Kappa, 1973.

(cybernetics)•

'

_

'

(creative education}

¡'...hrow

SUSAN M. STIEVATERVARlVfA, R. lnu'ger.y and thouglst in the rnetnphysical poets:

Ncw De11,i: S.' Chand, 1972.

(English paefry - 17th cent., symbalism in literalure},VEATCH, l- For the lave o] tenching. Encino, CaliE.: Inter-

nar'I. Centcr For Educational Developrnent, 1973.,(fenching, indiuidunlizcd instruction] ., !. h f') JoVROOM, v. & YETTON, P. Lcnrlership and decision rnaklng.: BID log¡ap, y e

.

rcecernPittsburgh; U. of Pittsburgh, 1973.

(lendership, organization, decision-making)WEINSTOCK, R. The greening of the higl1 school. NYC:

Educational Facilities Laboratories, 1973.(IJigh schools]

YUKAWA, H. Creativity and intuition, NYC: Kodansha Supplement VIIntcrnar'l., 1973 ..

(philosopllY of science)

Books en Creativityand Problem-Solvinq

Susan M. 'Sticvaler, Associale Librarían'

Al.

J\ 1 dent Lnvchrement L 1Address. Butfer Líb St tU' '. " terntuiue pproac res lo 5tH ent lnvo vemel1t 111 Teac ter• 1 rary, a e ntvcrsíty College (Buffalo) 1300 Elm- •. .

wood Avenile, Buffafo, New York 14222. '.1 Educatlon. \Vaslllngton: Assn, of Teachcr Education, 1973.

',';'� .

I [studen: tellc1ling)''''',,>.

. : AUSTIN ASSN. FOR THE EDUCATION OF YOUNG CHIl-:: � ; OREN. ldeas for creative currlculum. Washington: NAEYC,

1973. ',0,'.

(drama in educaiion; story-telling)BACH, G. Creatiue aggressioll. Carden City, N.Y.: Double­

day,197.1 ..

(interpeTsonal rcuuions, aggressioeness]J' I

, BEITTEL, K. Mind and context in the art of drauiing, NYC:Holt,1972.

'

[drauring; psyc11010gy of art)

BENTZEN, M, ct al. Tlle magic [eather principíe: n strategyfor changing schools. NYC: McGraw, 1974.

[education},

BIONDl, A. HCiVe nn affaír ioitl: yo!!r mind. Great Neck, N.Y.:Creatlve Synergctic Assoc., 1974.

(t/lOllgl1t and tlzil1fcíng)iBROWN, R., KAI-IR, A. & PETERSON, c. Declsion clIlalysis.,

NYC: Holt, 1974.

(decision-nuiking]• BRUNER, J. 13eyond tlu: injormation gioen. NYC: Norton,

1973.

(perceptions cogniiion, cf¡¡{d psyc1101ogy)

f-'><:.O�

FIELDS, vv. Ac"ieving order [rorn dío ordcr, NYC: Philosoph­íca l Líb.; 1973.

[cognition ; psyclwlogy af langllage)

GARNER, vV., The processing of in[ormaíion and struchrre..

Potornac, Md.: L. Erlbaurn 1\550C., 1974.

ihumnn inicrmaticn processing)

CÁRNEGlE CO;;'�MISSION ON HIGHER EDUCA-nON.

jT,ownrd a Iearnirig society; alfernafive channels fo life,'ulork: an d service. NYC: McCraw, 1973.

(highcr educarían; adult education}

CASSEL, R. The psycholagy of decision making, N. Quincy,Mass.: Christopher Pub., 1973.

[decieion maklng)'

Cognltlon deoelopment and the acquisition of language, ed. CO�VAN, J. �eiJelopl11fm� of tire psychedelic. Buffalo: Cre-

by T Moor NYC' Ac L .

P 1973.

atíve Educatíon Foundation, 1973.. . . auenuc r., . '( f' 1

[ccgnition, language of children] ,psyc IICtl reseaicli; self-actualizatioll)

COBEN, D. lntelúgence, wlrat ir; it? NYC: M. Evans, 1974.CREENWALD, H. Dc�i�ioll tlrempy. NYC: Wydcn, 1973.

(intellecf; mental tests; comparatiue psyc11010gy),

(psychotherapy, decision-makiug, success}

�OHEN, R. & HARROP, J. Creatiue play direciion. Engle- ,HICKOK, D. & SMTTH, J. Creative teaching of music in the

wooel Cliffs, N.J.: Prentice-Hall, 1974. elem�ntllry sC�lOol. Boston: Allyn & Bacon, 197'1.

[theater producúon}[muslc education¡

Crentive deoelopments in /)r;yc1totllerapy. cd. by A. Mahrer & HOSTROP, R. (eel.) Toundationc of futurology in education.

L. Pcarsou, NYC: Aronson, 1973.Homewood, IIl.: ETC Pub., 1973.

(psyc1lOtJlempy)'.'

ieducational planning¡ [orecasting}

CULVER, e & HOBAN, c.' (ed.) TIte power Co change: íssues JUDY, 5. & COURTS, P. Tite creative uiord 6. NYC: Randorn

for the innotmtioe educator, NYC: McCraw, 1973.Housc School Division, 1974.

.

(Sc1100l management] (ElIgli511 compositlon}

CULVER, e, LIEBERMAN, A. & SKIMAN, D. Teaciters OllKALLEN, H. Creativity, il1lagin!ltion, logic. NYC: Cordon &.

indioíduation, the wny we do it. NYC: McGraw, 1974. Brcaeh,1973.

(teaching) (plrilosoplry)

DAUW, D. & FREDIAN, A. Creativity and imlOvalÍon in: KAY, A. Crelltive art tflrollglt pllOlograplty. Newton, Mass.:

organizations. (2nd ed.) Dubuque, lowa: Kcndall/Hunt,.

C,'T. Branford, 1973.

1974. (pllOtograpllY)(industrial psyclrology) KERMAN, e Creatiue tension. Ann Arbor: Ú. of Michigan,

DAVIS, C. lmaginntíon exprese: Saturday sl�bway ride. Buf- . 1974.

falo: ,?O.K.: ��73. ..

(KelHlet1! Boulding) . ':1icreatioe actioities for children]. KLAUDER, F. The toonder of illtelligence. N.IQuincy, Mass.:

DAVIS, G. Psyc11010gy of problem solving. NYC: Basic l3ooks, Christophcr Pub., 1973. 111973..

: (logie; tlteory of Ícnotoledge]I .

(tJlOlIgllf and tl1inking) I ..

l d bili. KNEZEVICH, S. Creating appratsa an accounta 1 rty sys-fems. S�n Francisco: Jo��ey-Bas5, 1973. ji(educatíoual tlccotllltavrlLty)

.

DeBONO, E. Cnildren �olve problcms. NYC: Harpcr, 1974.{problem soioing¡ child psyclLology)

ENCEL, H. Handbook of creatioe learning exercises. Houston e

Gulf Pub., Book Pub. Dívision, 1973.

{tmining of employeee}

KNOX, vV. Eye of tlie hurricane: obsertuüions on creatlue

educational admirúsiration. Corvallis: Orcgon State U., 1973.

(eductuionai administration}

�<:,Oen

LAZARE, D_ rile tlrzique araa ticrrt o{ Albert Co rn uo, Ne'\V

HavcI1: Ya le, �973.

{Carrucs, Albert)

LlVINGSTON, M. �V}¡CIl you are alonc/It keeps yO!! capone.NYC: Atheneurn, 1973.

(Englisl: composition, elcmentarij educatlon}

MANN, J. Lcarning fa be. NYC: free Press, 1974.

(teaching, perceptual mofar lcarning, bchatilorism]

McCASUN, N. Creatioe dramaiics in the classvoom. (2nd ed.)NYC: O. McKay, 1974.

{dranu: in education]MAYNARO, F. Gulding your child lo a more creaiioe life.

Garden City, N.Y.: Doubleday, 1973.

(managemcllt of childrcn}MOa O, A. The [uture of Iligller cducation 501l1e speculatlone

ami suggestlons. NYC: ?vkGr.1w, 1973.

(higller education}'t')-.

MOIT, J. Crealivily and imaginalion. Mankato, Minn.: Cre­ative Ed. lnc., 1973.

(imagination)

NOVOTNEY, J. & TYE, K. rlze Sc1100! in transition. NYC:McGraw, 1974.

(educatlon]

OITO, H. Life exploration profile. Beverly Hills: HolisticPress,1973.[ausareness]

PIAGET, J. To understund is lo inuent¡ tl,e [uture o{ edu­calioll. NYC: Grossman, 1973.

(edllcatiolllll psycJlOlogy)PILTZ, A. & SUNO, R. Creatioe teaching of scierrce in lile

eleinentarg schcol. (2nd ed.) 1305to1\: Allyn & Bacon, 1974.

{learning by discoueru, elementarv science cducaticn}POLON, L. & POLLIIT, W. Creatioe teaching gamcs. Mln­

\ ncapolís: Denison, 1974.

{educational gamcs]

POSTMAN, N. & WEINGARTNER, C. tt« sc11001 book,NYC: Dclacorte, 1973.

Ieducatíon]

REED, s. Psyclzo(ogicn{ processesí

n pattern recogrüt tan : NYC:! Acadcrnic Pr., 1973.

ihurnan inforrntüiori processing}

RICHARDS, T. Problem-soluing througl: creafive airalysis.NYC: Wiley, 1974.

tproblem-soíning, áecision making, Il11111agement games]RITIERI3USH, P. (ed.) Let ihe eniire commlmity become our

unioersit v, Washineton: Acrópolis Books, 1973.

(Izigller educaiion}SELOMAN, M., OITO, H. & LEWIS, A. Trainer's manual:

The Group Facilitator Training Program of The NutionalCenier {or the Exploration of Human Poteníiol. San Diego:Nat'l Centcr for the Exploration of Human Potential, 1973.

[ltuman potential]SHUMAN, R. (cd.) Crentioe approaches fo the teaching. of

Englislz: Secondary, Itasca, Ill.: Peacock, 1974.

(Englis!1 plzilology, ürglislr educatlon]STULMAN, J. & LOSZLO, E. Emergen! mall. NYC: Gordon

& Breach, 1973.

(creative ntan}TOFFLER, A. Learnlng for iornorroui. NYC: Randorn, 1974.

{educatlon forecasting)WERNER, P. Do it YOllrself. Dubuquc, Iowa: Kendall/Hunt,

1973.

(plzysical educatlon for clitldren]WI-IITE, J. Tire legal imaginailon, Bosten: Little, Brown, 1973.

(legallangllnge)WICKELGREN, W. HOlO fa salve problems, San Francisco:

Freeman, 1974.

(problem solving, mathetnatical problems]WIITROCK, M. C!;mzgil1g educaiion. Englewood Cliffs, N.J.:

Prentice-Hall,1973.(alternatiues in education}

YUKAWA, H. Crealivity ami lntuition. NYC: Kodansha, 1973.

(pl1ilosoplry of eclence}f-."COO':l

Susan M. Stj'!vater, Assoclatc Librarlan.Addrcss: Bullcr Líbrary, State Unlverstty Collcgc (l3uff¡¡lo), 1300 ElmwoodAvenuc, Buff'alo, New York H222.

Tlpton,--E.-Teds.). Coíu�buos,o OH: Bat1:eHe Memorial In­

stitute,1970.

(ecology; human ecology)CROWELL, A. Creating news editing. Dubuque, lA: W. C.

Brown, 1975.

(jO!lr1lalism) i

¡de BONO, E. Children salve problems. NYC: Harper & Row,:i 1972. 0_

(child sfudy) ¡:OEVANEY, K. Developing open educaiion in America. Wash-II ington: Na!'!' Assn. for the Educatian of Young Children.]

1974.I

(educution] 1

OOLL, R. Curriculum improoement: decision making anaiprocess. (3d ed.) Baston: AlIyn & Bacon, 1974.

'

(currículum)

AOAMS J C t 1 bl kb t· S F. W I-I OOTTS, M. & M. Cllles lo creativity. (v. 1-) NYC: Friendship

, . oncep Ha oc us I/Ig. an ranClSCO: . .

PF 19 4 r.,197'1.rcernan, 7. '( . . . . 1 'ld )(O bl 1

.

t )00"0:'0 • creainie actnnties, e lloren

pro em .. so umg; cOTlceps'. . . .

'

. AMARY, I. Creative rccreation [or the mentally retarded. IL: DUKE, C. Creatme dramatics and Engllsh teaching. Urbana,

Thomas, 1975.IL: Nat'�. Counci� of Teac�ers of. English, 1974.

(l11entally lutndicapped ; recreation] (drama rn education¡ Englisli pll1logy).

AVIS, W. The art of sharing, NYC: Cornerstone Library, EBERLE, B. Classroom cue carde for culiioating mulíiple 1111-

1974. ent. BuffaIo: D.O.K. Pub., 1974.

[problem-soluing: grollp relations] {education]BERSTEIN, D. Creatiue adirertising. London: Longman, 1974. EXINER,]. Teachlng creative mouement, Boston: PIays,lne.,

(aduertising). 1975.

BOOK, A. & CARY, N. The televisíon commercial: creafiuity (chúdren:» dances)and craitsmanship, NYC: Dccker Comrnunications, Inc.i

' EZELL, M. & S. Being creatiue. NashvilIe: Broadrnan Pr., 1974.

1970. \o

(creative ability)[teleoision¡ advertisitlg) FISK, L. Learning centers. CIen Ridge, NJ: ExceptionaI Pr.,

BOYO, H. A creative approacli to controíling pllOfograplty. 1974.

Austin, TX: Heidelberg Pub., 1974. (creative actiuitles, buíletin boards)(pllOfograpJIY i special effects) FOREM,]. Transcendental medltution. NYC: Dutton, 1974.

'BRIDCES, S. Problems of the gífted childi IQ 150. NYC: i (transcendental meditatlon},

Crane, Russak, 1974. FORTE, l., PANCLE, A. & ROBBIE, T. Cornerlng creative

[education of giffed children] writing. Nashville: Incentive Pub., 197,1.

CEYNARr M. Creafivíty in the cOlnmlmicClfiue arts. Troy, NY: (Englísh composition, elemeniarg educiulon}Whitson Pub., 1975. FULLER, R. Syllergetics: explorations il1 file geol1lefry 01

. (communication : bibliograplty). thinklng. NYC: Macmillan, 1975..

COLES, W. Composing: toriting as a self-creating process.: (ThinTdtlg) ¡Rochelle Park, NI: Hayden Bk., 1974.

. .

CARFIELD, P. Creatioe dreaming. NYC:' 5imon & 5chuster,[rhetoric] 1975.

Creating the [uture, agendas for t�tlorrow. OaIen, G. & 0000 (4r_1!.!llJ.1s)_

5U5AN M. STIEVATER

l3ibliography of Receni Books

6n Creativiiv and o.I o

I

Problem-Solvinq

Supplement VII

1--"<!.O-:}

.10

---����"��-;�'-.

te i'vf &. CONNER. i.Cre;'iiv,; gr-owlh ,Inoagh litcr- learnf,'g. NVc: Van 'Nostrand Rheinhold, i974. ir'GILLESP ,

.

b M '11 1975 (' 1'. . 1 d .' ) \I ature [or children an d adolescents, Coltun us: ern, . VISlen percep tio n ; vlsua e tleadan

.

r

(reading} .

MARIN, P. (comp.) The limite o] schooling, Englewood ¡· GOWAN, r. Trance, art, & ereativity. Northridge, CA: au-

ICIifEs, NJ: Prentice-Hall, 1975. 11thor,1975. . r {educatlonal innavafians)

.

. I

(altercd siates af consciousness] MAYESKY, M. Creative acfivifies far yOlmg children. AlbanyriHALPRINCE, L. & BURNS, J. Collectiue creafivity. Cam- Dclrnar Pub., 1975.

bridge, MA: MIT Pr., 1971. (creative acfivities)(crec:tivity ¡ group relations training) McClfFlN, V. & SUPRUNOWrCZ, L. Guidelinee .for crelt-

HUBBARD, E. The creative intelllioll. NYC: P.H. Wyden, tioe yearuook [ournalists, Algonac, MI: Narl Ycarbk. Pub.,1973. l' 1974.

(human evollltioll)' , (Sc11001 yearbooks) :The tdea Box. Compiled by the Austin Assn. for the Educa- !McVICKAR, P. lmagination: key to human potentlal. Wash-l

tíon of. Young Childrel:. Washington: Nat'l. Assn. .Ior the ington: Nat'l: Assn. for the Education of Young Clúldrcn,!:Education of Young Children, 197.3. 1972. "'. I

(edllcation) [education} i,KALLEN, H. Creativity, imaginaiion, logic. NYC: Cordon &. MrKULAS, W. Concepto in leaming. Philadelphla: Saunders,¡

Breach,1973. 1974.'

(philosop!lY) (psycholagy of learning).

¡

KIRST, W. & DlEKMEYER, U. Crealivity training. NYC: NIERENBERC, C. HOlO fo' give and receive advice. NYC:!P. H. Wyden, 1973.

..

Simon & Schustcr, 1975.. ,�.. !(creative ability)

-

;'''<� (attituae cliange, success) !

KOBERG.,D. & UACNALL, J. The universal fraveler. Los PAPANEK, V. Design for the real toorld. NYC: Bantarn,

1972.liAltos, CA: Wm. Kaufrnan, Inc, 1973. [modern civilization)(probl-tm-solving; creative uiorks] PEILL, E. lnoention and discovery af redity. NYC: Wiley,

· LABUDA, M. Crentive reading for gifted learners. Newark, I 1975. ID�: I�;r�at'l Readin� Assn., 1974. (�hild slfldy¡ conseruation of eubetance [psychology/;(glfted c111ldrell¡ reading] Piaget, lean¡ Bruner, [crome]

LIEPMAN, L. Your child:« sensory uiorld. Baltimore: Penguin PIACET, J. & rNHELDER, B. 'Tire origin of tire idea of chance

Books,1974. I ill children. NYC: Norton, 1975.

[perceptual learning, educaíional games), i (clrild sltlay chance},LLOYD, R. Creafive keyboard musicianship, NYC: Dodd, ,Playas a lenrning medium. D. Sponsellcr [ed.), Washington:!

Mead, 1975. I Nat'l. Assn. for the Education of Young Childrcn, 1974. !, [music, keyboard harmong} I (play) i I: LOWENFELD, V. Creafive and mental grouüh, (6t" ed.) NYC: RAPPAPORT, A. (cornp.) In'[orrnaíion for decislon makillg.¡

Macrnillan, 1975. _ (2d ed.) Englewood Cliffs, NJ: Prentice-Hall, 1974. I(art education; psychology df artists) [decision-moking; nrCllwgellrcnt iniornuüion systems) ,

: LYON, H. Learning to feel- feeling to learn. Columbus: RENZULLI, J. New directions in crenlivily. (J v.) Nyc:1·

Merrlll, 1971. ! Harper & Row, 1973. /' .

I (humanistic educaiion} .

¡ (creative ability).

i MAEHR, M. Sociocultural origins of acl,ievement. Monterey, RICKARDS, T. Problel1l-solvillg fJlrough crealive analysis.I CA: Brooks/Cole Pub., 1974. NYC: Wiley, 1974.

I (achievement motivation¡ personality and culture)'. (creative ana/ysis), I'

MARCOUSEL_�:..g��,-�g �,�L��t.�: v�sual awarelless ,lItd vlsHal¡ R_r�:�<?J'1....�_L . .s:_reative teachillg of art itl t!,e elemenlary scllOol .

�<:..000

............

If..:.

Baston: AlIyn <te Bacon" :197S� "

VNIVERSITY, 1973. Knolvled�e and cogrrit iori, Gregg�

L'.\(ar/ educa/ion - elemenfary) (ed.). Potomac, MD: L. Erlbaum, 1974..

OSENFELD,·E. The book: o] highs, NYC: Quadrangle, 1973. . (theory of knotoledge ; cognition){altered states of consciousneas] TEMPEST, N. Teaching cleuer children, 7-11. Boston: Rout-

R05NER, S. & ABT, L. (eds.] Essags in creativity. Croton- ledge & K. Paul, 1974. !on-Hudson, NY: North River Pr., 1974. (gifted children, education in Creaf Britain}(creatiue ability) WERKMAN, C. Trademarks, their creatioll, psychology and

ROTHENI3ERG, A. & GREENBERG, B. The index of scien- percepiion, NYC: Barnes & Noble, 1974.

tific uiritíngs on crcatívíty; creatívc men and women. Ham- (trademnrks), den, CT: Archon Bks., 1974 .

.

(artists - psycllOlogy)SCHMUCK, R. A hiunanistic psychology of educaiion, Palo

Alto, CA: National Press Bks., 1974.

[educationo! psyc1wlogy)SCRUTON, R. Art clIld inutgination. London: Metheun, 1974.

(imaginntíon; aesthetic judgment i experíence)SHEARS, L. & 130WER, E. (eds.) Gal1lcs in educatlon and

deuelopment, Springfield, IL: Thomas, 1974.

[educationa! games)SHIMAN, D., CULVER, C. & LIEBERMAN, A. Teachers on

individualization: the way toé do il. NYC: McGraw-HilI,1974.

(individHl7lized instructíon]SIMMONS, W. Do it yqllrself: creatiue movement tuit11 inno­

vative physicnl education eauipmeni, Dubuque, lA: Ken­

dalJ/Hunt,1973.(physical education}

SINGER, J. lmagery and daydream. NYC: Academic Pr.,. "

.

1974.

(behavior therapYi imagery)SMITH, J. Creative teaching of reading in the elementarv

school. (2d ed.) Boston: AlIyn & Bacon, 1975.

(reading)STEIN, M. Stimuuuíng crcativity. (v. 1-) NYC: Academic Pro

1974.

{creatioe educntion]Studies in the psychological [oundations of exceptionalítg,

Díssigger, J. & Amold, C. (eds.). Monterey, CA: Brooks/Cole,1975.(e:rceptionnl children)

Strategics of effective teaching - n basis for crealivity.

NY.C'j..

! Nat'1 League for Nursing, 1975. ',.

(creative thinking, nursing educatlon} .

I

L�)1v1rºSlY�1 9�S.Q_C:;NITION, 9_thL.�ARrjEGIE-ME�LON ,�

usan M. Stievater, Associate Librarlan.ddress: Butler Library, St ate Universíly College (Buffalo),

300 Elmwood Avenue, Buffalo, New York 14222.

"

·w� .. ¿l.

rI

�"

��

_._--_ .. _--_._-_._-,----�--_.

FILLEy-:A. Int';rper�nal confiict resolutioll. Glenview. IL: Soott,

Foresrnan, 1975.

(proZ,lem-solving)iGALLAGHER, J. Teachlng tlie gi{ted child. (2nd ed.). Bostorn

••. 1

.-- .. -- ... - ... -

-.�.. ---------.---.-." Allyn & Bacon, 1975.

BII)IIOgYUp11Y of Recent Book:s (gi{ted children-education)

e t· '.J- . 1 P hI .' SI' .e GILL, R. Creative perspective. London: Thames & Hudson, 1975.on rea IYhY anc . ro . ern- o vrng ( 1

.

1 d ')mec lUnlca rawlIIg

GLOVER, J. & GARY, A. BeTwL'Íor modification. Pacíílc City,CA: Boxwood, 1974.

[problcm chilávcn, creativíty)ANDREWS, B. Creative product development. NYC: LongmanJGORDON, W. & POZE, T. Appreciating litcralure (rom the

�975. . '1. inside. Cambridge, MA: Porpoise Books, 1974.

(new produets) . {literoiure]

BARBE, W. & RENZULLI, J. (cds.) Psychology and educati01l:GREENWALD, J. Creative intimaci]. NYe: Simon & Sehuster,:01 tite gifted. (2nd ed.). NYC: Irvington, 1975. 1975.

(gifted chiklren}.

(intimacy; Gestalt Iherapy) í.

I

BARNES K A t b di 1 1 't' 11 11 N" Handbook o, learnine aOO cognitlve processes. Estes,"W. «(Xl.) ¡,. vas un e o oppor Un! les. le' ague: 1)- o

hoff 1975. ."

.

..V. 1-. Híllsdale, NJ; Erlbaum Assoc., 1975.

.

(pe:sonallife; communiuj} :.

.

.

."v i : (psychology o] lcarning)

.

. ,.. • ,Tnnovation in higTter education. Collíer, K. (ed.). Windsor:BLACK, S. Wh¡!man s ¡ourneY'm!o chaos. Prlnccton, NJ: Prince-

NFEn 1974 (di lb d b LI Ití Press).

U' 1975 . 'n, .' ístrí utc y s: umam lCS - s

ton nIV., •'.

(l'l 1').

(WI.

TV lt}co ege teac ung !

11 tman, � a I.

KING, N. Giving [orm lo [eeling. NYC: Drama Book Speciolists,COULTER, N. A., Jr. Synergetics. Englewood Cliffs, NJ: Pren- 1975.

tice-Hall,1?76.. {ereaiioe education)(sel'-actuallzatlOn; systems tlIeory) . . •..• !

.LUTHE, W. Creatwlly mobilizaüon technique. NYC: Grune &¡

The crealive expression. Rosner, S. & Abt, L. E. (eds.). Croton- Stratton, 1975. . !on-the-Hudson, NY: North Ríver Press, 1976. (self-actualízatioJl; art thcrapy) i(creative works) l· 1

MAY, R. The courage lo creare. NYC: Norton, 1975, '

Creatiuity 01 lile school. París: Orgunízatlon íor Economic ce- (creative ability) Ioperatlon �l Dcvelopment, 1974. l. . '1 d 1 hl N(d t· 1

.

tlons} I The mediate tcacher. McLaughlm, F. (comp.). Phi a e p o: "

e uca ronc mnova 10m. A' P b C 1975i menea n tl. o., .

FAHNER, H. The problem-sololng approocli lo selling. Phila- {teaching; creativc education].

i

delphia: Dorrance, 1975. 1,. .'

( 11' ).

NIRENEERG, J. Breoklng through to each othei, NYC: Harperse mg & Row, 1976.

FAST, J. Creative coping. NYC: Morrow, 1976. {persuosíontiruiustrial psychology)(mental hygiene) .

. • h NYCNORDOFF, P. & ROBBINS, C. CreatlVe muste t crapy, :

t. John Day Co., 1975.

..... (T11u�iE_ tllerl!P_fj;_!1:(lndicapp�d children}

Sttppleme¡;t VIII

FIEVE, R. Moodswing. NYC: Morrow, 1975.

(psychialry)·.

� __.. . -

'_0- .... '-- .... _._ ... -'-�"'''-'''-l'

�OO

-�-

FRAPOPORT, L;Crc;;¡¡¡;iiy in s�ciaí uiork. Phlladelphla: 'Temple.'

IUniv., 1975. .

(social work) .:

ROBERTS, A. Educational innovation. Boston: Allyn & Bacon,1975.

.

I (currículum plannlng].

I RUCHLIS, H. Realiuj-centered therapy. NYC: Citation Press,i 1975.

I {eilucational innocations] .

: RUSSELL, J. Creative movcment and dance for children. (Rev.1I ed.), Bastan: Plays, inc., 1975. I

I (dancing and chlldren].

I¡TART, C. States of conscíousness, NYC: E. P. Dutton, 1975.(consciousness)

l'TAYLOR,l. & GETZELS, J. (eds.). Perspectlves in crealivity.

Chicago: Aldine, 1975. .

(creativity)· .

.

!TAYLOR, J. Superminds. NYC: Viking, 1975.

(psychical research}

TRUSVlELL, H. Made in Summerhill. NYC: Hawthorn Books, r1975.(educational games)

. � .-.

When schools careo Bcrkovitz, I. (ed.). NYC: Brunner/Mazel, I

1975.(creative group. ioork in education)

.

WHITTEN, M. Creative pattern practice. (2nd ed.), NYC: Har­court, 1975.

(English eompositlon]

WILNER, E. Gathering the winds. Baltimore: Johns HopkinsUniv. Press, 1975.(imaginatíon; creative thinking]

WORTHY, M. AFIO) Chicago: Nelson-Hall, 1975.[creatioe thinking; puzzles}

Susan M. Stlevatcr, Associate Librarían.Addrcss: Butlcr Library, State Univcrsity Collcge (Buílalo), 1300 ElmwoodAvenue, Bulfa!o, New York 14222. ¡ I

"The JOl,1rnaJ,_ of Creativa 8ehavior"

Vol. 10,Nº 4, 1.976,pp.285-287

Bihliography of Recent Books on

Creativity and Prohlem-SolvingSu!'plemell1 IX

ARIETI, S. Crcativity. NYC: Basic Books, 1976.(creativc ability)

BLOOM, H. Figures af capable imaginatiall. NYC: Scabury,1976.

(Ralph Waldo Eincrson; Amcrican poctry; English poetnj )

BOEHHINGEH. (C.H.) SOHN SYMPOSIUM, 1ST, KH.ONG­BERG, 1974. 'The creativc process in scicnce and medicine.NYC: American Elsevier Pub. Co., 1975.

(creativity in the sciences)

BURKS, A. Chance, cause, reason. Chicago: University of Chí­cago, 1975.

[induction; chance; causation)

BUXTON, E. Crcative people at uiork. NYC: Exccutive Corn­munications, 1976 .

(biography)

Crcativity o{ the School. Centre for Educational Rcsearch andInnovntion. Paris, 1974.(educatiori]

CROSBY, A. Creativity and performance in industrial arganiza­tioll. NYC: Tavístock, 1972.( managcmcnt)

HAHDA WAY, F. Crctüio« rlictoric. Englcwood ClifTs, NJ: Prcn­rice-Hall, 1976.

(English language, rhetoric) �Ot--'-

HAHDY, E. OrJ{Js! 1 neuer thought al tliat. Westport, CT:Tcchuomic PlIb. Co., 1975.(crea tive abi/ity)

HUDSON, L. Originality. NYC: Oxford Unlversity, 1973.(creatiue ability)

JOYCE, M. First steps in teaching creative dance. Palo Alto, CA:National Press Boolcs, 1973.

(elementary educatlon; dance)

KIRSHENBLAIT-CIMBLAIT, B. (ed.) Speech play: researchand resources [or studyíng linguistic creativity. Philadelphla:University of Pennsylvania, 1976.(words)

LABUDA, M. (ed.) Crea tive reading for gifted learners. New­ark, DE: International Reading Association, 1974.(gifted children; reading)

LEAVIIT, F. Drugs and behavior. Philadelphia: W. B. Saun­ders, 1974.(drugs; behavior)

MAHONEY, M. Cognition and behavior modification. Cam­bridge, MA: BalJinger, 1974.(behavior modi{ication; cognition)

NICHOLLS, S. H. & A. Creative teachings. London: CeorgeAIIen & Unwín, 1975.(teaching)

O'BRIEN, J. Value analysis in design and construction. NYC:McCraw-HiII, 1976.(value analsjsis; building)

PARKER, R. Coleridge's meditative arto Ithaca, NY: CorneIlUniversity, 1975.(Coleridge, Samuel Taylor)

PEARSON, C. Creating and using learning games. Palo Alto,CA: Learning Handbooks, 1975.(educational games)

.

PIACET, J. The grasp 01 consciousness. Cambridge, MA: Har­vard University, 1976.(child psychology)

RUCCLES, J. & P. Darkroom graphies, Carden City, NJ: Am­photo, 1975.

(photography)

SCHAFER, R. Creatiue music education. NYC: Schirmer Books,1976.(music education)

SHARP, R & CREEN, A. Education and social control. Boston:Routledge & K. Paul, 1975.(open plan schools; educational socio[ogy; primary education)

STANISLAWCZYK, 1. Crcativity in the language classroom:Rowley, MA: Newbury, 1976.(modern language, higher education)

STEIN, M. Stimulating creativity, vols. 1 & 2. NYC: AcademicPress, 1976.(creative education)

WHlTFIELD, P. Creativity in industry. Harmondsworth, Eng­land: Penguin, 1975.(technological inventions)

Susan M. Stievater, Associate Librarlan.Address: Butler Library, State University College (Buffalo), 1300 ElmwoodAvenue, Buffalo, New York 14222.

1.\.:lO�

DAUW. D. C. & FREDIAN. A. J. CreatiL'ity and trvno-oatíorc inS U S A N M. S T 1 E V AT E Rorganizations (3rd ed.} Dubuque. lA: KindalljHunt. 1976.[creatiue ability in business; industrial psychology)"The Journal of Creative Behavior"

DeCARLO, M. Humanizing alternatives: educating children inour society. Washington: American Assn. of Elementary­Kindergarten-Nursery Education, 1976.(education; children]

Vol.11,Nº. 2,1.977,págs,141-143

BibliograpJ.y of RecentBooks 011 Creativityal"l ProLlcln-SolvinJiSupplcmcllt X

Death and creativity. Hetzlcr, M. (ed.) NYC: Health SciencesPub., 1976.(death; art)

ERIKSON, E. Toys and reason. NYC: Norton, 1977.(developmental psychology)

.

---------�_._ .. -_.

KlNG, J. & KATZMAN, C. Imagine that!CA: Goodyear Pub., 1976 .

.(creative education; creative activities)

Pacific Palisades,J\CKERMAN, J. V. Play the perceptual motor way. Scattle:Spccial Chile! Pub., 1975.[perceptual-motor lcdrning; play) ,.

•

11' SKOSSEN, S. Persuasion-the art of crcaflve se mg. an Flan-ADJ\MS. J. Conceptual blockbustlng. San Francisco: San Fran-: cisco: Canfield Pr., 1977.cisco Book Co., 1976. (selling-psyehological aspects){problem-sohsing; cOricepts)

ARASTEH, A. R. & ARASTEH, J. D. Creativity in human de­vclopment: an' iriicrprcíative and anilotated bibliography. Cam,

'

bridge, MJ\'! Schcnkmnn, 1976..

',.(bibliograplIY) Mindstyles/lifestyles. Los Angeles: Príce/Siem/Sloan, 1976.

. : (philosophy)BLACKBURN, J. 0111' at a time all at once: the creátive teacher's"

guide lo indiHidualizcd instruction wlthoút anarchu. Pacific MORRIS, M. An excursion mIo creative soci%EJI_ l\ljC: CabmrPalisades, CA: Goodycar Pub., 1976. bia University, 1976.(individualized imtrucliOll) (phenomenology; social interaetion; 'sociology o, Tú¡ow(edge)

LYNCH, W. Drama of the mind. Notre Dame, IN: Universityoí Notre Dame, 1976.(theology; imagination)

CARJ\RIUS, S. Management problems and solutions. Readlng, MOULTON, E. R. Communication: ti crcative proeess. Minne-MA: Addison-Wcslcy Pub., 1976. ,. apolis: Burgess Pub. Co., 1976.,

(managl'mcnt; próblem-solving).

(interpersonal communication)

CA�EY, !-. S: Im�g!lling., Bloomlngton. Indiana Uníversity, 1976. ,POLÍ.A�, B. K. Decisions, deeision«, decisions. MilIbrae, CA:(Imagmahon; phenomenology) .' Celestial Alts, 1976.

. . ¡ (decision making in children) .CRAVENS, D. Marketing decision making. Homewood IL· n. D· .'.

Irwin, 1976.' . . .

Psychiatry and the humanities. v. l. Smith, J. H. (ed.) New(marketing managemcnt) Haven, CT: Yale University, 1976.

. (humanities)Creati¡;g a learning environment. Breyfogle, E. and others. Paciflc . _ _ .. "

,Ps lisades, CA: Goodycar Pub., 1976. REGl!EI�O, H. The Iimits of ImaglnatlOn. lthaca, NI: Comen(education) Uníverslty, 1976.

.

(Wordsworth, W.; Yeats, William Butler; Stevens, Walb:e)

Noce

RENZULLI. J. S. New directions in creativity. Mark A & B.

NYC: Harper & Row, 1977.

(creativity)

ROTHENBERG, A. & HAUSMAN, c. R The creativity ques- "The J·ournal of Creative 8ehavior"trono I?�ham, NC: Duke University, 1976. Va 1.11 N º

o 3 1.977 p ág s , 202-204(creatlVlty) , , ,

ROTfiENBERG, A. & GREENBERG, B. Th¿ :¡,Jex 01 scienti{icwritings on creativity: general, 1566 - 1974. Hamden, Cl":Archon Books, 1976.(bibliography)

SCHAFF, J. The language arts idea book. Pacific Palisades,CA� Goodycai: Pub., 1976.(creative activities; efementary education)

STANISLAWCZTI<, l. & YAVERER, S. Creativity in the lan­guage classroom, Rowley, MA: Newbuty House, 1976.(secondary education)

Susan M. Stíeváter, ASsociilte Librarían.AddresS: BUller Library, State University College (Buffalo), 1300 ElrriwoodAvenue, Burralo, New York 14222.

"'-=--" •. ==--�.

SUSAN M STIEVATER

Bihliography of l{ecent BooksOn Creativity and Prohlem-SolvingSupplement Xl

Alternative education: a source book for parents, teachers, stu­

dents and administrators. Fontini, M. D. (ed.). NYC: Double­

day, 1976.

(educational innouationsl

APPLEWHlTE,_ E. J. Cosmic fishing. NYC: Macmillan, 1977.

(Fuller, R. Buckminster)

BAEZ, A. V. lnnoixuions in scÍence educaiion, uiorld-mide. Paris:

Unesco Press, 1976.(science education]

BÁRTIl, J. R. Coleridge and the symbolic imagination. Prínce­

ton, NJ: Princeton Universíty, 1977.

(Coleridge, Samuel; allegory; symbo!ism)

BAUMANN, B.lmaginative parlicipalion. The Hague: Martinus

NijhofI, 1975.'

(social psychology; sociology)

'St::NNIS; W. G. AND OTIlERS. Planning o[ change (3rd ed.).NYC: Holt, 1976.

(social change)

Beyond aesthetics. Brothwell, D. (ed.), London: Thames &: Hud­

son, 1976.

(art-psychology; visual perception)

BRUBAKER, D. Creative leadership in elementaru schools. Du­

buque, lA: Kendall/Hunt, 1976.

(elementary school administration)

�O�¡:.'"

,

ONBERG KING T. J. T'ouching. Dubuquc, lA: Kendoll/Hunt, 1976.NGER SOHN SYMPOSIUM, 1st, KR

'. '..,

,

C. H. BOEHRI.

d di NYC' American {imagination} ,

1974. Creatiue process in �clence an me Icme.. '

,

,

....'

Elsevíeri. r975.

McLF.ISH, J. T'he Ulyssean adult: creatiuiuj In the middle arid(medicine; sclence}

" latcr'years. NYC: McGrnw, 1976.'COBB, E. The ecology of imagination in childhood. NYC: Co- l. (middle age, aged)

,

lumbia Uníverslty, 1977.

MORRIS, W. 1". Decision anahjsis. Columbus, OH: Grid, 1977.(imagination in childhood) ,

[operations researeh; deeision-making}DACEY, J. New ways to learn. Starnford, CT: Greylock, 1976. MOUSTAKAS, C. E. Creatíve life. NYC: Van Nostrand, 1977.(psychaiogy o{ education]

(self-aetualization)"DAVIS, B. The magical child uiithin yau. Millbrae, CA: Celes- :NASH; S. Les contemplati�ns of Victor ,lIugo. Princeton, NJ:tíal Arts, 1977.

'

Princeton Universlty, Hl76.(humanístic psycholog!J)(Hugo, Victor)

,

be VITO, A. & KROCKOVER, G. H. Creative scíeucíng. Boston:PIAGET, J. TIlC development 01 thougltt. NYC: Viking, 1977.

Little, Brown, 1976.

(cognítion; ehild pS!Jchology)(science education] ,

, ''''" -".,

'RONCO, W. C. Jobs: hoi» people ereate their own. Boston:ELLMANN, R. Tire conscíousness of JO!Jce. NYC; Oxford Uní- ¡ 'Beacon, 1977. 'versity, 1977.

'

(job sdiÍ'slaciion),(/oyce, James),

',' ROWE, W. D. Anatom!J o( rlsk. NYC: Wiley, 1977.EMERY, L. C. George Eliot's creative conflicto Berkeley: Univcr-�, (technology assessment; risk; decision-making)

\sity.of California, 1976.

"

kUDI4YÁR, D. Culture, crisis and creatiuiuj. Wheatbn, IL:{Eliot, George; pseudo Mary Ann Evans)

,

Th hi 1 P b H 1977, ,cosop lea U. ouse, .

FELDHUSEN, J. F. & TREFFINGER, D. J. Teacliing creative. {theosophsj}:thinking and probleni solving. Dubuque, lA: Kendall/Hunt,SOLOMON, R. B. Tire cliUercllt drununer, Atlanta: Lile-Long

1977.,

L' .

Líb 1976'

,

,

.

h d ;

1') earnmg l rnry .

(child psychology; projeet met o lit teae Hng,

. 11')',

'

.

" (commumt!J co egesFifty �ontemporary poets: ti¡e creative process. Turner, T. (ed.). \VELSH, G. Creativit!l alfd intelligence: a personality approach:NYC: McKay, 1977.

Chapel HiII, NC: Instltute Ior Rescarch in Social Sclence, 1975.'(poetry)

.. ,_,_'__,,,.,,,,,_;_,. __ .. ,,,_,,_.__'_' '

.. __

•

"

•

k 'D" B"" 'E (cd.) NYC' P'"

"

,

19-6 Susan M. Stievater, Assoclate Librarían.,

'

The greatest thln ers. e 6110, . c. .. utnam, l.

Addross: BUIJer Librury, Slriic Unlverslty Cóll(ige (BufTaJo), I�()() E1mwood\(philosophers)

Avcnue, Buflnlo, New York 14�. 'HARTr, J. N. Theological méthod and imaginatian. NYC: Sea-:bury, 1977.(theologicol tnethOdology)

HOSTROP, R. (ed.), Educatíon . ; . beyond tomorrow. Home­wood, IL: ETC Pub., 1975.(educasio«)

lndividiJalit�í ill learning. Messick, S. and Associates. San Fran­cisco: [ossey-Bass, 1976.(individitl!U:::rd instruction; higher educatíon)

l:-.!)Oc:.n

s u S A N M. S T I E V A TER COHEN, D. Creativity, what is it? NYC: M. Evans, 1977.

(crealive ability- juvenile literature)

"The Journ. of Creative Behavior"

Vol.12,Nº 2,1978,Págs 146-149

Bibliography of Recent Books on

Creativity and Problem-SolvingSupplement XII

CUA, A. Dimensions 01 moral creativity. University Park:Pennsylvania State University, 1978.

(ethics)

DAWSON, G. Artistry in living. Corte Madera, CA: OmegaBooks, 1976.

(Christian life)deBONO, E. The greatest thinkers. NYC: Putnam, 1976.

(philosophers)

DENKO, J. Through the keyhole of gifted men and women.

Ann Arbor, MI: University Microfilms, 1977.

(genius; intellect)AARON, H. J. Healthy, wealthy and wise. NYC: Aspen lnsti-

DESCARGUES, P. Perspective. NYC: Abrams, 1977.tute for Humanistic Studies, 1977.

(art)(education - economic aspects)

Bo Id CO. DlMEN,SCHEIN, M. The anthropological imagination. NYC:u er, .

McGraw.Hill, 1977.

(ethnology)

ARGUELLES, J. The transformative visionoShambhala, 1975.(art - philosophy; art - psychology)

ARMSTRONG, R. & WAKIN, E. You can stil/ change the world.San Francisco: Harper, 1978.

(social change)

ARNHEIM, R. Art and visual perception; a psychology 01 thecreative eye. (rev. and enl, ed.). Berkeley, CA: University ofCalifornia, 1974.

(art - psychology)

ATTOE, W. Architecture and cnticái imagination. NYC: Wiley,1978.(architectural criticism)

BANET, A. G., Jr. (ed.). Creative psychotherapy. LaJolla, CA:University Associates, 1976.

(psychotherapy)

BURNS, M. The book of think. Boston: Little, Brown, 1976.

(problem·solving)

BUZAN, T. Use both sides of your brain. NYC: Dutton, 1976.(method of study; thought and thinking)

ERNEST, J. W. Creative selling. (2nd ed.). NYC: McGraw·

HiII,1978_(selling)

Filty contemporary poeis: Turner, A. T. (ed.). NYC: McKay,1977.

(American poetry)

F1XMAN, A. Your future in a creative career. NYC: RichardsRosen Press, 1978.(arts-vocational guidance)

GARBER, F. Thoreau's redemptive imagination. NYC: NewYork University, 1977.

(Thoreau, Henry David).

GARRISON, W. B. Why didn't l think of that. Englewood Cliffs,NJ: Prentice-Haíl, 1977.

(inventions- juuenile Iiterature)

GUILFORD, J. P. Way beyond the IQ. Buffalo, NY: CreativeEducation Foundation, 1977.

(creative ability) �O<::r.:J

The Canadian imagination. Cambridge, MA: Harvard Uni-HAEFELE, J. W.

versity, 1977.1976.

(Canadian literature) (poetry)

Creativity and others. Sarasota, FL: Author,

HANKS, K. & BELLlSTON, L. Drauil a visual approach to

leaming, thinking and communicating. Los Altos, CA: Wm.Kaufmann, 1977.(art, psych%gy 01; interpersona/ re/ations)

HANKS, K. BELLlSTON, L. & EDWARD, D. Design yourself.Los Altos, CA: Wm. Kaufmann, 1977.(self·awareness)

HYMAN BLUMBERG SYMPOSIUM ON RESEARCH INEARL Y CHILDHOOD EDUCATION, 7th, JOHNS HOp·KINS UNIVERSITY, 1975. The gifted and the creative. Balti­more: Johns Hopkins University, 1977.(gifted children)

PAPANEK, V. & HENNESSEY, J. How things don't work.NYC: Pantheon, 1977.(industrial design; commercialism)

PEARCE, J. C. Magical child. NYC: Dutton, 1977.(child study)

The philosophical imagination. Abelson, R, Friquegnon, M. L.& Lockwood, M. NYC: St. Martins, 1977.(philosophy)

RAUDSEPP, E. & HOUGH, C. Creative growth games. NYC:Harcourt, 1977.

(creative thinking-exercises)JOHNSON, S. The value of imagination. LaJolla, CA: Value ROBBINS, A. & SIBLEY, L. B. Creative art therapy. NYC:Communications, 1977. Brunner/Mazel, 1976.

(Dickens, Charles - juvenile literature) (art therapy)KAUFMANN, F. Your gifted child and you. Reston, VA: Council

for Exceptional Children, 1977..

(gifted children - educa tion)

KNIGHT, K. E., KOZMETSKY, G. & BACA, H. R lndustryviews of the role offederal government in industrial innovation.Austin, TX: University of Texas, 1976.(government procedure)

KRIPPNER, S. & WHITE, J. Future science. Garden City, NY:Anchor, 1977.(psychic research)

KRUEGER, T. H. Visual imagery in prob/em solving and sci­entific creativity. Derby, CT: Seal Press, 1976.(visual imagery)

LANNERS, E. JIIusions. NYC: Holt, 1977.(optical illusions; visual perceptions)

LAZARUS, A. In the mind's eye. NYC: Rawson Associates,1978.

(imagery; behavior modification)LESLIE, S. Who invented it and what makes it work. NYC:

Platt & Munk, 1976.(inventions- juveni/e literature)

UEBERMAN, J. Playfu/ness: its relationship to imagination andcreativify. NYC: Academic, 1977.(play; imagination) I

ROSINSKI, R The development 01 visual perception. SantaMonica, CA: Goodyear Publishers, 1977.(visual perception; child psychology)

ROTHBERG, R New product planning. Chicago: AmericanMarketing Association, 1977.(new products-bibliography)

ROUSSEL, R How 1 wrote certain of my books. NYC: SUN,1977.(Rousse/, Raymond, 1977·1933- technique)

SCANDURA, J. M. Problem solving. NYC: Academic, 1977.(problem solving; psychometrics)

SIMMONS, S. & WINER, M. Drawing: the creative process.Englewood Cliffs, NJ: Prentice-Hall, 1977.(drawing)

Susan M. Stievater, Associate Librarian.Address: Butler Library, State University CoIlege (Bufíalo),1300 Elmwood Avenue, Buffalo, New York 14222.

)�O-:t

TESIS DOCTORALES

SOBRE

CREATIVIDAD

Fuente de Informaci6n:

"The Journ. of Creativ8 Behavior"

SUSAN M. STIEVATER

"The Journal of Creat.ive Behavior"

Vol.6,Nº 3, 3º Trim.1.972,pp.218-222

Bibliography 01 RecenfTheses on Creafivityand Problem-SolvingSupplement 1*

•We are expanding our bibliographlc servlces lo [ournal readers bypublishing a listíng of recent works relatíng to Creatlvlty and Problem­Solving as reported In Dissertation Abstracts. Our practlce wlll also betolist the prlrnary interest áreas, as we see them, In parentheses aftereachreference. lnterested readers who wísh to obtaln a rather compre­hensive Iisting of works prior lo this recent listlng should contad theIournal Editorial Offíce for furlher Information.

ABRAHAM, CA ROL. The reIationship of authoritarianism toindependence and creativity among colIege students. NewYork University, 1971. Dissertation Abstracts 32:6023-8.(personality characteristics)ANDRE, R.E. Responsitivity: the evoIution of creative syn­thesis. University of Massachusetts, 1971. DissertationAbstracts 32:5079-A.(creatiue education)BEAVEN, MARY H. A study of the effeds of creative expres­sion on teachers-in-training: course construction and mea­surements. Northwestern University, 1971. DissertationAbstracts 32:4459-A.(student teachers)CONLEY, T.e. Creative paradox: narrative structures in minorErench flctíon of the sixteenth century (Flore, Crenne, desAutelz, Tabourot, Yver). [portions of text in french). TheUniversity of Wisconsin, 1972. Disserfafion Abstracto32:5733-A.

(French Liierature]

DILL, J.R. A study of the inAuence of race of the experimenterand verbal reinforcement on creativity test performance of

lower socio-economic status black children. New York

University, 1971. Dissertatíon Abstracts 32:6071-8.

(the disaduantaged)EDWARDS, 0.0. Effects of an extended encounter group ex­

perience upon counseIor Fácilitation of client self-explora­tion. Northern Illinois University, 1971. Dissertafion Ab­stracts 32:3683-A.

(group dynamics)ELMAN, NANCY S. A structuraI analysís of time and crea­

tivity and their implications for research. University of

Pittsburgh, 1971. Diseertatíon Abstracts 32:3683-A.

(research, time element).

FERENCE, SISTER CAMILLE. Prediction of creativity byI

means of interest measures. The Ohio State University,1971. Dissertation Abstracts 32:3685-A.

(interest [psychologyl)FLEMING, A.W. The reIationships of creativity, attitudes

toward physical education, and physicaI education activityskill of physical education students and their teachers. The

University of Wisconsin, 1972. Dissertation Abstracts32:5590-A.

(physical education)FULWILER, L.B. Image progressions in chaucer's poetry: ex­

position of a theory of creativity. Michigan State University,1971. Dissertation Abstracts 32:5181-A.(creatiuity, Chaucer, Geoffrey)

HOLTZ, RUTH R. A study of seIected creative thinking testsin conjunction with measures of intelligence and person­ality. University of California, Berkeley, 1971. DisserlationAbstracts 32:4185-B.

(testing)]OHNSON, O.L. Classroom interaction and student creativity.

University of Missouri-Columbia, 1971, Diseertation Ab­stracts 32:5337-A.

(creafiue education)KEEN, C.F. A study of relationships between growth and

developmental variables, creativity, and musicality. TheUniversity of Míchlgan, 1971. Dissertatíon Absfracts32:3791-A.

(music)KLOCK, MARY E. Writings in creative dramatics concerned

with children of elementary school age (pre-schooI through

NOco

síxth grade): an annotated bibliography from 1890 through1970. The University oE Denver, 1971. Díssertatial1 Ab­stracts 32:4759-A.

(drama education, bibliographv, elementary education)LAIRD, R.W. Determining the creative and openness levels

of the graduates in elcmentary education Erom the churchCollege of Hawaii, Utah Stale University, 1971. DissertatiorlAbstracts 32:3842-A.

(testing, education, elementary)LEEB, S. A cognitive framework for viewing psychological

phenorncna: its theorctical justification and empirical appli­cation to rigidity, aspects of creativity, anxlcty and adjust­ment. University of Illinois at Urbana-Champaign, 1971.Disseriation Abstracts 32 :6034-8.(persona/ity characterisfics)

MARTIN, D.F. The effects of a creative problem-solving work­shop upon the cognitive operations of verbal classroominteraction in the primary school grades. University ofGeorgia, 1971. Dissertatian Abstracts 32:5042-A.(problem-soluing, educaiion, elementary verbal expression)

MEERBACH, j.C, A study of the relationship of creativity,vocational maturity and vocational choice among eighthgrade students. The University of Toledo, 1971. DissertatiorlAbstracts 32:3695-A.(education, elementary, uocational choice¡

MOSIER, J.A. A study of parent occupational expectationsfor gifted and average children compared with the child'soccupational goals and creativity. Brigham Young Univer­sity, 1971. Dissertation Abstracts 32:4297-A.(vocational choice)

MUDRY, J.E. Attitude changes and final rating scores ofelementary student teachers assigned to supervising teacherswith comparable or conflicting creative personalities. Miss­issippi State University, 1971. Dissertation Abstracts32:3844-A.

(student teachers, personality characteristics)NASH, W.R. Fadlitating the creative functioning of dlsad- .

vantaged young black children. University of Georgia, 1971.Dissertation Abstracts 32:3795-A.(the disaduantaged}

NORTON, W.A. A study to determine the effects of loudnessand type of music on figural and verbal creative readingcoding, and arithmetic computation tasks. University ofGeorgia, 1971. Dissertation Abstracts 32:5044-A.(music, mathematics)

ODEGAARD, ]OANNE M. The effects of instruction in crea­

tive grammar on the creativity of stories and the usage ofsentence patterns and transforrnations of a selected groupof third grade students. Washington State University, 1971.Dissertation Abstracts 32:4332-A.(education, elementary, creative writing)

REID, IVONNE F. An exploratory study of the relationshipbetween selected environmental variables and a measure ofcreativity in children. University of Southern California,1972. Dlssertation Abstracts 32:5619-A.(enuironment, child sfudy)

ROSEN, MARCIA S. Trust, orality and openness to sensoryexperience: a study of sorne personality correlates of crea­

tivity. New York University, 1971. Dissertation Absfracfs32:6060-8.

(personalify churacteristics}SIEMENS, W.L. Guillermo cabrera infante: language and

creativity. University of Kansas, 1971. Dissertation Absfracts32:5807-A.(Spanish American Literature)

STRUDER, MARILYN R. The relationship of discovery meth­ods in mathematics to creative thinking and attitudes towardmathematics. The Ohio State University, 1971. DissertationAbstracts 32:3816-A.(mathematics)

TOGNETTI, R. Educationally handicapped children: a com­

parative study of academic achievement, creativity andlocus of control with students in learning disability groupsand special day c1asses, grades three and four. University ofthe Pacífíc, 1972. Dissertation Abstracts 32:5643-A.(leaming disabilities)

TURKNEIT, R.L. A study of the differential effects of indi­vidual versus group reward conditions on the creative

productions of elementary school children. University ofGeorgia, 1971. Dissertation Abstracts 32:5625-A.(education, elementary rewarding)

VAUGHAN, MARGERY M. Music as model and metaphorin the cultivation and measurement of creative behavior inchildren. University of Georgia,1971. Dissertation Abstracts32:5833-A.(music)

WAKEFIELD, N.G. An analysis of selected research in crea­

tive behavior with implica tions for teaching behavior in

:..'!)10-'"

O

christian education. The Southern Baptist Theological Sem­inary, 1971. Disserfation Abstracts 32:4708-A.(religious educatlon}

WEAVER, }ANET E. Structure and creativity in early child­hood education. University of Pittsburgh, 1971. DlssertationAbstracto 32:4497-A.(education, preschool, the disadvantaged)

.- ---� ....-._----_.

Bibliography 01 RecenfTheses on Creafivityand Problem-SolvingSupplement V

Vol. 8,Nº 3, 3º Trim.1.974,pp.214-223ABBOTT, EDITHGENE BECRAFT. A study of the relation­

ships of reading comprehension, creative thinking abilities,and extroversion or introversion of a select sample of fifthand sixth grade black children. University of Georgia, 1973.Díssertatíon Abstracts 34 :5702-A.(education, elementary; black children)

Al-ANI, RAOUE Stimulating creative thinkíng in scienceteaching in junior high schools in Iraq. University ofNorthern Colorado, 1973. Dissertation Abstracts 34:2263-A(science educatíon; educarion, secondary)

ANDERSON, RUTH B. A study of the relationship betweenset induction and originality in the creative writings ofelementary school children. Syracuse University, 1973. Dis­sertation Abstracts 34 :6490-A.(creativc writing, elemeniarv education]

BAKER, MARGARET NOEl CROSBY DANENHOWER.The relationship between a teacher's creative behavior andher ability to recognize the creative behavior of her studentsin the classroom. Bryn Mawr College, 1973. DisserfationAbstracts 34 :5645-B.(teachers]

BAKER, PHILIP RAYMOND. Carlos Solorzano: the man andhis creative works. The Florida State University, 1973.Dissertation Abstracts 34:4240-A.(Latín American litera tu re)

BAMBER, ROY THOMAS. Play, interest, domestication, andcreativity. Uníverstty of Missouri-Columbia, 1973. Disserta­tion Abstracts 35 :1013-B.(play)

BANKS, MARSHAll DOUGlAS. Interactive effects of con­

ceptual development of parents and teachers on enhancingcreativity in children and conditions of home play. Uní­versity of Illinois at Urbana-Champaign, 1973. DíssertationAbstracts 34 :7870-A.(play)

BARRIO, FRANCISCO GRIJAIVA. A retroductive model forcreativity For art education. Indiana University, 1973. Dis­sertation Abstrncts 34 :4546-A.(art cducation]

BARRY, GERAlD e, JR. Teacher open-c1osed mindedness asa predictor of student creativity progress. Utah State Uní­versity, 1974. Disseriation Abstracts 34 :7577-A.(teacher attiiude¡

BASTROS, LILIA da ROCHA. An evaluation of the Torrancetests of creative thinking. University of Southern California,1973. Dissertatíon Abstracfs 34 :3976-A.(Torrance tests of creative thinking, creativity-festing)

BENTOV, MARIl YN. Creative drama in education: ratio na le,currículum application, and teacher training. Harvard Uní­versity, 1974. Dieseríation Abstracts 34 :6858-A.(drama in education]

BEVERIDGE, SANDRA KAY. The relationships among motorcreativity, movernent satisfaction, and the utilization ofcertain movement factors of second grade children. TheOhio State University, 1973. Dissertation Abstracts34:7022-A.(motor nbi/ity, primnry education]

BlAEUER, DAVID AlLAN. Gifted collegc and secondarymathematics students - process oriented case studies ofcreativity. State University of New York al Buffalo, 1973.Dlseertation Abstracts 34 :2454-A.[mothematics education) �

��

BLOM, FRANCIS SANDER. The rationale for creation,development and evaluation of aIternative learning enviren­ments within the public schools with special emphasis on

the open-jnformal classroorn. Míchigan State University,1973. Dissertatiol1 Abstracts 34 :7636-A.[open class roorn, nlternatiuc education}

BROWN, PATRICIA SANT. Creative losers: blacks, children,and women in the novels of [oyce Cary. University ofMassachusetts, 1973. Dissertation Abstracts 34 :6627-A.(Cary, Iovce¡ nouels]

BROWN, TALBERT W. The influence of the science cur­riculum improvement study on affective process develop­ment and creative thinking. The University of Oklahorna,1973. Dissertation Abstracts 34 :3175-A.[science education)

BROWNING, OLGA.. A.5. Pushkin, the songs of the western

slavs: a study in creative folklorization. Northwestern Uní­versity, 1973. Dlssertation Abstracts 34 :4188-A.(folklore)

CAllEBS, JOHN SOlOMEN. Curriculum and creativity:reconciliation through language. University of NorthCarolina at Greensboro, 1973. Dissertation Abstracts34:2195-A.(education]

CANTEY, RICHARD ELWOOD. The relationship of father­absence socioeconomic status, and other variables tocreative abilities in fifth-grade boys. University of South­ern California, 1973. Dissertation Abstracts 34:3981-A.(child 5tudy)

CHIMENTO, RUSSELl LOUIS. A comparative study ofcreativity in comprehensive and continuation high schoolstudents, grades eleven and twelve. University of thePacific, 1973. Dissertation Abstracís 34:3983-A.(education, secondarg]

CULLINA, JAMES JOSEPH. The effects of ambiguous visualstimuli in art instruction on divergent thinking abil­ities. Ball State University, 1971 Dissertatlon Abstracis34:3085-A.

(divergenl thinking)CURTIS, SAMUEL LEE. A study of operational creative

thinking in painting. New York University, 1973. Disser!a­tion Abstracts 34 :3261-A.[painting, art)

DALTON, JERRY LEON. The effects of hostility on creativity.University of Georgia, 1973. Disserfation Abstracts34:4861-A.

(hostilits], p5ychology)DAVIS, JULIA A. The development and testing of two terms

which were designed to test creativity of eleventh gradehigh school chemistry students. The Pennsylvania Sta teUniversity, 1973. Dlssertation Abstracts 35 :96-A.(cliemistrv, sccondarv education}

DE JOHN, JAMES LEON. An evaluative analysis of theeffects of art as taught by special elementary art teachersand by elementary c1assroom teachers upon the creativethinking of elementary school children. (Previously copy­righted material on pages 175-181 not microfilmed at

reguest of author. Available for consultation at the Uni­versity of Connecticut Library.) The University of Con­necticut, 1973. Dlssertation Ab5tract5 34:4690-A.(art ¡ education, elementary)

DEN OUDEN, BERNARD D. Language and creativity: an

interdisciplinary cssay in Chomskyan humanismo The Hart­ford Seminary Foundation, 1973. Disserlatiol1 Abetracis35:1155-A.

(Ial1guage, Chometo], Noam¡EBNER, DONALD GENE. The effects of certain film char­

acteristic and film utilization variables upon creativity testscores and attitude measures of college students. TheUniversity of Wisconsin, 1973. Diesenoüon Abs{ract534:3018-A.

(cáucation, highcr, film 5)FULLER, REX MAXWELL. Creative dramatics: instructional

methodologies for thc elementary curriculum. The OhioState University, 1973. Dísserration Abstracts 34:4695-A.[dramatics}

FULTON, JAMES THOMAS. Morale and supervisors' ratingsof high and low creative secondary student teachers. (Pre­viously copyrighted material on pages 55-60 and 65-73 notmicrofilmed at reguest of author. Avaílable for consultationat the Mississippi State University library.) MississippiState University, 1973. Oi55ertation Abstracts 34 :7623-A.(srudent teachers)

GALLMAN, WILLIAM ALBERT. The effects of operant con­

ditioning and modeling on creativity in intcllectually

���

� average elcmentary students. Universíty of South Carolina,1973. Disserfafion Absfracfs 34 :5626-A.(child sfudy)

GIBBS, CHARLES KENNETH. Myth and creativity in Moby­Dick. University of Massachusetts, 1973. DisserllltionAbstracts 34 :4200-A.(Melville, Herman]

GLOVER, ]OHN AUSTIN. Thc effecls of three reinforcementcontingencies on creative responding. The University ofTennessee, 1973. Dissertation Abstrncts 34 :4866-A.(reinforcement)

GREENOUGH, JAMES W. An evaluation of the influence ofintensity and directionality of emotion of creative behavior:an arousal hypothesis. University of Maine, 1974. Dis­sertation Abstracts 35 :1018-B.(emotion)

HAGERTY, KATHLEEN ALICE. Creative use of the agingin the educational process. Wayne State University, 1973.Dissertation Abstracts 34 :6870-A.(the aged)

HENSEL, NANCY HOVE. The development, implementation,and evaluation of a creative dramatics program for kinder­garten children. University of Georgia, 1973. DíssertationAbstracts 34 :4562-A.(kindergarten, dramatics)

HUTCHISON, BRUCE DELBERT. A comparison of instruc­tions and social reinforcement as related to "creativity" inchíldren's drawings. University of Maryland, 1973. Dis­serlation i\ustracls 34 :2899-8.(art, cliildrcns}

JACKSON, MINUS BASKIN. An interpretalion of WolfhartPannenbergs theory of knowledge as creative subjectivity.Un ion Theological Seminary in Virginia, 1973. DiseertntionAbstracts 34 :6096-A.(theory of knotoiedgc)

JENSEN, LINDA RAE. The relationships among mathematicalcreativity, numerical aptitude and mathematical achieve­mento The University of Texas at Austin, 1973. DissertationAbstracls 34:2168-A.( mathcmatícs}

_ .... ��. ..

'':;'.-::'- .. '..:1;'' �="" .- ..

]OHNSON, ROGER ARTHUR. Differential effects of im­mediate versus delayed reward instructions on the creativethinking of two economic levels of elementary schoolchildren. University of Georgia, 1973. Oissertation Ab­stracts 34 :487 3-A.

(cltild stlldy)

KANTOR, KENNETH JOSEPH. Creative expression in theEnglish language arts curriculum. Stanford University, 1973.Oissertation Abstracts 34 :7642-A.(English language education]

KIBENS, MAI]A. The Chomskyan paradigm and semanticcreativity. The University of Michigan, 1973. DissertationAbstracts 34 :6701-A.(Chomsky, Noam¡ semantics]

KIELCHESKI, CARLIN ]OHN. Effects of aggressive art moti­vations on the overall aesthetic quality, identificationlinvolvement, and creativeness of drawings. Arizona StateUniversity, 1974. Oissertation Abslrllcts 34:6874-A.(art, coIlege stodents]

KING, RICHARD P. Sensory approach to creative writing:a study of the effect of increasing the number of types ofsensory stimuli in tended to motiva te children to write ere­

atively. The University of North Dakota, 1973. DisscnationAbstracts 35 :302-A.(sel1sory approach, creative writil1g, children¡

KOENIG, HERMAN FREO. Creativity and the fully function­ing person: a test of a proposition from Rogers' theory.University of Kansas, 1973. Oissertation Abstracts34:6195--B.(Rogers, Carl, personality)

KORB, ROSLYN ABREVAYA. A study of aptitudes, cognitivestyles, and personality characteristics as facilitators anddifferentiators of creativity in four distinct disciplines. Uní­versity of Houston, 1973. Oissertation Abstracts 34 :5655-B.(creativity)

LEVY, ROBERT ALLEN. Dryden's translation of Chaucer: a

study of the means of re-creating literary models. The Uní­versity ofTennessee,1973. Dissertation Abstracts 34 :5108-A.(Oryden, [ohn, translating)

�,....lI.W

LDSHAK, LERDY ¡DEL Creativity, ego integration, a,;,dbody image boundaries. Fordham University, 1973. D,s-

serfafion Absfracfs 34 :4049-8.

(psychology)

LUND, GRANT LORENZO. A comparative examination of

sorne psychologícaI theories related to the process of learn­

ing to create art. The Pennsylvania State University, 1973.

Dissertalion Abstracts 34 :4879-A.

(art)

MALONEY, KAREN BLASE. An analysis of the effects of

c1assroom contingendes on creative writing behaviors. Uní­

versity of Kansas, 1973. Dissertl1lion Abstracts 34:6196-B.

(crcative writi,tg)

MC CABE, JAMES JOSEPH. The strength of IQ and ere­

ativity in predicting academic achievement among educable

retarded students. University of Georgia, 1973. Dissertation

Abstracts 34 :3191-A.

(mentally retarded)

MC DANIEL, ENNIS RAY, JR. An investigation of the rela­

tionship between creativity and socioeconomic status, race

and sex oí seventh grade pupils, University of the Pacific,1973. Dissertatiol1 Abstracts 34 :3997-A.

(child stHdy)

MENEFEE, MARY MARJORIE. Influence of the creative

process in producing significant behavior change in the

intensive small group. The University oí Texas at Austin,

1973. Dissertatiort Abstracts 34 :4670-B.

(groups)

MILLER, SHELDON JAY. The here and now of creativity and

growth in a group of drama tic artists: a Gestalt integration.University of North Carolina at Chapel Híll, 1973. Dis­

sertation Abstracts 35 :518-B.

(drama, Gestalt tl1crapy)

MONTGOMERY, ROBERT LAWRENCE. A study of rela­

tionships between group test of creativity (GTOC) scores

and achievement test scores of students with Spanish and

non-Spanish surnames. University of Southern California,1973. Dissertation Abstracts 34 :3149-A.

(Spanish-American)MOORE, MICHAEL RICHARD. An investigation of the rela­

tionships among teacher behavior, creativity and critical

� ....

thinking ability. University of Missouri-Columbia, 1973.

Diseertation Absfracts 35 :1270-A.(teaching)

PACKARD, 5ANDRA PODOUN. Creative tempo in chil­

dren's art production. Indiana University, 1973. Dissertatiort

Abstracts 34 :4883-A.

(art)

PARRIS, DUDLEY ELUOn. The ideology of creative

writers of the English-speakíng Caribbean, 1950-1972: a

socio-Iogical analysis. University of California, Los Angeles,1973. Dissertation Abstracts 34 :7906-A.

(Caribbean writers)PENICK, JOHN E. The éffects of two patterns of teaching on

aspects of verbal and figural creativity in fifth grade scicnce

students. The Florida State University, 1973. Dissertation

Abstracts 34 :4029-A.

(science education, teaching)pons, MARGARET LEE. The genesis and evolution of the

creative personality: a Rankian analysis of The Diary ofArtai's Nin, volumes I-V. University of Southern California,1973. Dissertatiort Abstracts 34 :4279-A.

(Nln, Anai�, personality biography)PUTNAM, CAROLYN MOATE. The effects of three methods

of teaching upon certain creative personality traits in uní­

versity students. East Texas State University, 1973. Dls­sertation Abstracts 34 :6983-A.

(college teaching)RALSTON, JAMES SMILEY. A three-phase approach to

measuring responses to creative expressiveness. (Previouslycopyrighted material on page 101 not microfilmed at reguestof author. Available for consultation at the University ofKansas Library.) University of Kansas, 1973. DissertationAbstracts 34 :6028-A.

(crcativity-testing)

REYNOLDS, RONALD PAUL. The operant training of ere­

activity in children. University of IIlinois at Urbana­

Champaign, 1973. Dissertation Abstracts 34:7873-A.

(operant learning}

ROSS, ROBERT JOHN. Formal thinking, paired-associatelearning, and creativity in adolcscents. Mississippi State

University, 1973. Disserfation Abstracts 34:4887-A.

[adolescente learnin g]

t'-.?��

SACKS, ADAM DA VID. Creativity in human relationshipS:theoreticaI bases and workshop applícation. University ofMassachusetts, 1973. Dissertation Abstracts 34 :6391-A.[lrüerpersanal relations}

SADLER, NORMA lEAN. A study of the influence of expec­tation on problem-solving tasks related to creative behavior.The University of Wisconsin, 1973. Díssertation Abslracts34:6505-A.

(problem-solvíng)

SEMPOWSKI, JOHN THOMAS. The relationship of stressand creativity to cognitive performance. The University ofRochester, 1973. Díssertatíon Abstracts 34:2399-A.(stress, cognítion)

SHARFMAN, BENJAMIN NATHAN. Creative thinking andreligious training in relation to moral judgment. (Previouslycopyrighted material on pages 112-122 not microfilmed atreguest of author. Available for consultation at New YorkUniversity Libraries.) New York University, 1973. Disser­latíon Abstracts 34 :7595-A.·(morality)

SHERMAN, MARILYN ROBERTSON. "Point of view" andthe creative process in novel s of [ohn Barth. The Universityof Florida, 1973. Dissertation Abstracts 35 :1123-A.(Barth, [ohn, novels)

SJODEN, BARBARA VIRTUE. CreatÍve thought processes indiploma nursing education. Rutgers University, The StateUniversity of New Jersey, 1973. Dissertation Abstracts34:5176-B.

(nursing education)SLATER, THOMAS BERNARD. The development of an in­

strument as an indicator of creativity at the fourth, fifth,and sixth grade levels of public elementary schooI. (Pre­viously copyrighted material on pages 161-169 not micro­filmed at reguest of author. Available for consultation atthe University of Houston Library.) University of Houston,1973. Dissertation Abstracts 34:4915-A.(education, elementary)

SMITH, BARBARA KEETON. The subject-object unity inaction and trcativity. Univcrsity of California, Santa Cruz,1973. Dissertation Abstracls 34:5176-B.(experience)

f,�

STERN, STANLEY LAWRENCE. Television and creativity:the effect of viewing cena in categories of commercialtelevision broadcasting on the divergcnt thinking abilitiesof intellectually gifted elementary studcnts. University ofSouthern California, 1973. Dissertation Abstracts 34 :3716-A.( television)

SUMMERFIELD, LESTER HARRY. The relationshlp of age,creativity and risk-taking to self-actualization. UnitedSta tes International University, 1974. Dissertation Abstracts35:1030-B.

(self-actualization)THEUS, ROBERT WILLIAM. An analysis of teacher abilityto identify creativity in students and themselves. Southern

IlIinois University, 1973. Dissertatio'1 Abstracls 34:5608-A.(teaching)

ZELDOW, PETER B. A study of the relationship betweencognitive complexity and creativity in students of art andplaywriting. The Pennsylvania State University, 1973. Dis­serfafion Abstracts 34 :4724-B.(art, playwriting)

Susan M. Stlevater, Associale Llbrarínn.Address: Butler Library, State Unlversity Collcge (Buffalo), 1300 ElmwoodAvenue, Buffalo, New York 14222.

��CJ1

SUSAN M. STIEVATER

"The Journal of Creative Behavior"

Vol. 9,Nº 3,3º Trim.1.975,pp.217-221

Bibliography 01 Recent Doctoral

Dissertations on Creativityand Problem-SolvingSupplement VI

AHLSTROM, DAVID CHARLES. Creative sound as theground of music. California Institute of Asian Studies, 1974.Dissertation Abstracts 35 :3032-A.

(music)ALLEN, PATRICK FRANClS. Washington Irving and the

creative process. Indiana University, 1974. Diesertation Ab­stracis 35 :2211-A.

(lroing, Washington)ANGEL, JAY LEONARD. Recursive grammars and the ere­

ative aspect of language use. (To obtain a microfiche copyplease order directly from the National Library of Canadaat Ottawa) The University of British Columbia (Canada),1974. Dissermtion Abstracts 35:3804-A.(language)

BALL, RICHARD GENE. A teaching model for fostering ere­

ativity in the elementary school. University of Utah, 1974.Dissertation Abstracts 35 :1346-A.(elementaryeducation)

BEAN, ARIEL STOREY. A descriptive study of creative writ­ing at the junior high schoollevel. Brigham YOUng Univer­sity, 1974. Dissertation Abstracts 3S:3288-A.(secondarv educaiion, creative writing)

BURKE, RICHARD R. The effects of behavioral objectivesand questions as prestatements lo written instruction on

creative applications, incidental learning and intentionallearning. The Unlverslty of Toledo, 1974. Dissertation Ab­stracts 35:3506-A.

(behavioral objectives learning]

CHRISTENSON, MILFRED L. Creative action. University ofNorthern Colorado, 1974. Dissertation Abtracts 35:2762-A.

(groups}CUNNINGHAM, FRANCIS JAMES. Eros and Eidos: Plato's

inchoate theory of creativity. Fordham University, 1974.Dissertation Abstracts 35 :1695-A.(Plato)

DALTON, JEROME LOYAL. A study of the development ofcreativity and self-concept in graded and nongraded elemen­tary schools. University of South Dakota, 1973. Disscrta­tiol1 Abstracts 35 :1494-A.

(elementaryeducation)DEGMAN, RUTH MAURINE. Creativity and disadvantaged

children. United Sta tes International University, 1974. Dis­scrtation Abstracts 35 :1423-A.(dísadvantaged children¡

.'

DIRKES, MARGARET ANN. The effects of divergent think­ing experiences on creative production and transfer bctweenmathematical and nonma:thematical domains. Wayne StateUniversity, 1974. Disscrtaiion Abstracts 35:4246-A.

(dívergent thinícing, mathematícs)DOYLE, DONALD PHILIP. An investigation of elementary

teacher education related to the preparation of teachers inthe use of creative drama in teaching language arts. Uníver­sity of Minnesota, 1974. Dissertation Abstracts 35 :4296-A.(teacher education, drama educaiion]

DUNN, MARGARET ANN HENDREN. An exploratorystudy of the effects of a college level creative drama course

on creative thinking, risk taking, and social group accept­ance. Southern Illinois University, 1974. Diesertation Ab­slracts 35:2431-A.

(/úg/¡cr cducation, drama)FLlNG, SHEILA. Intelligence, creativity, and waiting ability

in young children with imaginary companions. The Uníver­sity of Texas al Austin, 1974. Díssertatíon Abstracts35:2426-B.

icluld study)FRANK, RICHARD NEAL. An experimental alteration of

self-confidence. Fordham University, 1974. DíssertationAbstracts 35 :2427-B.

(psychology)FU, VICTORIA RUTH. Creative and leadership behaviors of

prcschool childrcn. Univcrsity of North Carolina at Grecns­boro, 1974. Dissertatíon Abstracts 1887-B.(preschool children}

�,..,.,.O':>

GLOVER, ELIZABETH GA Y. A motor creativity test for coJ-'Ieg e women. University of North Caro[ma at Greens­boro, 1974. Dissertation Abstracts 35:2033-A.(hlgher education, motor creativity)

GOLDBERG, LOJS STROUSS. Personality integration as adeterminant in the relationship between creativity and in­telligence. Temple University, 1974. Dissertation Abstracts35:1497-A.

(personality). GOOR, AMOS. Problem solving processes of creative and

non-creative studcnts. Thc Univcrsity of North Carolina alChapel Hill, 1974. Dissertation Abstracts 35:3517-A.( orobíem-eoluing¡

GREEN, ERNEST MILTON. A conecpt usage in selected pre­sehool ehildren. University of Massaehusetts, 1974. Disser­tation Abstracts 35 :2804-A.tpreschool children¡

GRUBER, ELLEN JOAN. The effeets of a eourse in basiescienee proeesses on attitudes and ereative behavior ofteaehers. Georgia State University - Sehool of Edueation,1974. Dissertation Abtracts 35:2768-A.(science processes)

GUNN, MOIRA ANNE. On the development of eomputergraphic design tools for the enehancement of ereativity.Purdue University, 1974. Dissertation Abstracts 35 :3340-B.(computers]

HARVEY, ARTHUR WALLACE. Abraham Maslow: írnplí-( 1 t d t' ).. e emen ary e uea IOneations for the developme�t of c:eatlve muste edueators.

MOZAFARIAN, DARIUS MASOUD. A creative synthesisTemple University 1974. D,ssertatlOn Abstraets 35:3792-A.

ideo-electr ... .

(M 1 Ab h' .

d ') of dance and VI eo-electromcs: an exploratory ínvestigatíon.as OW, ra am, rnusrc e ucatlOn

U' .

f S h C líf .

1 4 D' t t' Abníversíry o out ern a I orrua, 97. isset a ron -

HICKS, GAIL FRANCES. Creativity and body awareness.stracts 35 :2037-A.

.

Washington State University, 1974. Diesertntion Abstracts(dance]35:2991-B.

OBENSHAIN, KATHRYN GARLAND. An information-pro-(mind and body)cessing approach to the assessment of creative ability inHITT, MICHAEL ALFORD. The organizational conditions college music majors .. Virginia Polytechnic Institute andconducive to creative endeavor and their relation to the State University, 1974. Dissertation Abstracts 35:2777-A.dimensions of the effectiveness of functional work units

'

(music, education)within an industrial organization. University of Colorado, I PHELAN, F.5.C., EDWARD JOHN. Aehievement, self-con-1974. Dissertation Abstraets 35:1804-A.cept, creativity and attitude toward school of students in(managemeltt)formal and informal edueation programs. Fordham Univer-HOGYA, GILES WESLEY. Predicting achievement in ereative sity,1974. Dissertation Abstracts 35:1400-A.dramatics. Northwestem University, 1974. Dissertation Ab- (elementaryeducation)strncts 35:3932-A. RA Y, GLENN A. A study of the relationshíps between teacher(drama education¡ edueational attitude and sanetion of student creative behav-

HOWITT, WAYNE ANDREW. Reading as a creative effort:a study utilizing Gertrude Stein's Tender Buttons. StateUniversity of New York a t Buffalo, 1974. DissertationAbstracts 35 :4479-A.(Stein, Gertrude, reading]

]OHNSON, JERALO EUGENE. Creative teaehing: its effectsupon the creative thinking ability, achievement, and intelli­genee of selected fourth grade students. MeNeese StateUniversity, 1974. Disecrtation Abstracts 35 :4132-A.(teac1-ring, elementary education]

JUDGE, WALTER WALLACE. The development of ereativepotential in a ninth grade social studies classroom of thesouthside junior high school, Albany, Georgia. The FloridaState University, 1974. Disserration Abstracfs 35 :1915-A.(ereativity, education¡

KEILY, SISTER MARGARET MARY. Identifying ereativeactivities in preschool children. University of Oregon, 1974.Dissertation Abstracts 35 :3563-A.(child study)

MATTHEWS, FRANK F. Measures of creativity as these re­late to placement in honors calculus. The Ohio State Uni­versity, 1974. Dlssertation Abstracts 35:2543-A.(mathematics]

MAXWELL, KATHERINE GANT. The relationship betweenpsycholinguistic and creative abilities of seeond grade chíl­dreno Mississippi State University, 1974. Dissertation Ab­stracts 35 :2775-A.

__., ,..""'-.--

��-:I

iar and student crea tive patential and preference far creative

behavior. University of Massachusetts, 1974. Dissertation

Abstracts 35 :2548-A.

(teaching)ROSSI, BART CHARLES. Mediational effects of internal

hierarchies in originality, creativity, and the solution of

word anagrams. Fordharn University, 1974. Dissertation

Abstracts 35 :2413-B.

(creativity)SELLWOOD, RICHARD M. Birth order and creativity. Ford­

ham University, 1974. Dissertation Abstracts 35:3598-B.

(birth order)STULMAN, DAVID ALAN. Experimental validation of the

independence and creativity scales of the Minnesota im­

portance questionnaire. University of Minnesota, 1974.

Dissertation Abstracts 35 :3075-B.

(personality characteristics, testing)WAITE, GERALD PHILLIP. The creative impulse behind the

poetry of [onathan Swift. The University of Wisconsin,Milwaukee, 1974. Dissertation Abstracts 35:4461-A.

(Swift, [onathan, poetry)WEBER, SHARON ROSE. Chemical reactivity of bis(hesa­

methylbenzine)-iron(O): reactive intermedia tes in its thermal

decomposition and sorne considerations on creativity-ori­ented goal s in general chemístry classes. (Volumes 1 and I1)The Universlty of Míchlgan, 1974. Dissertation Abstracts35:3235-B.

(chemistry education)WILKINSON, MELVIN LE ROY. An inEormation processing

systems model of variety, tensión. and components of ere­

ativity. Brigham Young University, 1974. DissertationAbstracts 35:1767-A.

I (family influence)

Susan M. Stievater, Associale Librarlan.Address: Buller Library, Slale Unlverslly College (Buffalo),1300 Elmwood Avenue, Buffalo, New York 14222.

_.� ��>:�\§��*�\;;���.-\�����

SUSAN M. STIEVATER

"T h 8 J O U r n a 1 o f e r 8 a t i v 8 B", h a v i o r 11

Vol.�,Nª 4, 4º Trim.1.975,pp.291-295

g¡bliography 01 Recenf DocforalDisserfafions on Creafivifyand Problem-SolvingSupplement VII

, AREM, CYNTHIA ALENE NODELMAN. The effects ofmodeling a creative thinking strategy. University ofArizona, 1974.

Dissertation Abstracls 35 :5108-A.

(creative thinking)ATWATER, BETTIE CHAMBERLAIN. Relationships of par­

ent and leacher ratings of specific learning, motivation,creativity, and leadership behaviors lo readiness scores offirst grade early entrance selectees. Florida State University,1974.

Díssertation Abstracls 35 :6001-A.

(first-graders)HAYER, ROBERTA M. Voyage into creativity: the modern

kunstlerroman: a comparative study of the development ofthe artíst in the works of Hermann Hesse, D. H. Lawrence,James Joyce, and Theodore Dreiser. New York University,1974.

Dissertation Abstracts 35:7245-A.(the artist in /iterature)

BELLMAN, WANDA M. The effects of creative dramaticactivities on personality as shown in student self-concept.University of South Dakota, 1974.Dissertation Abstracts 35 :5668-A.(drama; self-concept¡ child study)

BENNETT, SUSAN MAR Y. EHect of incubation on the 35S0-

ciative process of creativity. University of Notre Dame, 1975.Dissertaticn Abstracts 35 :7716-A.(associative process)

l\.:)I'-,..b00

�� '¿';��2:;:!_:,_·±'�_

BRANCH, HELEN MORRIS. A study oE the relation b-e-t vve e ri

selected class rc-orrr conditions and growth in creativity.

Georgia State University - School of Education, 1974.

Dissertation Abstracts 35 :4973-A.

(classroom conditions)

BRANDT, HELEN PATTERSON. Effects of developmentalgroup counselíng and creativity training on creativity, ad­

justment, and achievement. Lehígh University, 1974.

Dissertation Abstracts 35 :5009-A.

(group counseling]

CARLSON, NANCY ALLAN. Using the creative strengthsof a learning disabled child to increase evaluative effort and

academic achievement. Michigan Sta te University, 1974.

Disseriation Abstracts 35 :5962-A.

(Learning disabilities)

COOKE, JOSEPHINE H. Behavior, value, and personalitymeasures of academically superior adolescents in a creativ­

ity oriented art curriculum. University of Oregon, 1974.

Dissertation Abstracts 35 :4855-A.

(art education ; personality characteristics)

COOPER, JOEL BEN. The relationship berween creativity and

intelligence in the educable mentally retarded child. Univer­

sity of Georgia, 1974.

Dissertation Abstracts 35 :6540-A.

(the mcntal/y retarded)

DICKINSON, MARY LEE. Locus of control, sclf-reinforce­

ment and modeling of self-reinforcement as related to

creativity. University of Georgia, 1974.

Dissertlltiol1 Abstraas 35 :4166-8

(self-reillforcemcl1t)

ELLIOTT, RICHARD LEE. The hypothesis of creative evolu­

tion in the phílosophy of Charles S. Peirce. University of

New Mexico, 1974.

Dissertation Abstracts 35 :6191-A.

(Clmrles S. Peirce]

HENSON, FERRIS OWEN, II. A prelirninary investigationinto the effects of token reinforcement on one aspect of

creativity: as measured by the WalIach-KogaI¡l creativitytest. Ohio State University, 1974.

Disscrtation Abstracts 35 :4145-8.

(Wal/ach�Kogan creativity test; reinforcement)

,---;;;l·i�::,.-�¡'!"�

JOBE, RONALD ALBERT. Factors that influence childrcn's

free choiees of topies for creative writing. University of

Minnesota, 1974.

Dissertation Abstracts 35 :7529-A.

(creative writing)

LERO, DONNA SCHAFFER, The effects of timed and un­

timed assessment on creativlty test performance. Purdue

University, 1974.

Dissertafion Abstracts 35 :5620-8.

(creativity testing)

MALAKULA, PRASARN. Personological correlates of crea­

tive productivity in Thai students. University of Wiscon­

sin-Madison, 1974.

Dissertation Abstracfs 35 :5929-A.

(personality characteristics]e- MARRINAN, BURNAE MITCHELL. Teacher, preferences,

creative thinking abilities, academic aptitude and perform­ance, self-concept, and peer judgments of creativity and

teacher preferences: a study of relationships. Universityof Minnesota, 1974.

Dissertation Abstracts 35 :7724-A.

(classroom aimosphere}

McKNIGHT, JEANNE. Unlocking the word-hoard: madnessand creativity in James Ioyce, State University of New

York at Buffalo, 1974.

Dissertation Abstracts 35 :6723-A.

(lames 7oyce)MELAS, DIONYSIOS D. Differences of themes in assigned

and unassigned creative writing of elementary school chil­dreno State University of New York at Buffalo, 1974.

Dissertatlon Abstmcts, 35 :6577-A.

(elemcntary education, language arts)1/ MILLER, JEAN HARBAUGH. The effectiveness of training

on creative thinking abilitles of third grade children. Uni­

versity of Alabama, 1974.Disseríaiion Abstracts 35 :7032-A.

tthird-graders¡MITCHELL, ROBIN RAIKE. Physiognomic responsíveness,

primary process thinking, and Rorschach measures of crea­

tivity. New York University, 1974.

Dissertation Abstracls 35 :4188-8.

(creativity mel1sUremeplt)

N1--1"c.o

PEARSON, SHIRLEY ANN. An investigation of the theoreti­cal relationship between persona lity factors and self-con­cept, creativity, and perception of the ideal pupil amongcducators. University of North Dakota, 1974.Dissertation Abstracls 35 :6579-A.(education; personaliiv characteristics)

REINECKE, M. LOUISE. The effectiveness of a crea ti ve freeplay program for kindergarten children. Pennsylvania StateUníversíty, 1974.

Dissertation Abstracts 35 :7046-A.(kindergarteners; play)

/RUEDI, JANE EDITH WIN]E. Comparison of creativity in

open environment and traditional classrooms. Universityof Illlnois at Urbana-Champaign, 1974.Dissertation Abstracts 35 :7134-A.{classroom aimosphere}

RUEFF, CHARLES MICHAEL, IR. The relationship betweenvisual perceptual abilities and figural crea-tive abilitiesamong fourth grade pupils. Mississippi State University,1974.

Dissertation Abstracts 35 :5135-A.(visual perception; elementary education}

SHARPE, LAWRENCE WESLEY. A study of the effects of a

creative thinking skills program on intermediate grade edu-.

cationally handicapped children. University of the Paciñc,.

1974.

Díssertation Abstracts 35 :7760-A.

(handicapped children) •

SWENSON, ELIZABETH VONFlSCHER. Measures of crea­

tivity and their relationship to achievement and behav­ioral maturity in disadvantaged children. Case WesternReserve University, 1974.Dissertation Abstracts 35 :5941-A.(disadvantaged children)

TUTTLE, MARY CAROLINE. An exploration of C. G. [ung's.

psychological types as predictors of creativity and self-.actualization. University of Calífornla, Berkeley, 1973.

.

Dissertation Abstraets 35 :4154-8.(lungian psychology)

UNGER, HOWARD A. A college course for creative photog- ¡raphy. Columbia Univcrsity, 1975.

Dissertation Abstraets 35:7807-A.(pllOtography; Irigller education]

._,¡..-...

_2�"�;:�:i-:S-

WIEMAN, REGINA M. The rela tiorrsh ip of creativity to in­telligence and functional fixedness. University of Pitts­burgh,1974.Dissertation Abslraels 35 :7667-A.(personality charaeteristics)

WILNER, MARTIN SAUL. Thedifferenrial effects of assess­ment context on factors of divergent thinking abilities andcreativity-IQ relationships in sixth grade boys. Universityof Houston, 1974.Dlssertation Abslraels 35 :5655-8.(Wallach-Kogan creativity test; sixth-gradcrs]

Susan M. Stievater, Associate Líbrarlan.Address: Butler Library, Sta te University College (BuffaJo),1300 Elmwood Avenue, BuffaJo, New York 14222.

.�t--:>O

"The �ournal of Creative Behavior"

Vol. 10, Nº 1, 1º Trim.1.976,pp.71-75

Bibliography of RecentDoctoral Dissertations on

Creativity and Prohlem -SolvingSupplemenl VIII

i�'��....;

ARNOLD, LlLLlAN ROSE. The effect of differentiated mark­ing tools and motivational treatment on figural creativity.University of Georgia, 1975.Dissertation Abstraets 36: 2704-A.(marking tools)

BALKA, DON STEPHEN. The development of an instrumentto measure creative abillty in mathematics. University ofMlssouri-Columbia, 1974.Dissertation Abstraets 36: 98-A.(mathematics)

BRAY, GRADY PAINE, JR. The relation oE alpha wave produc­tion to psychometric measures oI anxiety, creativlty, andachlevement. University of Georgia, 1974.Dissertation Abstraets 36: 125-A.(alpha waves)

, CONRAD, ROBERT LEROY. Christian education and creativeconflict: relations between creative íntrapsychíc confllct as

understood in Luther's experience and theology and as under­stood In social psychological theories wlth conclusions forChristian education principies and practlce. Prlnceton Theo­logical Seminary, 1975.Dissertation Abs!rae!s 36: 2116-A.(religion)

DAVIS, ROBERT HAMILTON. The vlsuallzer-verbalízer cog­nitlve style among creative specialists as it affects communica­tlon behavior. Ohio State University, 1975.Dissertation Abstraets 36: 1148-A:(cognition)

"

DENMARK. WILLIAM CRADDC>CK. Promotían of crcutívedramat lcs in clemenlary cducurlon in North Carolinn in schoolsystcms and teacher cducation progrnms. Univcrsity of NorthCarolina at Grecnsboro, 1975.Dissertation Abstraets 36: 2009-A.(drama)

:; ',�12.... ':;�rf.:'. 'lf.l..1�l IJ;Tiii_L.Lli¡. Ttle relationship uf selectioncriteria and sex to measured creativity for mentalIy giftcdminors. University of Southern Cnlifornia, 1975.Dissertatlon Abslraets 36: 3504-A.[sex dilJerenees measurement}

FEDDERSEN, MARYANN ODILIA. An examlnatlon of theereative process emerging from the experience of a child innon-directive play therapy. Universlty of Pittsburgh, 1975,Disserlalion Abstraets 36: 19/5-B.(play Iherapy)

FODY, MICHAEL, Hl, The creative genius and technique ofMoacir C. Lopes. University of Arizona, 1974.Dissertation Abslraels 36: 272-A.(Lopes, Moaeir,/927-)

FRANTZ, STEVEN TED. An assessment of the relatlve effcctsof three creatlvity instructional tcchniques - brainstorming,synectics, nnd physiognomlc response - on the creative per­formance of fifth grade pupils. New York University, 1975.Disscrlation Abstraets 36: /994-A.(elementary education )

FREEMAN, JEANNE ANN. A study of cognltive, affective, andcreative semantic features of teaeher and student discourse.The University of Texas at Austin, 1975.Dissertatlori Abstracls 36: 2733-A.(teaeher-student interaetion)

GANDY, JOHN mOMAS. Community attitudes toward crea­tlve restitution and punishment. University of Denver, 1975.Dissertation Abstraets 36: 4761 -A.(criminals}

GOMEZ, JOSEPH A., JR The sources and films of Ken Russell:the adapter as ereator. The University of Rochester, 1975.Disserlation Abslraels 36: 2460-A.{motion pielure direeting)

t'-.:>t'-.:>,.....

� ¡OHNSON. HERHERT LEONARD. C.o'HvHy 'n �n.go="" STo ROMAIN, MADELE>NE DUVIC. A ",ud, uf d.....no�

an exploralory strrdy, Uruverstryof Arknnsas, J 975. in creative writing of children under varying stimull. SyracuseDissertation Abstracts 36: 3848-A. University, 1974.{rnanagemerü} Dissertation Abstracts 36: 244-A.

KARLOW, MARTIN PETER. Practical cxtravagance: a study (creative writing)of Hawthornc's study of schizophrcnin as a crcntivc process, SAPP, MARY ELLEN BOURNE. The effects of participation inYale University, 1975.

. an affective education program on selected aspects of creativity.Dissertation Abstracts 36: 2822-A. The Ohio State University, 1975.(schizophrenia, Hawthorne, Nathaniel) Dissertation Abstracts 36: 3392-A.

( measurement)

SEYMOUR, RICHARD KEITH. Comparison study of various

methods of identification of crentlvlty in divergent socíoeco­

nomic strata of society. Kent State University, 1975.Dissertation Abstraets 36: 1440-A.

(ereative ability)SILVER, ANDREW JEFFREY. The managcment oE creatlve

process in a temporary system. Harvard Universlty, 1975.Dissertation Abstraets 36: 2528-B.

(organizational behavior)

SMITH, DAVID CANFIELD. Pygmalion: a creative program­ming environment. Stanford University, 1975.Dissertation Abstraets 36: 2357-B.

(programming)

SPRENKLE, DOUGLAS HARTMAN. A behavíoral assessment

of creativity, support, and power in clinic and non-clinlc mar­

ried couples. University of Minnesota, 1975.Dissertation Abstraets 36: 4066-A.

(nwrriage)TOMANELLI, ANTHONY RICHARD. Daydreaming, meas­

urements of creativity and perceptual isolation behavior In

college students. City University of New York, 1975.

Dissertatioti Abstraets 36: 1515-B.

(psyehologieal research)

VENTURA, MARLENE SLAWSON. Creative thlnking andrelated social be'haviors of students In different nursing educa­tion programs. State Universlty of New York at Buffalo, 1975.Dlssertatlon Abstraets 36: 653-B.

(nursillg education)

VOCEL, MURIEL R. LAUFE. The effect of a program ol crea­

tive dramatics on young children with specific learning dís­

abilities. Fordham University, 1975.

KAUFMAN, JUDY LYNN. The relationship bctwecn cognitivcstyle and creativity in urban sevcnth-grade childrcn. Fordham

Univcrsity, 1975.Dissertation Abstraets 36: 1409-B.

(cognition, child study)

KRULL, HAROLD PAUL. Creative imagination: a .study ofSchleiermacher's ncsthetik. Princeton Theological Seminary,1975.Dissertation Abstraets 36: 2272-A.(Schleiermacher, Friedrick, 1768-1834)

LAZAR, BILLIE S. Creativity, primary proccss manifcstations,and ego activity and passivity. (Copies available from The

Universlty of Chicago Photoduplicatlon Dept.) Univcrsity of

Chicago, 1975.Dissertation Abstraets 36: 1922-B.

(personality characteristlcs]

MATRO, THOMASGAETANO. Lile as creative activity in theearly novels of Virginia Woolf. Rutgers University, The State

Uníverslty of New Jersey, 1975.Dissertation Abstracts 36: 90S-A.

(Woolf, Virginia)

MORENO, JOSEPH M. The influcnce of race and social-classlevel on the training of crcntive thinking and problcm-solvingabilities of fifth- and sixth-grade studcnts. SI. John's Univer­

sity, 1974.Dissertation Abstraets 36: 1415-B.(societal infIuences, elementary education )

RIDEL, SHELBY JEAN HARVEY. An investigation of the effectsof creative dramatics on ninth grade students. The Florida

StateUnlverslty, 1975.Disseruuloa Abstracts 36: 3551-A.

(dramailcs]

��l\!)

'1 Vol. 10,Nº 4,4º Trim.1.976,pp.2'88-292\ BibliograpLy of Recent

'

WILLIAMSON, ROBERT MICHAEL. Creative fantasies, i

1dreams, memories, and reveries: Mark Twain's psychologica1l Doctora Dissertations ontools. Texas A&M University, 1975. ,i e Hvít d P bl S 1 o

Dissertation Abstracts 36: 372/-A. '¡ rea IVI y an ro ern- o vlng{Clemens, Samuel) 'j Supplement IX

-------��=----_.!

Ii1,

IDissertation A bstracts 36: /44/ - A.

(Iearning disabilities]

jI

1

'1

(!!

"The Jourrial Of Cr'eative Eieh�vior"

BaLEN, LARRY MAIN C. An experimental study of the Influ­ence of locus of control, dyadic interaction, and sex on creative

thinking. University of Ceorgia, 1975.

Dissertation A bstracts 36:5936-A.

(personality characteristics)iI CARUSO, DOMENICK. A contemporary re-creation of Mobyj Dick: an approach to creative writing. New York University,

1 1975.

1Ij11f:1tI

I

Dissertation Abstracts 36:8031-A.(creative writing)

DAVID, FRANCIS. A study in the nurturing of creatlve ability.University of Pittsburgh, 1975.

Dissertation Abstracts 36:7830-A.(creative ability)

FISHBEIN, ELIZABETII LONDON. The efreet of three pat­terns of small group assignmcnt in promoting critical thinking,open-mindcdness, and creativity in communlty coIlege stu­

dcnts. University of Mlamí, 1975.Dissertation Abstracts 36:7946-A.(small groups)

FORO, BARBARA CAY. An evaluatlon of creatlvlty trninlngactivities with mcntally retardcd youngsters. The Universltyof Connecticut, 1975.

l\,j�WDissertation Abstracts 36:6598-A.

(mentally rctarded chlulren]

--=;=.;��-:. ¡-.•.'

FIUERY, GARY EUGENE. The reJationship betvveen creatlve

thinking ability and academic achievement in selected junior

coJIege classes where crcative thinking is emphasized. Texas

A&M Urríversity, 1975.

Dissertation Abstracts 36:5145-A.

(junior college education)

. GARHART, CHARLES KENT. A comparatlve study of creativ­

íty, achievement, and selccted personality variables In open and

traditional fourth grade classroorns. Kansas State University,1972.Disscnation Abslraels 36:599¡-A.

(elemenlary education)

GORDER, WAYNE DOUGLAS. An Investigntion of divergentproduction abilitics os constructs of musical creativity. Uníver­

sity of Illinois at Urbana-Charnpaígn, 1976.

Disserlation Abstraets 37: 17 1 -A.

(music)

HAJCÁK, FRANCIS J. TIte effects of alcohol on creativity.Temple University, 1976.

Disseruulon Abslracls 36:6380-8.

(alcohol)

HALLMAN, LORRAINE KAY. The effect of the play experi­ence on playfulness, creativity, and self-concept In adults,

Georgia Stote Universlty-School oí ArIS & Scíences, 1975.Dissertalion Abtracts 36:4157-B.

(personality characteristics}

HOUGHTON, HAROLD. Aurobindo and Whitehead: a com­

parotive and critical study of supermlnd and ereativity. Cali­fornia Institutc of Asian Studies, 1975.

Dissertation Abstracls 36:6750-A.

(Indian philosophy, Western philosophy)

KAINO, HARRY HIROSHI, 11. An introspective synthesis of an

artlst's creatlve bchavlor, speclfically applied to the studio art

of cerarnics. Arizona Sta te University, 1975.

Dissertation Abstracls 36:6429-A.

(ceramics)

I KOCHER, SHEILA ANN. A study of the relatlonship between

playfulness and two conceptions of creativity In kindergartenchildren. Univcrsity oí Kansas, 1975.Disseruüion Abstraets 37: 196-A.

(play)

KOHLER, ALFRED DeWf'TT. Mappet: an elementary (K-6)humanitles program devoted to the development of a lesson

process promotlng creativity in children, Columbia UniversityTeachers CoIlege, 1975.Dissertatlon Abstracts 36:4992-A.

[humaniiies; elementarij education}

MANDELL, STANLEY S. Rorschach correIates of creativity in

children: repression, regression, and ego functions in ereatlveseven to ten year olds. Adelphi Unlverslty, 1976.

Dissertation Abstraets 36:6390-8.

(ehildren)

McCASKILL, EDWIN ODELL. A descrlptive study of cross

culture creatlvlty. East Texas State Universlty, 1975.Dissertation Abstraets 36:5653-A.

(sociology)

McMULLAN, WALLACE EDWARD. Creativity stimuIation

techniques. The Unlversity of British Columbia (Cariada},1975.Dissertatiori Abstracts 36:8173-A.

(stimulation)

PAGE, SISTER SARAH GERTRUDE. The development of a

nonverbal test battery for predicting ereativity. Indiana Uní­

versity, 1975.Dissertation Abstracts 36:5952-A.

(testing)

PARKER, WILLIAM EDWARD. Creativity and memory: a

study of the creatíve process involved in the writing of the

Interpreters theatre script, "From these sterlle hills." Southern

Illinois University, 1975.Dissertation Abstraets 36:4862-A.

(drama)

PERRUSO, JANICE KAREN. TIte effects o] the techooIogy forchíldren program 00 the ereativity of fourth grade children.

Temple Unlversity, 1976.Dissertation Abstraets 37:125-A.

(elementary edueation)

PHILLIPS, VICTOR KARL. TIte effects oí social Iacílltatlon 00.

ereative behavior. Unlverslty of Georgia, 1975.Dissertation Abstraets 36:6451-8.

(socialization)

l)..:>l)..:>�

� 'SALANDANAN, LIBERATO VIDOYA. ReJatlonhip betweenconceptual style and fnathematlcal creativity. Universlty 'ofCalifornia, Los Angeles, 1976.Dissertation Abstracts 36:7994-A.{mathematics}

SCHWARTZ, PEPPI. The antecedents of crcativity In youngchildren and their relation to parental authoritarianism andother variables. Hofstra Unlversity, 1975.Dissertatlon Abstracts 36:4672-B.[child-pareni relaiionshlp )

SEMER]IAN, HARRY. Integrated-creatlve-arts: a rationale,mcthod and content for an elemental, experlential, aesthetlceducation. University of Massachusetts, 1975.Dissertation Abstracts 36:5907-A.(aesthetic education)

. TALLEY, DIANE LOYCE. The efIect ol positive, negative, andneutral stimuli upon a creativity task and the subsequentresistance to group pressure to conforrn. University of Georgia,1975.Dissertation Abstracts 36:5165-A.(independence o( judgment)

TANPRAPHAT, AROM. A study ol the relatlonshlp betweencreativlty, academic achlevement, scholastic aptltude, sex, andvocatlonal Interests of tenth grade Thal students. Universityof Northern Colorado, 1976.

.

Dissertation. Abstracts 37:1 19-A.(secondary education}

TeMAAT, AGATHA. [ohn Steinbeck: on the nature oE the crea­tíve process in the early years. The University of Nebraska-Lincoln, 1975.

..

Dissertatiorc Abstracts 36:5306-A.Oohn Steinbeck)

WATANABE, NANCY ANN. Creatlve destruction: the Irony 01selí-betrayal in the psychosymbolic monologue - Browning,Poe, Eliot, Kafka and Camus. Indiana University, 1915.Dlssertation Abstracts 36:5289-A.[llteraiure]

WHITAKER, MARGARET MADSEN. Thc relationshlp 01crealivlty In teachers and the development oí chlldren's aca-

r-

demic achievement and creative performance. New York Uril­versity, 1975.Disscrtation Abstracts 36:7803-A.[teachers}

WILSON, AIMEE MACKEY. Creativity and cognitive controls.Boston University Graduate School, 1976.Disscrtation Abstracts 36:4141-8.(cognition)

WOLF-DORLESTER, BARBARA. Creativity, adaptive regres­sion, reflcctivc eye movements, and the Holtzman movement

responses. The City University of New York, 1976.Disscrtation Abstracts 36:6458-8.(testing)

WOLTER, DANIEL RALPH. ElTcct of feedback on performanceon a creative writing task. The University of Michigan, 1975 .

Disscrtation Abstracts 36:6573-A.(creative writing)

Susan M. Stíevater, Assoclate Librarían.Address: Butler Library, Srate Universíty College (Bulfalo), 1300 E1mwoodAvenue, Bulfalo, New York 14222.

��CJ1

�������------�------------�--�--�=----__ .00

s(}sAN: M STIEVATER DEYEAU, ROGER JOSEPHo The rela tíorish íps between the

o. ..,'

•

, ,"" ¡ .: leadership effectíveness of first-Iíne supervísors and mensures

"Th e JaLi.r n a l' 'b.f tr.e,á 1::'1 V.e ."I3�h,<:i V iélr.i'í ' of authorttarianism, creativity, general intelligence, and leader-

Va 1, 11 N º i 2, 1 .977 .', o S ' '10 35"-1' 4' O" sh!p styl:o Boston University School of Education, 19760• , ." ',. "J P aq s , ,1 Dissertatlon Abstracts 37:1360-A

B¡bhography.

of ReccO:.Doctoral Disserlatiolls OD

Creativiti alid Problcm-Solving�.

l. • ..• �•

' : \'.

•. •

,. .'

(superuisors]EVANS, DAVID HUHN, JR Tradítíon and creativity in the

folk blues. University of California, Los Angeles, 1976,Dlsseruüion Abstracts 37:1709-A(folk blues]

.

IFORO, CAROL ANNo An investigation of the relatíonshlp be­

') tween dogmatism and anxiety as a predictor of performance on,

tasks of creativity. University of Maryland, 1975.Dissertation Abstracts 37:878-A .

Supplement X; :,'

, .

" ,) '," '> "

::.-:

•

o .'•

• '.. '.'•

•' .'.. (personality characteristics)ATKISSON, LOVELLE VERN. An exploratlon of Dorothy

.

'

Suyers' thcory of creative procéss.as it applícs to humaríítíes FROST, DIANNE BAILEY. The effects of cooperatíon and eom-educniíon. George Pcnbocly CoJI�gé IorTcachers, 1976. petltlon on the creative expression of college students. Univer-Dissl'l°iation Abstrads 37: 195:3-Ao,'

.' ,', o,

Sitj?ol'GMrtIB';"t976.(Saljers, Dorotluj}:

o .: ,'"

'.'

o,"

Dissertation Abstracts 37:4229-A.

RILES, tmnTRAM ROín3RT.' t��atlvc prQblc�"solvirig lrainlrig (higher educailon]i for grnduate and professíonal students, Kansas State Uhlver�, HARMON, LENA GARRISON. The lnfhrenée of exi>lciratoryI síty, H1760

" ."" ' ,"

,o", �"" writing experiences on the creativity oI third-grade children.Disseruuion Abstrdd� 37:4220cA; f

t.

. ,,;.', ." Mississippi State University, 1976.

(hígher educaiion}',.

,r, '. ' Dissertation Abstracts 37:1386-A.

iBOSSÜ, MURELLA �NNE ptJru.ÉÉ�"��hR�I�� 6f creatlve �tti- (creative writing; educaüon, elementanj}• denls in á classrD?m settlng. Washington oUnlvcrsily¡Ü)76. ", mees, HOWARD RtrITER Án Investlgatlon of the effects oi¡ Dissertaiion Abstrcicts 37:�069"A. ,

' :.'. '.o .

'

Ieedback.on creativity and selí-confidence levels oE perforining'. (personality charaCt,er�tic$.; e4�cati��) > :

.

' .•• .,;.,'; ;;':, ,

arts mA'jors and non-arts majors, The Unlversfty af Noi1hBMNN.\N, MÁltY Ai.iCE. Ah Invéstl��tloIi hito lhu t�iatíori. ! Carolina at Greensboto, 1975.

'

ahlp botween cfentivé ablllty 'In dance; neld tl1dl'f)e�dertci!�'; Dissertation Abstracts 37:1407-8...

deperidcnce, áníl crel1t1'¡fty. 'rhe Unlversity oE Wlilccirislri�! (performing arts)Mndls,m, 1976. ,', ,i,. ,'. .'. "', "': <;/ .

. .' , '.

'D' •. 'Ab-.

" t'" 3'7 4"2'O"1'i A . yfRVfN,oMELVA ELAINE. A eompanson of the performance 01ISscrtatlon strac s, : /J-. .; 'l.d d

.'

lf l f' 1.

d"(dance) :'' '"

o '.' ". . i" " ,¡ pnmary gr� : s� ents o� se conce�t; ocus o. control, an

.

,

.

, I

, >,. ,,

. , "";¡ m?tor crea,tlVlty �n two dlff�e�J.t_ phys,ca}, ed.uclI;�!on pr����;BROWN, JOSEPH LEONARD. Effects oE the,éi'C!lltlvO thlnkll'lg . ¡ University of Utah, 1976. o,: ablllty of teachcrson thelr educatlonally hnndlcappcd studertlll' " ¡ Dissertation Alistracts 37:4213-A.¡ ereatlvc ihlnklng abllltles! é longttudlnul siudy uslng the Tor'; ,.: (elementary education; physical education),

rance test oE creatlve thlnking. Uníted States Internatlonal 1JOCHMAN ETI'Y JEAN' IRKH' . . ", , •

Unlversity, 1976..

.' : j S, B.

B O�. Cr:8tiVe writirig m

DissertatirJl! Abstracts 37:1397 .. A. "".

¡ central Mrica: AlexlS Kagame, a conslderatlon of Rwandese

(Torra/Ice test of creative thinkln[�; hánd/cappedj ; wri�ing, both African á�d AD:0-Europeán as i� relates fu tbe,

.

white and black populatlon WIth some emphaslS on the visual

�l\.:)�

I

¡

arts al trus region. �e University of Nebraska - Lfncoln� J976.

DíssertatÚJn Abstracts 37:4346-A..

•

(African literature]

KALLSNlCK, LYNOA RtnH. The creative personality in

dyacL� intcrnction. Uníversity of Georgía, 1976.

Dissertotion Abstrae!s 37:2744-A( irüerpersonal intcraction]

LASPJNA. ANTI-IONY VETO. The efJcct of applíed rr-nlítv

therapy methods upon ereative thínklng and behavior. Unlvcr­

sity of Southcrn Mísslsslppl, 1976.Disscrtatioll A1Jstracls 37:1991 ·A.

(rralit!1 Ih,-rn(HJ)

Dakota, 1976.

Dissertation Abstracts 37:3398-A..

(art education [elementaryJ)

MENAHEM, SAMUEL ELI. The effect of role playing on thecreatíon of humor. United States Internatíonal University.1976.Dissertatlon Abstracts 37:956-B.

(humor, role playing)

,MEYER, PATRICIA ANN. The relationship between creativityand the ability to do certain selected Piagetian cIassification

. tasks in kindergarten children. East Texas State Uníversíty,1976ó

II

I1I

I¡!

Í.AUGI rrors }OAN WILSON. Non-verbal creative thinking Disserfation Abstraets 37:4218-A.

hil'

í

Ilnzu! bllí f h. � . �,) (kindergarten' Piagetian theory)

a I Itlcs os pn-dlr-tors u llngulstic a ítíes o earmg lmpalrt.'U ,'

..'

'.

. ,

chlldren. Kent Statc Unlvcrsity, 1976.. ¡MONAGHAN, O. P., TIlERESE A. Releasíng playfulnesS in the

Disserttulon Absrrac�s 37:2786-A.' '

.

: .adult through ereatlve drama. Cohunbia University Teachers

(hctlTing iml'Clirrd c1lildrrn) , ¡ College, 1976.

tENTON; stn"lmN MICí-ffiAr Mtilbciry Iarnily sC'rapbóok:: Dissertation Abstraeís 37:1298-A.

an Ínteriilonnl i-omnt\inlty prc!;cntcd íl� �n experimént in crea- ¡ ..

, (drama).

ti\'c'i'ccl)¡'d�tion� Unlon Gruduate School, 1976.. .... !OLAH, JOEL LOVvELL. ClassrooDí envirorimerit and creatfve

Diss�rtai,ll)� Abstracts, �!.:367�-B:. ;::',; V',::.;'· :;"" "L ,"l:\."!.

problem-solvíng ability in older ádults. The University of

(socIal pS!lc1I1-¡logy), '

" , ' .', :' '_",". ,

"

" .' ': Mlchígan, 1976.

ÜNElIÁN, n.�.M., EUZABErn' ÁNN. '.The �onúnib:neiit ío ¡ . Dissertaüon AbstrCÍéts 37:1354-A.

cicallvlty liS the basls tir :rornmíÍnity tl1 thé philosophy ofj (aauZt educatwn)

Hcnry Nelson WícmlÍ6� Fóhth�lll Univ�tsity; Í976; '",: i:::":�RAi:>IS. MICHÁEL WIT.LIAM. An Investlgatfon of the efJects

..

'

"

Diss.crtation Absl,.ad�.,r!.: 1O�5-�. '. .: ,. . ,. "j' óf Imagtnatíon enhancement materíals on. the Cr'eIi.tive abilitíes

'" (Wlemoll, Hc"r!l N,.; c��'."u��ty) ... , .,,'j' . ",

; ¡ of fiIth grade students. The Unlverslty ot North Dekotá, 1976-.

'NIÁdCEC.\iERA' p()POV. Tbli�rjc f�� ari¿ iÚei-kij. creativ;<¡ �isser��n Abstraéfs 37:4103-A: .

.

; ,

ity in Miguel AtI�él.AStlirlás. �IUrilhia Unlvcl-sity; 1976> e' ;:1 (ImaglllatlOn; elementary edueasion}.

I. DiSserl(Jlwn Abstraets 37:4390-A.· : ' ',;- •...• :;' ;;. ,:)UMM. SYLVIA. Gift-an lnstniment b tite ideurifitatfon and

:;'(Lar(1I Amérlcan llterature] .'\: :" .'.", :,'. 1. measurément bt creátIvity., The Unfversity oí WiSconSÍn-

MARTIN, ANNE tAiilUSTO�'; Irony (¡nd, ereiiUvizy:' á' re:)'! M�d1son,. 1976.. '

, '1'1 "t G' 'I'¡ :, .... ':'"

'.' ··t' .

"li" Th'..'

U" .,' f'-; D�ser.(atlOnAhstraets37:2804..A, • , ..

.'. apprn so or ucan concepts o ,tea ty. e ntversíty o

(.. :. .

t).

Wlscótlsln-Madlson, 1916.". .' 'creahvlty measuremen

'� Dissertattoñ Ab�trae�$ 37:1009·"':" ;"... "'., . :

ROWE, PEGGY JOANNE. Motor cteatlvity of nu1dIy mentaliy.

(Cide, Andr,é) :'. ::' . :' .: ;' \

retilr<Íéd prescllOol children. Tex:M Woman's, U.uiwisit.,. 1976., .'..

,.

',' ,'" " ,.'. ,"

.:. ,;,

'. DissertaíiOn Abstracts 37:4216-A.McGAUGHEY, .ROG�R GE�. An ásSes;síne�t of perceptual (mfmláll!J retarded)

.

maturlty. crcatlvity. aesthet1� Judgcment. seH·concept develop. " '... .'. '.' . ... ,.'

.

ment, and social adjustrilertt dlffererices between sixth· grade SARDONE. NICHOLÁS. Comparatlve anál}'SlS of baslc sldlIs

'.' students who híive partlclpated In seiécted 1-6 elementary iúi and creativity of eighth grade Stndents in selected pmior high¡ " programs and of thosé· who' háve. nót. '. Unlverslty, oE South schóols and middle schooIs in th.e stale 01 Nrw jfmtey. Ford�

l'.:,)l'.:,)-=l

1I

1

1I\

11

mm University, 1976. anc: of .fourth gr�ers on a figura! test of creative thinking.Dissertation Abstracts 37:2564-A. Uníversíty of Georgía, 1976.(secandary education} Díssertation Abstraets 37:4248-A.SOSTROM, SHIRLEY ANN TI-IOMPSON. A model oI ihe {elemeniaru education}

crenrive teaeher in nctíon. The Ohio State University, ]97[, WOELBER, LOUISE HOWELL A planning process: creativeDissertatíon Abstlucts 37:2516-A. environments for learning. University of Northern Colorado,[teochers} 1976.Disseruuion A bstraets 37 :4121-A.STEAO, WALTER EDWARD. Comparison of the nominal(educatíon)grouping ond scqucnced brainstorming techniques of creative

. .:--_. _

,.

) h Lo . .

S U' '. Susan M Stlevater, Assoclate Librarian,Idea generaüon: n Iic d study. T e utstana tate mversíty Address:' Butler Líbrary, State University College (BufTa1o), 1300 Elmwoodand Agricultural and Mechanieal College, 1976.

Ávenue, Buffalo, New York 14222.Dissertation Abstraets 37:3760-A. .

(brainstorming)TALBURTT. MÁRGARET ANNE. Promotlng creátlve risk­taking in women. The Univcrsity of Michigan, 1976.Dissertation ÁbsCracts 37:1434�A.

(women)

TAYLOR, JAMES FISHER A phenomenologícal study oI crea­tivlty In the culinary arts, United States International Univer­síty, 1976..

Dissertation Abstraets 37:1419-B.(culinary arts]

TROLLMAN, BEVERLY ELAINE RINGEY. A study oE sev­cnth and tenth grade sttident and teacher creativity as lnflu­enced by short-term ínterventíon strategies. Kansas StateUnivcrsity, 1975.Dissertaiion Abstraets 37:909�A..

(edueation, secondary)VAN AUSDALL, PETER INSLEY. The effects of a creativerole playlng technique 00 two mensures oí ínterpersonal selí­descrlptlon: the Interpersonal check list and the Infernal­external scale, Uiliversity of Northern Colorado, 1976.Dissertation Astraets 37:4205�A� .. '.'

(interpersonal reiaíion)VOROBIOV, ALEX Pasternak's lyrical creativity: the Iormativeyears, 1912-1922. UniversityoHIlinols at Urbana-Champaigri,1976.

��00

Dissertation Abstraets 37:2933-A.(Russian literaiure}WHITE, ALICETEEN WESTMORELAND. The effects 01movement, drawing, and verbal warm-up upon the pedorro-

s u S A N M. S T r E V A TER AUSTIN, GERALD D. The relationship between creativity andleadership and the effects of a creative leadership develop-

" T he J o u r n • o f e r e a t i ve Be h a v i o r " menl program on educational administrators. The Universityof North Carolina al Greensboro, 1977.Dissertatíon Abstracts 38:1759-A.(leadership; educatíonal adminístration)

Vol 12,Nº 2,1.978,pags: 134-145

Bibliography of Recent DoctoralDissertations on Creativity andProblem-SolvingSupplement XI

ABRAMSON, JERROLD HARVEY. The effects of non­competitive, individual competitive, and group competitivesituations on the verbal and figural creativity of college stu­dents. Michigan State University, 1976.Díssertatíon Abstracts 37:5689-A.(hígher education)

ALBERT, MICHAEL. An investigation oí.the.relatíonshíp be­tween creative ability and managerial motivation. GeorgiaState University-School of Business Administration, 1977.Dissertation Abstracts 38:2896-A.(management)

ALLlSON, PATRICIA ROBINETTE. An instrument to measurethe creative dance attitudes of grade five children. The Uni­versity of Alabama, 1976.Dissertation Abstracts 37:7608-A.(dance; elementary educatíon)

ALPAUGH, PATRICIA KAY. The creative process in adult­hood and old age: an exploratory study. University of SouthernCalifornia, 1976.Díssertatíon Abstracts 37:5807-B.(agíng adulthood)

ATKINSON, BETTY EMILy THOMAS. A development of sug­gestions of practices for enhancing creativity in the collegeof education c1assroom. The University of Oklahorna, 1977.Díssertation Abstracts 38:2071-A.(teacher educatíon)

BASKIN, KEN ALEXANDER. Shaw and death: a mytholo:for creative evolution. University of Maryland, 1976.Díssertation Abstracts 38:798-A.(Shaw, George Bernard)

BASSETT, MARION BLUMER. The creative thinking abilityand problem-solving skills of associate and baccalaureatedegree nursing students. The University of Alabama, 1976.Díssertatíon Abstracts 37:6052-B.(nursíng educatíon)

BATH, JOHN BARRY. The interactions of student traits andc1assroom openness with self-concept, attitude toward school,creativity and curiosity and persistence in a science explo­ration lesson. Syracuse University, 1976.Díssertatíon Abstracts 38:2682-A.(science educatíon)

BLEIBERG, JOSEPH. Attention deployment, intelligence, andideational f1uency in creative productivity. Boston UniversilyGraduate School, 1977.Díssertatíon Abstracts 37:6399-8.(creatíue productíuíty)

BLOOM, ARLENE KOFKIN. The relalionship of a visual artsprogram to the development of creativity and self conceptin children with learning disabilities: a case study. RutgersUniversity, The State University of New Jersey (New Bruns­wick), 1977.Díssertation Abstracts 38:3902-A.(learning disabílities)

BRIGHT, DEBORAH SUE. The effects of creative relaxationon tension-anxiety levels. Arizona State University, 1977.Díssertatíon Abstracts 37:68%-A.(anxíety)

BROCKMEYER, GRETCHEN A. Development and evaluationof a teacher behavior instructional unit for eliciting creativemovement performance. University of Georgia, 1976.Dissertation Abstracts 37:6896-A.(anxiety)

Nl\.:)c:.o

�BROORS, CHARLES BURFORD. The prarae �"he makec : EL.DRENY, HESSEÉN ABEDEL·ÁZIZ. The _U_c< 0' induced

the recognition and memory of human creativity In early frustration on verbal dyadic creativity. University of Georgia,Greece. Vanderbilt University, 1976. 1976.Dissertation Abstmcts 37:5802-A. Dissertation Abstmcts 38:404o.A{creatiuity-historv¡ (frustration)

BROOKS, ROBERT WILLlAM. Dualism and dialectic in Hegeland Brown: dynamic aspects among the concepts of selí­identity, the aesthelic, dJlti creative activity. PennsylvaniaState University, 1976.Dissertation Abstracis 37:6903-A.(Broum, Norman O.; Hegel, Georg)

CHURCHILL, PHILlP MICHAEL Creativity and locus of con­

trol in junior high school students. Boston College, 1976.Dissertation Abstracis 37:7031-A(secondary education)

COLBY·MORLEY, ELSA LORRAINE. Creativity and person­ality: cognitive styles as a determinate of ideation and behavior.Columbia University Teachers College, 1977.Dissertation Abstracts 38: 1872·A(cognition)

COLSON, KENNETH RICHARD. The predictive validity of a

life experience inventory íor the identilication 01 creativescientists and engineers. University of Southem . California, .

1977.Dissertation Abstracis 37:7031·A(scientists; engineers)

COMBS, CHARLES EDWARD. Piaget's epistemology appliedto an analysis of creative dramatics in education. The Uni­versity 01 Wisconsin-Madison, 1977.Dissertation Abstracis 38:3144·A.(drama tics)

CROPPER, DENNIS ANTHONY. The relationship 01 creativityand selí-concept to counselor effectiveness. Texas A&MUniversity, 1976.

IDissertation Abstracis 37:4978·A.(counse/ing)

DUNN, JUDITH ANN. The effect of creative dramatics on theoral language abilities and self-esteem of blacks, chica nos

and anglos in the second and fifth grades. University oíColorado at Boulder, 1977.Dissertation Abstracts 38:3907·A.(orallanguage; minorities; elementary education)

EllAS, SUSAN EILEEN FRUTH. Student achievement, crea­

tivity, and altitudes as functions of classroom environmentand student personality variables. Texas Tech University,1977.Dissertation Abstracis 38:3427-A(education)

GELMAN, MARTIN. An investigation of the effectiveness ofa creativity enhancement programo Temple University, 1977.Dissertation Abstracts 38:390·B.(higher education)

GILBERT, CHRISTIANE. Humor, creativity, conceptual tempo,,

and IQ in first grade children. University of Oregon, 1977.Dissertation Abstracts 38:3248-A

(primary education)

GOLDBERG, BERNICE HASS. The effects of dyadic cornpo­sition on the facilitation of creative behavior in gifted ele­mentary school children. Columbia University TeachersCollege, 1977.Dissertation Abstracfs 38: 1851-A

(gifted chi/dren)

HABER, DAVID A. Creativity over the career course: an adultsocialization perspective. University of Southern California,1976.Dissertation Abstracts 37:7350·A(career course; socialization)

HAGGARD, MARTHA RAPP. Creative thinkinq-readinq acti­vities (CT·RA) as a means for improving comprehension.University of Missouri-Kansas City, 1976.Dissertation Abstracts 38:61O-A(reading)

HAGHIGHI·MOBARAKEH JAMAL. An exploratory study ofcreative behavior among Iranian school children. Universityof Georgia, 1976.Dissertation Abstracts 37:7638-A(lran; elementary education)

HEINTZ, DIANA LYNN. An integration of the literatura on

t'..!)c,J...J':::::::>

f creativily and sex roles. The University of Tennessee, 1977.Dissertation Abstracts 38:3395-B.(sex roles)

HERSHEY, MYRLlSS ANN. A comparison of the effectivc­ness of telephone network and íace-to-Iace instruction forthe course "creative classroom." Kansas State University,1977.Disserlalion Abstracts 38:3422-A.(telephone communication)

HILL, CHARMIE, L., II. Creativity and self-perception in sciencewith disruptive third-, fourth- and fifth-grade students undercontrasting learning environments. The Florida State Uni­versity, 1977.Dissertatian Abstracts 38:3399-A.(science educa/ion)

HINITZ, BLYTHE SIMONE FARB. The development of crea­tive movement within early childhood education, 1920 to1970.Temple University, 1977.Dissertation Abstracts 38: 1982-A.(early childhood education)

HIRSCH, MICHAEL. Creative response deficit in process andreactive schizophrenics. Case Western Reserve University,1976.

Dissertation Abstracts 37:6327-B.(schizophrenics)

HOLMBERG, LAWRENCE OSCAR, JR. Autobiography andart: aesthetic uses of the creative process in the autobiog­raphies of Henry Adams, Mark Twain, and Henry James.Dissertation Abstracts 38:3500-A.(autobiography)

HRINIK, WILLIAM DAVID. Creative leisure: a programmedpre-retirement decision-making manual. The University ofMichigan, 1977.Dissertation Abstracts 38:2557-A.(retirement; leisure)

HUTCHISON, WILLIAM RAY. Measurement and systematictraining of creative problem-solving skills. State Universityof New York at Stony Brook, 1976.Dissertation Abstracts 37:5832-B.(problem - so/ving)

JOHNSON, NANCY ANN. Peer leader modeling, problem-

solving sessions and creativity. Boston University School ofEducation, 1977.Dissertation Abstracts 38:1854-A.(peer relations)

JOHNSON, WENDA DlANE. A comparison of motor creativityand motor performance of young children. Indiana Uni­versity, 1977.Dissertalion Abstracts 38:4024-A.(motor skills)

KEALEY, JAMES RUSSELL. A study of the effects of trainingin creative problem-solving on the creativity of studentteachers of foreign languages and on the attitudes of theirstudents. The Ohio State University, 1976.Dissertation Abstracls 37:5053-A.(foreign language instruction)

KRAMER, HOWARD WILLIAM. The relationship betweenpersonality type and achievement in expository and crea­tive writing. The University of Michigan, 1977.Dissertation Abstracls 38:3384-A.(creative writing)

KUZIEMSKI, NANCY ELIZABETH. Relationships amongimaginative play predisposition, creative thinking, andreflectivity-impulsivity in second-graders. Boston UniversitySchool of Education, 1977.Dissertation AbstracCs 38:1861-B.(primary education)

KVASHNY, ALON. Creativity in landscape architecturaleducation. West Virginia University, 1977.Dissertation Abstracls 38:1634-B.(architectural education)

LANDRENEAU, ERIC PHILIP. The influence of modeling on

children's creative performance. Auburn University, 1976.Dissertation Abstracts 37:6855-A.(modeling)

LAVIK, PAUL RICHARD. A comparison of formal operationalskills and factors identified with creativity. Case WesternReserve University, 1977.Dissertation Abstracts 38:1302-A.(operational skílls)

LEACH, MICHAEL BRUCE. Some aspects of the relation­ship between creativity and self-disclosure. Case Western

N�¡....lo

�- I

at Lineoln Middle Sehool, Gainesville, Florida. The Universityof Florida, 1976.

Dissertation Abstracts 38:682·A.

Reserve Uníversity, 1976.Dissertation Abstracts 38:878-8.

(self-cuuareness}LEAFBLAD, BRUCE HAROLD. The creative use of contem­

porary musical resources for worship (option 11). Universityof Southern California, 1976.

-

Dissertation Abstracts 37:5432-A.(music)

LORENZ, KARL MICHAEL. The créative hypothesis and theteaching of science. Columbia University Teachers College, MIEDZINSKI, CHARLES. The moon in modern art and poetry:1976.

a study of the transformative feminine in the modern crea-Dissertation Abstracts 37:5015·A. tive male. Union Graduate School-West, 1977.(science education) Dissertation Abstracts 38:3777-A.

MacPHERSON, RODERICK, S. Identifying and training crea- (art poetry)ti�e mark.eting employees. Mississippi State University, 1977.

MOORE, EDWARD VERNELL. The relationship between theDissertatíon Abstracts 38:4339·A.creativity of seven- and nine-year-old children and their ability(marketing) to do Piagetian conservation tasks. East Texas State Uni-

MADSEN, CORNEUA MAY BATES. Creativity and music versity, 1977.education: comparing two methods of teaching junior high Dissertation Abstracts 38:3271·A.school general music. University of Utah, 1977. (Piagetian psychology)Disse.rtation Abstracts 38:539·A.

NELSON, JOHN GORDON. Creativity and delinquency as a(musíc educcrion)function of physiological arousal and the stimulation-seeking

MATTHEWS, JOHN THOMAS. Creative responses to time motive: test of a theory. The University of Wisconsin-in the novels of William Faulkner. The Johns Hopkins Uni- Madison, 1976.versity, 1976. Dissertation Abstracts 38:6374-A.Dissertation Abstracts 38:6486-A. (delinquency)(Faulkner, William) NOVOSEL, JOAN. The structural existentiality of arting: in-

McCARTHY, DIANNE ALICE. Differences in the performance: quiry into the nature of the creative process. The Pennsyl­of high-achievinq and low-achievinq gifted pupils in grades

.

vania State University, 1976.four, five, and six on measures of field dependence-field Dissertation Abstracts 37:6905·A.independence, creativity, and selí-concept. University of (art)Southern California, 1977.Dissertaion Abstracts 38:181·A.(gifted children)

McCLURE, DEE ANN DeNIO. An analysis of the relationshipbetween transactional analysis rniniscript position and crea­

tivity in college students. Georgia State University-School.of Education, 1977.Dissertation Abstracts 38:4053·A.(transactional analysis)

McCORD, STEWART NELSON. The relationship betweenteacher creativity and the identificatíon of creative students

(teachers; e/ementary education)

McGAVERN, MAUREEN LYNN. The effects of cognitive selí­instruction on the creative performance and self-concept ofcollege women. The University of Texas at Austin, 1977.Dissertation Abstracts 38:4054·A.(women; higher education)

O'BRIEN, JAMES PATRICK B. Generation and alternationof perceptual-rnotor patterns as a function of creativity in a

monotonous task. The Catholic University of América, 1977Dissertation Abstracts 37:5817-B.(perceptual-motor iechniaue]

O'LEARY, JOHN VINCENT. Changes in self-concept andcreative problem-solving as a function of videotape feedbackand focused discussion in task-oriented (brainstorming)group workshops, SI. John's University, 1976.Dissertcition Absfracts 37:4998-A.(groups)

l\.!:)Wi:'-!)

ORGAN. LINDA METZ. The effect 01 an experimental creative

thought production program on figural creativity scores ofsecond- and third-grade children. University of SouthernCalifornia, 1977_Dissertation Abstracts 3B:1214-A.(primary education)

OSHUNS, MARGARET GWEN_ An exploratory study of crea­

tive movement as a means of increasing positive self-concept,personal, and social adjustment of selected seventh gradestudents. The Ohio State University; 1977.Dissertation Abstracts 3B:555-A.(mouement; secondary education)

textbooks for grades one, three, and five. University of the

Pacific, 1976_Dissertation Abstracts 37:5578-A.(elementary education)

RUNGSINAN, WINAI. Scoring of originality of creative think­ing across cultures. University of Georgia, 1976_Dissertation Abstracts 37:5003-A.(cross-culiurol studies)

RUTKOWSKI, JANINE ETHEL. The components of gifted­ness: superior intelligence, creativity and leadership in relationto academic achievement. Wayne State University, 1977.Dissertation Abstracts 3B:2673-A.PANUCCI, MARY ROTCHFORO. The relationship of sex

d' h'd hnici.

If d creati. (aca erruc ac leuement)an et nicity to anxiety, se -concept, an creativity among

,

continuation high school students. University of Southern . SARKE, FREO HENRY. Attitudes toward school environmentCalifornia, 1977. from the perspectives of intermediate-grade children ofDissertation Abstracts 3B:4056-A. varying creative ability. Boston University School of Edu-(secondary education) catión, 1976.

Dissertation Abstracts 37:4722-A.PISANESCHI, PATRICIA YOST. Creative dramatics expe­rience and its relation to the creativity and self-concept ofelementary school children. Temple University, 1977.Dissertation Abstracts 37:764B·A.(creatiue drama; e/ementary education)

QUILL, KATHERINE MAYBERRY. The poetry 01 ChristinaRossetti: a study in the creative imagination. The Universityof Rochester, 1977.Dissertation Abstracts 3B:3520-A.(Rossetti, Christina; poetry)

REHAGEN, NICHOLAS JAMES. An investigation of coping,self-reward, and task oriented self-instructions in the enhance­ment of creativity in high school students. University ofMissouri-Colurnbia, 1976.Dissertation Abstracts 38:913-8.(secoridary education)

RHEIN, MICHEAL ANN. Comparison of problem-solvingteaching model and a creative-thinking teaching modelthrough c1assroom interaction. Washington State University,1977.Dissertation Abstracts 38:3257-A.(education)

RINALDl, ANTHONY THOMAS. An exploratory content

analysis of creative thinking in elementary school science

(elementary education)SERLlN, RONALO CHARLES. The effects of a discovery

laboratory on the science process, problem-solving, andcreative thinking abilities of undergraduates. University ofCalifornia, Berkelev, 1976.Dissertation Abstracts 37:5729-A.(higher education)

SHEAN, SISTER JEANNETTE MARY, I.B.V.M. The effect oftraining in creative problem solving on divergent thinkingand organizational perceptions of students and school ad­ministration. Northern Arizona University, 1977.Dissertation Abstracts 38:585-A.(educationa/ administration; higher education)

SHERMAN, MARSHA SUE BERKOWITZ. Selecfed affectivecharacteristics and creative problem-solving performaricein gifted elementary-school children. Fordham University,1977.Dissertation Abstracts 38:186-A.(child psych%gy)

SIERRA, VIOLA ROBERTA An investigation of the relation­ship of ethnicity and sex to intelligence and certain dimen­sions of creativity. The University of New Mexico, 1976.Dissertation Abstracts 38:6409-A.(ethnicity) .

�C''':>;:;,:¡

� SILBERBERG GROSSMAN, CHERYL ANN. A comparison of :

the attitudes of eiementary ciassroom teachers in Iowa andexperts in the fieid of language arts toward self-expressionin relation to other aspects of the language arts curriculum.The University of lowa, 1977.Dissertation Abstracts 38:3937-A.(language arts)

SIMHAI, FARAMARZ. The effects of failure and fantasy oncreativity. The University of Manitoba (Canada), 1977.Dissertation Abstracts 38:917-B ..

(failure; fantasy)SMITH, ROBERT CARL. Creative motion as a performancetechnique: four sample analyses and a live demonstralion.

The Soulhern Baptist Theological Seminary, 1976.Dissertation Abstracts 37:7603-A.(music)

STASO, WILLlAM HAYWARD. The effects of simulationgames and creativily Iraining on children's divergent thinking.The University of Texas at Austin, 1977.Dissertation Abstracts 38:4060-A.(diuergent thinking)

SUMNER, AIMEE CHRISTY. Creative potential and utilizationof visual cues in verbal problem solving. University of Cali­fornia, Berkeley, 1976.Dissertation Abstracts 38:862-8.(verbo! problem, soluing)

TELOTTE, JAY PAUL. To talk creatively: a study of thewritings of Walker Percy. The University of Florida, 1976.Dissertation Abstracts 38:6489-A.(Percy, Wa/ker)

THOMAS, RUBLE JOAN THOMPSON. Background and per-sonality.characteristics of creative college women. MississippiState Universily, 1977.Dissertation Abstracts 38:4063-A.(women; higher education)

THOMPSON, DENNIS NEAL. State variables related lo crea­tive thinking. The Ohio State University, 1977.Dissertation Abstracts 38:2407-B.(creatiue thinking)

TONDRE, NANCY LOU. A creative process approach to artinstruction with sixth-grade pupils: an evaluation of growth

in divergent thinking abilities-United States dependentsschools, European area. University of Southern California,1976.Dissertation Abstracts 38:1967-A.(art education)

TORlAN, CRUDDlE LEE. An evaluation of the developmentof a more positive self-image in middle school-aged childrenthrough a particular creative writing programo Rutgers Uni­versity, The State University of New Jersey (New Brunswick),1976.Dissertation Abstracts 37:7593-A.(creatiue writing)

TROLLOPE, MARGARET ELlZABETH. Creativity in ThomasAquinas and Berdyaev. University of Southern California,1976.Dissertation Abstracts 37:7169-A.(Thomas Aquinas; Berdyaeu, Nicho/as)

I WEBSTER, PETER RICHARD. A factor of intellect approachto creative thinking in music. The University of Rochester,Easlman School of Music, 1977.Dissertation Abstracts 38:3136-A.(music)

WEISBERG, JEFFREY LEE. The motivations and effects ofdaily creative wriling. The University of Michigan, 1977.Dissertation Abstracfs 38:3452-A.(creatiue writing)

WESTERFIELD, WILLlAM A. A model program of creativedrama tic training for children: a formulation based uponinvestigation of the historical/critical evolution of crealivedramatics in America inlegrated with the theories of Englishchild drama. Wayne SIate University, 1976.Dissertation Abstracfs 37:6848-A.·(creatiue drama)

WHISENANT, WILLlAM FRANKLlN. Bilateral EEG biofeed­back and creativity. Oklahoma State University, 1976.Dissertation Abstracts 37:4659-A.(EEG biofeedback)

WRIGHT, LENARD JOSEPH. The use of counselor selectioninstruments and measures of creativity in the constructionof prediction equations for counselor trainee selection. TheCollege of William and Mary in Virginia, 1976.

,""_ ..

�W�

METODOS y PROGRAMAS

DE

DESARROLLO DE LA CRATIVIDAD

Fuente de Información:

-The Journal of Creat.8ehavior

�-/

_- -----------

GREENBERG, H. M. T.aching With Fee ling. Ncw York: ,Macmillan,

l

O O N A L O J. T RE F FIN G E R 1969.-

GUNTHER, B. Sense Relaxalion. New York: Collier, 1968.I JO H N e u R T I S G O W A NJOHNSON, J. L. &. SEAGULL, A. A. "Forrn and Eunction in theI

T h J 1 O f e t.. affective trainlng of teachers." Phi DelIa Kappan, 1968, 50, 166.

Ie ourna rea lve BehaVlor- -

-'

KRATHWOHL, D. R., BLOOM, B. S. &. MAS lA, B. B. TaxonomyVol u m e n 5 º, N º 2, 2 s Trim • 1 • 971 , pp. 1 27 -1 39 of Educational Objectives, Handbook 11: The Affectivl! Domain.

New York: David McKay, 1964.

An Updoted Represenfafive Lisl 01 MAG�R, �. F. Developing Attitude Toward Leaming. Palo Alto,Calífornía r Fearon, 1968.

M Ih d d Ed ti I p NEILl, A. S. SummerllÍll: a Radical Approach lo Child Rearírtg.e o s an uca lona rograms New York: Hart Publishing, 1960.

F SI· I ,. e iivi!* ROGERS, C. R. O" Becoming a Persono Boston: Houghton-Mifflin,or tmu a Ing rea IVI y 1961.

ROGERS, C. R. Freedom to Leam. Columbus: Merrill, 1969.

SHAFTEL, F. Role Playing for Social Values. Englewood Cllffs:Prentice-Hall,1967.

SPOLIN, V. Improvisation for th» Theatcr. Evanston, IIIinois:Norlhwestem Universily Press, 1967.

WEINSTEIN, G. &. FANTINI, M. D. Touiard Humanistic Educa­tion: a Currículum of Affect. New York: Praeger, 1970.

1.AFFECTIVEOOMAIN

This list of methods and programs has been developed fortwo major purposes: first, to serve as a source of referencesfor further study of particular methods and programs; andsecond, as an indication of the relationship of a wide varietyof methods and programs to the common goals of creativedevelopment and express ion. Many of the items described firstappeared in the Creative Behaoior Guidebook by Sidney J.Parnés, published by Charles Scribner's Sonso

No attempt has been made to provide detailed explanationsof any of the methods or programs. Nor is the list intendedto be completely comprehensive or critical; certainly, wehave not uncovered every possible resource which mighthave been included. Neither is every item which has beenincluded of equal quality or importance. This compliationattempts to provide merely a representative listing of thegreat range of available methods, resources, and programs.Stimulation of the feelings and emotions of persons, to improveor enhance sensitivity to feelings, environments, and responses ofothers, as well as to develop values and release creative potential.

BORTON, T. Reach, Touch, and Teach. New York: McGraw-HiII,1970.

BROWN, G. l. Human Teaching for H,�man Learning. New York:Vlklng, 1971.

CASEBEER, R. L. Projecl Prometheu9: Education for the Techne­tronic Age. (1968). Jackson Counly Schools, 1133 Soulh Riverside,Medford, Oregon, 97501. .

• An updaled version of an arllcle which appeared In the "CreativeBehavlor Guldebook" by Sldney J. Pames, published by Charles Scrib­ner's Sonso

2. ATIRIBUTELlSTING

3. AWARENESSDEVELOPMENT

4. BIOGRAPHICALFILM PROGRAM

5. BIONICS

8. BRAIN­STORMING

7. CANDIDCAMERA

FILMS

Emphasizes the detailed observation of each particular character­istic or quality of an item or situation. Attempts are then rnade to

profitably change the characteristic or to relate it to a differentitem. See: Crawford, R. P. Direct Creativity (with attribute listing).WeUs, Vermont: Fraser, 1964.

A program to increase the individual's sensitivity to what is goingon wíthín himself and how he relates to the here and now. See:Perls, F. S., Hefferline, R. F. &. Coodrnan, P. Gestalt Therapy. NewYork: [ulian Press, 1951.

An educational program oE ten documentary biographical films anda flexible textbook. It provides filmed contact with exemplary per­sonalities and opportunity to draw from students' own inner re­

sources in expressing themselves. Designed for college-bound stu­dents. See: Drews, E. M. & Knowlton, D. "The beíng and becom­ing series for college-bound students". Audiovisual I nstructioll,1963 (January), 8, 29-32.

A technique which seeks discovery in nature of ideas which are

related to the solution of man's problems. For example, attributesof the eye of a beetle have suggested new types of groundspeedindicators for aircraft. See: "Bionics". l- Creative Behauior, 1968, 1,52-57.

Promotes rapid and unfettered associations in group dlscussionsthrough deferment-of-judgment. See: Osborn, A. F. Applied Imag­ination. New York: Scríbners, 1963.

The Cornell Candid Camera Collection, which ineludes films origi­nally made for and used by the television program, has many de­lightful short films which illustrate prlncíples of creatíve problem

�C�O:>

8.CHECKlISTS

9.CLASSROOMTEACHINGANOCREATIVITY

\

1

U'cctive (as 'lNc" as not_so_effectivc) thinking. W�ite;;;;v�':r:haer;ajneformation and cataJog to:9Du Art Film Laboratones,Du Art Film Building, 245 West 55th Street, New York, New York10019.

Focuses one's attention on a logical list of diverse categories towhich the problem couId conceivably relate. See: Osborn, A. F.Applied lmagination. New York: Scribners, 1963.(See al 50 Think Products).Many articles and books ha ve been addressed to the classroomteacher, providing ideas for encouraging creativity in the class­room. The following bibliography summarizes sorne use fuI re­

sources:

BURTON, W. H., KIMBAll, R. B. &. WING, R. l. Education [ereffectíve thinking. New York: Appleton-Century-Crofts, 1960.(pp. 323-6, 342-3 in partic.)

CARlSON, R. K. "Emergence of creative personalily." Child­hood Educatíon, 1960, 36, 402-404.

COlE, H. P. "Process currlcula and creative development." lour­nal of Creative Behavior, 1969, 3, 243-259.

GIVENS, P. R. "Identifylng and encouraglng creative processes."Iournal of Higher Education. 1962, 33, 295-301.

HAllMAN. R. J. "Technlques of creatlve leachlng." 10urnal ofCreative Behavior. 1967. 1, 325-330.

HUGHES. H. K. "The enchancement of creatlvity." [ournal of Cre­ative Behaolor, 1969, 3, 73-83.

HUTCHINSON. W. l. "Creative and productive Ihinking In Iheclnssroom." [ournal of Creative Behavior, 1967, 1, 419-427.

KRANYIK, R. D. &. WAGNER, R. A. "Creatlvlty and Ihe elemen­lary school leacher

.."

Elementar¡¡ Schoollournal, 1965, 66, 2-9.

RUSCH, R. R., DENNY, D. &. IVES, 5. "Fostering creativity inIhe sixth grade." Elementary School [ournal, 1965, 65, 262-268.

SMITH, J.A. Setting conditions for creative teaching in the ele­mentarg school. Boston: Allyn and Bacon. 1966. (AIso: severa]companion paperbacks dealing with speclfic subjecl areas.)

STRANG, R. "Creativity in the elemehlary school classroom." NEA[ournal, 1961, 50, 20-22.

T AYlOR, C. W. &. HARDING, H. F. "Questioning and creatinga model for currículum reform." [ournal of Creative Behavíor,1967, 1, 22-33.

TORRANCE. E. P. Guiding creative talento Englewood Cliffs: Pren­lice Hall, 1962.

TORRANCE. E. P. Rewarding Creative Behavior. EnglewoodClIffs: Prentice Hall, 1965.

TORRANCE. E. P. "Developlng creativily Ihrough school experi­erices." In Parnes, S. I, and H. Harding (Eds.) A Source BookFor Creatitle Thinking. New York: Scribners, 1962, pp. 31-47.

TORRANCE. E. P. Encouraging Creativity in tite Classroom. Du­buque, Iowa: Willinm C. Brown, 1970.

10. COLLECTIVENOTEBOOK

11. CREATIVEANALYSIS

12. CREATIVEINSTRUCTIONS

13. CREATIVETHINKING

WORKBOOK

14. CURRICULUM­GENERAL

"

"

TORRANCE, E. P. &o MYERS, R. Crearioe Learrün g and Teaching.New York: Dullon, 1970.

WODTKE, K. &. WALLEN, N. "Teacher classroom control, pupilcreatlvity, and pupil classroom behavior." [ournal of Exptrl·mental Educatíon, 1965, 34, 59-65

Participants record their thoughts about a problem several timesdaily, then review the list, selecting the most promising ideasfor further investigation. See: Haefele, J. W. Creative ¡nnovario".New York: Reinhold, 1962.A program of exercises designed to increase the college student'sfacility in discovering relationships within the knowledge he pos­sesses, and thereby in creating new knowledge. Emphasizes wordsas tools of the mind and the thought process. See: Upton, A. «Samson, R .• Creative Analysis. New York: Dutton, 1964.Emphasizes how instructions are given (problem presentcd, elc.)as a key determinant in stimulating Individual or group produc­tion of creative responses. See unpublished doctoral dissertation(67-15607). Colgrove. Melba, Annetta. "Stimulating Crealive Prob­lem Solving Performance Innovative Set". University of Michigan,1967.

A program for adults and college-Ievel students , many exercisessuitable for high school students. The exercises are designed loremove internal governors and to provide practice in stretching theimagination in problem-finding and problem-solving. Problems areincluded on product design and on presenting ideas. Can be self­instructional. Available from: W. O. Uraneck, 56 Turning MiliRoad, Lexington, Massachuselts 02173 (1963).Many recent developments in currículum and instruction havebeen concerned with providing opportunities for creative growth.In this section, and the next five, several representative publica­tions are listed in a variely of currículum areas. (See also AffectiveDomain.)

FRANCO, J. M. Project Beucon. Public Schools, Rochester, NewYork 14608. (Concemed with Ihe developmenl of ego slrengthin primary grades.)

GIBSON, '. 5. The lntergroup Relatíons Currículum. Medford.Massachusetts: Tufts Universlly Press.

JAYNES, R. &. WOODBRIDGE, B. Bowman Early Chíldhood Series.Glendale, Callfornia: Bowman Publishing, 1969. (Designedlo help develop positive self-awareness and Identily, awarenessof self as a person, abillly lo relale lo cthers.)

KRESSE, F. H. Match Projects. Boslon: American Seience and En­gineering, Inc .• 20 Overland Slreet. (Malerials and aclivitiesacross many áreas, for grades 4-6+).

MASSIAlAS, B. G. &. ZEVIN, J. Crealive Encounters in the Class­room. New York: Wiley, 1967.

For anlhologies dealing wilh educatlonal and curricular Implica­tions of creativity sludies:

i::--:)c:.,...:)-:¡

r15.CURRICULUM­MATHEMATICS

18.CURRICULUM­PREPRIMARY

17.CURRICULUM­READING.LlTERATURE.LANGUAGE ARTS

18.CURRICULUM­SCIENCE

19.CURRICULUM­SOCIALSTUDIES

GOWAN, ]. c., DEMOS, G. D. & TORRANCE, E. P. (Eds.) Cre­

alivily: irs Educational Lmplícation s, New York: Wiley, 1967.

DA VIS, G. A. &. SCOTT, J. A. (Eds.) Training Creatiue Thinking.New York: Holt, Rinehart, and Winston, 1971.

TREFFINGER, D. 1. (Ed.) Readings on Creativity in Education. Tobe published by Prentíce-Hall, Inc.

DAVIS, R. B. The Madison Project. Reading, Massaehusetls: Addi­son Wesley. Five different curricula; grades 2-8.

MATIHEWS, G. Nuffield Mat¡'ematics Project. New York: Wiley.A Brltlsh program for ages 5-13.

WERNTZ, 1. H. MINNEMAST Project. For grades K-6; write:

720 Washington Avenue SE, Minneapolis, Minnesota 55414.

DUNN, l. M. Peabody Language Development Kit. AmericanGuidance Publishers, Circle Pines, Minnesota 55014.

FROSTIG, M. Frostig Visual Perception Programo Chicago: Follen.

STENDLER, C. Early Childhood Curriculum: a Piaget Approach.Boston: American Sdenee and Engineering.

For research on ereativity among preprimary chlldren. eontae!

Profeasor Ellzabeth Starkwealher, Oklahoma State University,Stlllwater,Oklahoma.

CLYMER, T. et al. Reading 360. Boston: Ginn and Company, 1969.An Innovative series, In whích E. Paul Torranee served as ere­

ativily eonsultan!.

MEDEIROS, V. The Volees o{ Man Literature Series. Reading,Massaehuaetls: Addison-Wealey. Hlgh school Ilterature seriesfor dlsadvanlaged students.

MOFFET, 1. A Student Centered Language Arts Currículum. (Vol­ume 1: K-6; Volume 2: K-13). Boston: Houghton Mifflin, 1968.

BROWN, R. R. Elementarg Science Study. (K�6). Manchester,Missouri: Webster Divlslon, McGraw-Hill.

KARPLUS, R. &. THIER, H. D. Science Curriculum lmprovementStudy. (K-6). Chlcago: Rand-MeNally.

laSAlLE, D. Write for Informatlon eoneerning an independent sci­enee cenler. Talcott Mountain Science Center, Montevideo Road,Avon, Conneetleut 06001.

MAYOR, 1. Science: a Procese Approac¡'. (K-6). New York: XeroxCorporalion.

WASHTON, N. S. Teaching Science Creatively. Philadelphia: W.B. Saunders, 1967.

ANDERSON, R. D., DeVITO, A., DYRLI, O. E., KELLOGG, M.,KOCHENDORFER, L. &. WEIGAND, 1. Developing Childrens'

Thlnking Through Science. Englewood Cllffs: Prentlce-Hall, 1970.

BRUNER, 1. S. Man: a Course of Study. Currículum DevelopmentAssodales, 1211 Connectlcut Ave., NW, Washington, D. C.20036.

EDCOM SYSTEMS. Space, Time, and Life. (Grades 4-6). EDCOM

Syslems, 145 Witherspoon Road, Princelon, N. ¡. 08540.

CARON, A. 1. "A lest of Matlzman's Iheory of originalily traln­ing." [ournal of Verbal' Leaming and Verbal Bellavior, 1963, 1,436-442.

DUNCAN, C. P. "Attempls lo InAuence performance on an insighlproblem." Psychological Reporte, 1961, 9, 35-42.

GALLUP, H. F. "Orlginallty In free and controlled associalion re­

sponses." Psychological Reporte, 1963, 13, 923-929.MAlTZMAN, 1. "On the traínlng of orlginalily." PsycllOlogical

Review. 1960, 67, 229-242.

MALTZMAN, r, BELLONI, MARIGOLD, &. FISHBEIN, M. "Ex­perimental studles of associational variables In originalily."Psychological Monographs, 1964,78,3. (Whole #580).

MALTZMAN, r., BROOKS, L., BOGARTZ, W. &. SUMMERS, 5."The facilitalion of probiem-solvlng by prior exposure to uncorn­mon responses:' [ournal of Experimental Psychology, 1956, 56,399-406.

MALTZMAN, r.. BOGARTZ, W. &. BREGER, L. "A procedure forincreasing word associatlon originallly and its hansfer effects."[ournal of Experimental Psychology, 1956, 56, 392-398.

MALTZMAN, 1. &. GALLUP, H. F. "Commenls on 'originality' infree and eonlrolled assoclalion responses:' Psychological Re­ports, 1964, 14,573-574.

MALTZMAN, 1:, SIMON, S., RASKIN, P. &. L1CHT, L. "Experi­mental studies In the trainlng of originality." Psychological Mon­ographs, 1960, 74(6). Whole #493.

Specífic types of exercises designed to derive new combinationsof items and thoughts. See: Whiting, e S. Creative Thinkillg.New Yo�k: Reinhold, 1958.(See also Management of Intelligence; Racking)

24. FUTURISTlCS Predicting the future, with projections for five, ten, and fifty yearperiods. Write: Carl Gregory, California Stilte College, School of

20. DELPHITECHNIQUE

21. DEVELOP­MENTAL STAGE

ANALYSIS OFCREATIVITY

22. EXPERIMENTALPSYCHOLOGYTECHNIQUES

23. FORCEORELATlONSHIP

TECHNIQUES

EDUCATIONAL RESEARCH COUNCIL OF AMERICA. Conceptsand Inquiry. (Gr. K-S). Boston: Allyn and Bacon.

LIPPITT, R. Social Science Laboratory Units. (Gr. 4-6). Chicago:Science Researeh Associates.

MUESSIG, R. Discussion Pictures for Beginning Social Stlldies.New York: Harper and Row, 1967.

TABA, H. &. DURKIN, M. Taba Social Studies Curriculum. (Gr. 1-8).Reading, Mass.: Addison-Wesley Co,

Polling procedure resembling an absentee "brainstorming" effortused to genera te alternative futures for a particular topie or ser­ies of topics. See: Helmer, Olaf. SOCIAL TECHNOLOGY Basic,1966. For additional reEerences, contact Book Service, World Fu­ture Society, P.O. Box 19285, Twentieth Street Station, Washing­ton, D.e, 20036.

See: Gowan, J. e The Development 01 the Creative lndiuiduní.(1971). Robert Knapp Pub., Box 7234, San Diego, California,92107.

�c.,..,00

r25. GENERALSEMANTICS

26.INCIDENTPROCESS

27. KEPNER­TREGOEMETHOD

28.MANAGEMENTOF

INTELLlGENCE

29.MDRPHOLOGY(OR

MORPHOLOGICALANALYSIS)

30.PROBLEM­SOLVING

TRAINING

31.PROCESSEDUCATIONRESOURCES

Business, Long Beach, California 90801. Also contact: World Fu­tu re Socíety, P.O. Box 19285, 20th Sto Statíon, Washington O.e.20036.

Approaches which help the individual to discover multiple mean­

ings or relationships in words and expressions. See: Hayakawa,S. 1. Language in Thought and Action. New York: Harcourt, Braceand World, Inc., 1964. For continuing current information, see

ETe.: a Revi(;!w of General Semantics, a quarterly journa! witheditorial offices at San Francisco Stale College, San Francisco,California 94132. (Business office: 540 Powell Street, San Fran­cisco, California 94108.) See: True, S. R. "A Study of the Relationof General Semantics and Creativity." Disserfarioll Absrracfs, 1964,25 (4), 2390.

(Note: a conference on Creativity and General Semantics washeld in conjunction with the 17th Annual Creative Problern-Solv­ing Institute, in [une 1971.)A problem-solving approach (and/or training program) developedat the college and adult level. It stresses multiple viewpoints and awide search for problem-elements; applíes many methods similarto the older Job Relations Training programo See: Pigors, P. W. &Pigors, F. e. Case Merhod in Human Relations: the Incident Process.New York: McGraw-Hill, 1961.

An approach (01' training program) that emphasizes "what amandoes with information," i.e., how he interrelates facts in analyzingproblems and making decisions. Developed at adult level, See:Kepner, e. H. & Tregoe, B. B. The Rational Manager. New York:McGraw-HilI, 1965.

A number of techniques for creative problem-solving, includingnegative ideation, 7 x 7 technique, and others, are included in:Carl E. Gregory. The Management of Intelligence: Scientific Prob­lem Solving and Creativity. New York: McGraw-HiIl, 1967.

A system involving the methodical interrelating of all elements ofa problem in order lo discover new approaches to a solution. See:AlIen, M. S. Morphological Creativity. Englewood Cliffs, N. J.:Prentice-Hall,1962.A program on problem-solving skills for high-IQ first graders.Consists of units called "garnes." Presented by the teacher as a

programmed script for individual instruction (one child at a time).See: Anderson, R. e. "Can First Graders Learn an AdvancedProblem-Solving Skill7". [ournal of Educational Psychology, 1965,56(6),283-294.A survey of material s and resources which can be utilized in pro­ces s education: Seferian, A., & Cole, H. P. Encounrers In Think­ing: a Compendium of Curricula for Process Education. Buffalo,New York: Creative Education Foundation, (Occasional Papel' 16).

32. PRODUCTIVETHINKINGPROGRAM

A self-instructional program for the upper elementary grades. Itattempts to help children improve their creative problem-solvingability. To be published, in an expanded version, by Charles E.Merrill, Inc., of Columbus, Ohio. Considerable research has beenconducted in which the original version of the Prodllctive Thintc­ing Program was used; much of this research is reviewed in:Treffinger, D. J. & Ripple, R. E. "Programmed instruction in crea­tive problem-solving." Educational Leadership, 1971, 28, 667-675.Other published reports inelude:

COVINGTON, M. V. "Sorne experimental evidence on teaching forcreatlve understanding." The Reading Teacher, 1967 (Feb.), 390-396.

COVINGTON, M. V. &. CRUTCHFIElD, R. 5. "Facilitation ofcreative problem-solving." Programmed lnetruction, 1965, 4, 3-5,10.

CRUTCHFIElD, R. S. "Creatlve thinklng in children: its teach­ing and testlng." In: H. Brim, R. Crutchfield and W. Holtzman(Eds.) Intelligence: Perspectioes 1965. New York: Harcourt,Brace, and World, 1966 (pp. 33-64.)

CRUTCHFlElD, R. 5. "Instructing the Individual in creatlvlty."In: Educational Testing Service's Individuali:ting lnstruction(Prlnceton, i965); also in Mooney and Razik's E:rplorations inCreativlty (1967), pp. 196-206.

CRUTCHFIElD, R. S. &. COVINGTON, M. V. "Programmed in­stroction and creatlvlty." Programmed lnstructioll, 1965, 4, 1-2,6-10.

EVANS, D., RIPPLE, R. E. &. TREFFINGER, D. J. "Programmed in­stroction and productive thinking: a preliminary report of a

cross-natlonal comparison." In: Dunn, W. R. &. Holyroyd, C;(Eds.) Aspects of Educational Technology. london: Methuen,1968 (115-120).

OlTON, R. M. "A self-instructional program for the developmontof productlve thinking in fifth- and sixth-grade children." In:F. E. Williams (Ed.) First Seminar on Productioe Thinking in Ed­ucation. St. Paul, Mlnnesota: Macalester College, 1966, 53-60.

OlTON, R. M. "A self-instructional program for developing pro­ductive thlnking skills in fifth- and slxth-grade children." [our­nal of Creative Behavior, 1969,3,16-25.

oiTON, R. M. &. CRUTCHFlElD, R. S. "Developing the sklllsof productive thlnklng." In: Mussen, P., langer, J. &. Covlnglon,M. (Eds.) New directions in developmental psyc1lOlogy. NewYork: Holt, Rinehart, and Winston, 1969.

OlTON, R. M., WARDROP, J., COVINGTON, M., GOODWIN,W., CRUTCHFIElD, R., KlAUSMEIER, H. &. RONDA, T. "Thedevelopment of productlve thlnking skills In fifth-grade chil­dren." Technical Report #34. Madison: Universlty of WisconsinRand D Center for Cognitive leamlng, 1967.

RIPPlE, R. E. &. DACEY, J. S. "The facilitation of problern-solv­ing and verbal creatlvity by exposure to programed instruction."Psychology in the Schools, 1967,4,240-245.

�Wc.o

..

f

33.PSYCHO­DRAMATlCAPPROACHES

34. PURDUECREATlVITYTRAININGPROGRAM

TREFFlNGER, D. J. & RIPPLE, R. E. Tite effecls o{ programed

ínotructíon in productive thinking O" verbal creativity and prob­

lem-eololng among elernerüary school childr en, lthaca, New

York: Comell Unlversíty, 1968. Final Report of USOE Research

Project OEG-0-8-080002-0220-010.

TREFFINGER, D. J. &: RIPPLE, R. E. "The effects of programedInstructlon In productlve thinklng on verbal creativity and prob­lem-solving among pupils in grades four through seven." lrish

[ournal of Educarion, 1970, 4, 47-59.

TREFFINGER, D. ¡. &: RIPPLE, R. E. "Developing creative prob­lem-solving abilities and related altitudes through programedinstruction." [ournal of Creative Behavior, 1969,3,105-110.

WARDROP, r. L., OlTON, R., GOODWIN, W., COVINGTON,

M., KLAUSMEIER, H., CRUTCHFlELD, R. &: RONDA, T. "The

developrnent of productive thinking skills in fifth-grade chil­

dren." [ournal of E'xp'erimental Education, 1969,37,67-77.

These inelude a variety of techniques sueh as role playing and role

reversa!. In psychodrama the attempt is made to bring into focus

all elements of an individual's problem; whcreas in sociodrama the

emphasis 15 on shared problema of group members. Elements of

these technlques have been used in various types of educational

settings and training programs. See: Moreno, J. L., Wf,o Shall Sur­

vive?, New York: Beacon House, 1953. For current reading, see

the quarterly journal Group Psychotherapy by the same publisher.

The Purdue Creativity Training Program consists of 28 audio

tapes and accompanying printed exercises, for the development of

creative thinking and problem-solving abilities among elementaryschool pupils. For further information, write: [ohn F. Feldhusen or

Donald J. Treffinger, Educational Psychology Section, Purdue Uni­

versity, South Campus Courts G, Lafayette, Indiana 47907.

Published descriptions and research reports inelude:

BAHLKE, 5. J. A study of the enhancement of creative abilities i"

elementarg echool children. Unpublished master's thesis, Purdue

Vniverslty, 1967.

BAHLKE, 5. ]. Componential evaluation of creativity instructional

material•. Unpublished doctoral thesis, Purdue Unlversity, 1969.

FELDHU5EN, ]. F., BAHLKE, 5. ]. &: TREFFINGER, D. ¡. "Teach­

ing creative thinking." Elementarg School [ournal, 1969,70,48-53.

FELDHU5EN, ]. F., TREFFlNGER, D. J. &: BAHLKE, 5. J. "Develop­Ing creatlve thlnking: the Purdue Creativity Program." [ournal

of Creative Behavior, 1970, 4, 85-90.

FELDHU5EN, J. F., TREHINGER, D. J. &. THOMA5, 5. J. B.

Global and Componential Evaluation of Creativity lnstruc­

lional Materials. Buffalo, N. Y.: Creative Educatlon Founda­

tlon, 1971.

ROBIN50N, W. l. T. Taped-creativity-series versus conventiortal

teaching and learning. vnpublished master's thesls, Atlanta Uni­

verslty, 1969.

WBAA. Creative Thinking: the American Pioneers. (A manúal for

teachers). West Lafayette, Indiana: Purdue University, 1966.

35. RACKING

TECHNIQUES

36. SELF­ENHANCINGEDUCATlON

37. SELF­INSTRUCTIONAL

COURSE INAPPLIED

IMAGINATION

38. SENSITIVITY

("T GROUP")

39. STRUCTUREOF

INTELLECT

40. SYNECTICS

(OROPERATIONAL

CREATIVITY)

41. THEORETICALISSUES

(aIso 7x7 technique and other forcing techniques)See: Gregory, C. E. Management of Intelligence: Scientific Problem­

Solving & Creatívity. New York: McGraw-HiIl, 1967.

Emphasis on basic principIes of creative problem-solving, includ­

ing education for setting as well as solving one's own problems.See: Randolph, Norma & Howe, W. A. Self-Enhancing Educatioll,a Program to Motívate Leamers. Sanford Press, Sanford Office,

200 California Avenue, Palo Alto, California, 1967.

Programmed set of 28 self-instructional booklets. For completecurriculum No. 015677 or microAche of report EDO-10382 write to

ERIC Document Report Service, 4936 Fairmont Ave., Bethesda,

Maryland 20014.

A training program designed to help a person gain insight into

himself and his functionlng in a group. Jt attempts to increase the

person's openness to ideas and viewpoints. See: Bradford, Leland

P., Gibb, Jack R. & Benne, K. (eds.). T Group Theory and Labora­

tory Method. New York: Wiley, 1964.

(See Affective Domain)

A model devised by J. P. Guilford giving organization to the vari­

ous factors oE intellect, and arranging them into three granddimensions: contents, operatíons, and products.See: Guilford, J. P. rile Nature of Human lntelligence: New York:

McGraw-HiII Co., 1967.

Guilford, J. P. lntelligence, Creativity, and Their Educatiollfll

lmplicaiions. San Diego: Knapp, 1968.

A training program which stresses the practical use of analogy and

metaphor in problern-solving. The Synectics mechanisms "force

new ideas and associations up for conscious consideration rather

than waiting for them to arise fortuitously." Developed at adult

leve!. See: Gordon, W. J. Synectics: the Deoelopment of Creative

Capacity. New York: Harper Bros. 1961.

The question, "Can creativity be developed7" has interested many

scholars, and the Iiterature, both supportive and critical, contains

many stimulating papers. Among them are:

ANDER50N, H. H. "Creativity and education." College and Uni­

ver.ity Bulletin, 1961, 13.

AU5UBEL, D. P. 'Tostering creatlvity In the school." Proceeding9

of the Centennial Symposium, "Hoio Children Learn." Toronto,

Ontarlo, Canada: Phi Delta Kappa and 0.1.5.E., 1967,37-49.

AU5UBEL, D. P. Educational psychology: a cognitive view. New

York: Holt, R1nehart and Winston, 1968. (Ch. 16, partlcularlypp. 549-555, 559-562.)

AUSUBEL, D. P. &: ROBINSON, F. School learning. New York:

Holt, Rinehart and Winston, 1969. (Ch. 17, partic. 523-540,

543-4).

t'-.��O

r

42. THINKPRODUCTS

43.THINKINGCREATIVELY

DANZIGER, K. "Fosfering creativity in the school: social psycho­Jogical aspects." Proceedings of tite Centenrüaí Symposium, "HourChildren Learn;" Toronto: Phi Delta Kappa and 0.1.5.E., 1967,50-59.

deMILLE, R. "The creatlvlty boom." Teachers College Record, 1963,54,199+.

GAGNE, R. M. The conditions of /earning. New York: Holt, Rine­hart, Wlnston, 1965. (parHc. pp. 166-170.)

GETZELS, J. W. "Creativc thinking, problem-solvlng, and in-'structlon." In NSSE Yearbook, Theories of learning and instruc­tion. 1964,240-267.

GUILFORD, J. P. "Factors that aid and hlnder creativity." Teach­ers College Record, 1962, 63, 391.

HALLMAN, R. J. "Can creativlty be taught7" Educational Theory,1964,14,15+.

PARNES, S. J. "Can creativity be Increased7" In Pames and Har­

ding. A source book for creative thinking. New York: CharlesScribner's Sons, 1962, pp. 151-168.

PARNE5, 5. J. Creative potential and the educational experience.Buffalo: Creative Educatlon Foundation, 1967. (Occaslonal Pa­

per #2.)TAYLOR, C. W. (Ed.) Creativitll: Progress an d Potential. N. Y.:

Wiley, 1964 (Ch. 3 and 4).TAYLOR, C. W. &; WILLIAMS, F. E. (Eds.) lnstructional Media

and Creativit¡¡. New York: Wiley, 1966.

WHITE, W. F. Psychosocial principIes applied to classroom teach­ing. New York: McGraw-HIiI, 1969. (Ch. 7, particularly pp.136ff.)

A series of materials Eor teachers and industry to stimulate crea­

tive performance. Ineluded is a series of TNT materials Eor teach­ers (techniques and tips) and a Iittle magazine called "The Crea-.tive Thínker", Available from Think Producís. 1209 Robin HoodCircle, Towson, Md. 21204.

Gary A. Davis, Department of Educational Psychology, Vniversityof Wisconsin, Madison, Wisconsin, has been active in researchon the development of creative thinking abilities, and in construct­ing instructional programs and materials as well. He has alsopublished with Ioseph A. Scott, an anthology entitled, "TrainingCreative Thlnking". New York: Holt, Rinehart, and Winston, 1971.Related artieles and materials inelude:

DAVIS, G. A. "Tralnlng creativlty In adolescents: a dlscussíon ofstrategy." [ournal of Creative Behavior, 1969, 3, 95-104.

DAVIS, G. A. &; HOUTMAN, S. E. Tllinking creatively: a guide toI

training imagination. Madlson: Unlverslty of Wlsconsin Res.and Devel. Center for Cognltive Leaming, 1968.

DAVIS, G. A., HOUTMAN, 5., WARREN, T. &; ROWETON, W."A program for tralning creative thlnking: 1. Prelimlnary FleldTest." Madlson: Universlty of Wisconsin, Res. and Devel. Cen-ter for Cognltlve Leaming, 1969. I

«. TORRANC�SMATER�LS

45. VALUEENGINEERING

(OR VALUE

ANALYSIS,VALUE

INNOVATION,VALUE

MANAGEMENT,ETC.)

46. WFF 'NPROOF

DAVIS, G. A. & MANSKE, M. "An Inslructional me thod af In­

ereaslng orígínality." Psychonomic Science, 1966, 6, 73-74.DAVIS, G. A. &; ROWETON, W. "Usíng idea checklists with col­

lege students: overcoming resistance." Iournal of Psyc¡'ology.1968,70,221-226.

MANSKE, M. &; DAVIS, G. "Effects of simple instructional biasrsupon performance on the Unusual Uses Tests." 10urrlal of Gr�­eral Psychology, 1966, 79, 25-33.

E. Paul Torrance, Professor of Educatíonal Psychology at the Uní­versity of Georgia, Athens, Georgia, has developed with colleaguetseveral sets of instructional materials for fostering creative think­ing among elementary school children. His Ideabooks series, wilhRobert Myers, ineludes "Can You Imagine?", "For Those \"'hoWonder," "Invitations To Thinking and Doíng," "Invitations To

Speaking and Writing Creatívely," and "Plots, Puzzles, andPloys." The Imagicraft series, with B. F. Cunnington, includ�recorded exercises, based on biographical sketches of famous pea­ple and the "Sounds and Images" exercises. Most are intended forelementary school children, but contain imaginatíve exerciseswhich might readily be used with adolescents and adults withminor modifications. For information, write Ginn and Company,Waltham, Massachusetts 02154. The Torrance Tests of CreativeThinking are published by the Personnel Press, Princeton, NewJersey.

See aIso:BRITTON, R. J. A study of creativity in selected sixtll-gratlt

groups, Unpublíshed doctoral thesls, Universlty of Virginia,1967.

TORRANCE, E. P. &; GUPTA, R. "Development and evaluationof recorded programed experíences in creative thinking in thefourth grade." Mlnneapolis: Universily of Minnesota, Bureau ofEducatlonal Research, 1964.

TORRAN CE, E .. P. "Priming creative thinking in the primarygrades." Elementary School l ournal, 1961, 62, 34-41.

(See al so C1assroom Teaching and Creativity above.)

Training programs applying general principIes of creatíve problem­solving to group efforts toward reducing costs or optímizing value.Adult level. See: Miles, l. D., Techniques of Va/ue Ana/ysis arldErlgineering. New York: McGraw-Hill, 1961; al so Value Enginccr­ing Handbook, H111, V. 5. Department of Defense, March 29,1963 (V. 5. Government Printing Office, Washington, D. C.). Forcurrent information, conference reports, bibliographies, etc., write

Society of American Value Engineers, Windy HiII, Suite E-9, 1741RosweU Street, Smyrna, Georgia 30080.

.

A symbolic logic game designed to increase one's ability to dis­cover new relationships in a logical manner. Portíons applicableat elementary level, proceeding through adult le veIs. Available fromauthor, L. E. Allen (Wff 'N PROOf, The Came of Modern Logic),P.O. Box 71, New Haven, Connecticut 06501.

N�¡..do

47. WILLfAMS'MODEL

48. WORK

SlMPLlFICATION

49. YOUNGTHINKER

(1964)

Frank E. WiIliams, Portland State College, Portland, Oregon, has

developed an approach for helping teachers integrate the teachingoE cognitive and affective skills with the presentation of subjectmatter. Recent published reports include:

WILLIAMS, F. E. "Foslering c1assroom creativily." Cal. Teachers

Assn. [ournal, March 1961.

WILLIAMS, F. E. "The search for Ihe creatlve leacher." Cal.

Teachers Assn.lournal, [anuary 1964,60,14-16.

WILLIAMS, F. E. "Perspective of a model for developing produc­tive-creative behavlors In Ihe classroorn." In: Williams, F. E.

(Ed.) Firsl Seminar on Productive Tltinking in Educatio,!. SI.

Paul: Macalesler College, 1966, 108-116.

WILLIAMS, F. E. "Tralnlng children lo be creative may have little

effec! on original c1assroom performance, unless ...

" Cal. 10"r­

nal of Ed. Research, 1966, P.

WILLIAMS, F. E. "Models for encouraging creativity in the class­

room by íntegrating cognitive-affective behaviors." Edl/calionar

Teclmologll, 1969, 9, 7-13.

WILLlAMS, F. E. Classroom Ideas For Encouraging Thinking and

Feeling. Buffalo, New York: D. O. K. Publishers, 711 Eas! Dele­

van Avenue, Buffalo, N. Y. 14Z15.

WILLIAMS, F. E. Media For Developing Creative Thinking in

Young Chíldren. BuCfalo, New York: Crealive Education Foun­

dallon, 1966 (Occaslonal Paper 13).

An industrial training program that applies sorne of the generalprincipies of creative problem-solving to the simplification of opera­

tions or procedures. Provides opportunity for personnel to use

their mental resources in helping improve organizational opera­

tions, using simple industrial engineering principies. ("Job Methods

Trainlng," as well as other similarly named programs of WorldWar II and thereafter, applied the basic concepts of this program.)5ee: Goodwin, H. F. "Work 5implification" (a documentary series

of articles). Factory Management and Maintenance, July 1958.

Briefer but more recent information may be obtained from Work

51mplificatlon Conferences, P. O. Box 30, Lake Placid, New York12947 and from an artide on Work Simplification by Auren Uris

in the September 1965 issue of Factory.

For children between 5-10 years of age. A series of more than 50

projects and exercises which can be used by the individual or bygroups. These have been used in the home and in schools. Avail­able from W. O. Uraneck, 56 Turning Mili Road, Lexington,Massachusetts 02173.

Donald J. Treffinger, Associale Professor, Educational Psychology.Address: Purdue University, School of Humanities, Social Science and

Education, Lafayelle, Indiana 47907.

Iohn Curtis Gowan, Professor, Dept. of Educafion.

Address: 5an Fernando Valley State College, Northridge, California

91324.

���

INSTRUMENTOS PARA EL ESTUDIO

DE

LA GONDUCTA CREATIVA y EL TALENTO CREADOR

Fuente de Información:

-KALTSOUNIS.B.:"Instruments Useful in Studying Creative Behavior

y DAVIS G. A. and Creative Talent".The Joun.Creative Behavior

.Vol.5º,Nº.2º,1.971,págs:117 - 126

.Vol.5º,Nº.3º,1.971,Págs:162 -165

.Vol.6º,NQ.4º,1.972,Págs:268 - 274

•

�""il.""I-VCRIlAI.A-C TEST OF CREA TIVE ABILITY, by D. H. Harris & A. L.

Símvcrg. Rcquires the cxamince lo write consequences of a de­scribcd 'situation, explanations of statements assumed to betrue, improvements of common appliances, solutions in situa­tional problems and uses of common objects. Scoring rationalebased upon assumption that "more creative" individuals willproduce higher quantities of ideas, ideas of better quality, andmore unique ideas. Available from Education-lndusirg Serviee.

ALTERNATE USES (AU), by P. R. Christensen, J. P. Guil­ford, P. R. Merrifield, & R. C. Wilson. A measure of spontane­ous flexibility (divergent production of semantic classes) de­fined as the ability to produce a variety of class ideas in con­nection with an object or other unit of thought. [r. high schoolthrough college and adult levels. Available from Sheridan Psy­chologica! Serviees, 111e.

'ASSOCIATlVE FLUENCY I (AF), by P. R. Christensen & J.P.Cuílfofd. A measure of the factor of divergent production ofsemantic relations defined as the ability to produce efficientlyideas bearing prescribed relations to other ideas or to producealterna te relations. In each case the task is to Iist as manywords as possible that bear a specified, meaningful relation tothe stimulus words. The forms are equivalent. Jr. high schoolthrough college and adult levels. Available from Sheridan Psy­chological Servíces, 111e.

.'

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lfCONCEPT MASTERY TEST - FORM T (CMT), by L. M.Terman. An intelligence test designed to measure ability todeal with ideas or concepts. Test samples this ability throughtwo kinds of verbal problerhs: synonyms-antonyms and thecompletion of analogies. Questions draw on concepts from a

wide variety of fields: physical and biological sciences, math,�hi....stQry,_ge.Qggphy,J�tera!ure, music, etc. The CMT is con­structed so as to measure power or capacity rather than speed.Primarily for college through adult levels. Available from ThePsychological Corporaiion.CONSEQl,!ENCES (CQ), by P. R. Christensen, P. R. Merri-;','field, & J. P. Guilford. A measure of two factors: ideational);fluency (divergent productíon __of., semantii:-uñits)"and' origi-_:-nalíty- (divergefit'� of semantic transformations).Provides a score for each factor. [r, hlgh school through col­Iege and adult levels, Available from Sheridan PsychologiealS(,",la,� ",e.�'J,:

:t;;;Y!�1��:,�....:.

CRr.AT1VE lMAGlNAT10N TIST (fORMS A & 8), by H.l, r, !,,,,�\jt"f' " D. S. P, S4:hu�rl. Indlc41H the lndlvldu ..l',.

[J,:I,'t.,.

"

approach to varlous problems and allows dcmonstration of,

creative problern solutions. Availablc from H. t. P. SclwbcrL

CREATIVE PROBlEM-SOLVING IN ARCHITECTURETEST BATTERY, by G. T. Moore & L. M. Jay. Assesses levelof creative problem-solving in architecture and allied disci­plines. Available from Architeciural Experimental Laboratory,University of Caliiornia.CREATIVITY TEST (FORM H), by C. H. Lawshe & D. H.Harris. Twenty item test to determine f1uency, flexibility, andoriginality. Available from Purdue University .

EXPRESSIONAL FLUENCY (EF), by P. R. Christensen & J.P. Guilford. A measure of the factor of divergent productionof semantic systems defined as the ability to produce ef­ficiently appropriate verbal expressions of organized thought.[r. high school through college and adult leveIs. Available fromSheridan Psyc1lOlogical Serviees, lnc.

FLANAGAN APTITUDE CLASSIFICATION TEST NO. 18_ INGENUITY, by J. C. Flanagan. Measures creativity orinventiveness. Each test item contains a description of a prob­lem situation similar to one that might be encountered in life.Aspects of the solution are given, but the key word or wordswhich inelude the crucial ideas are left blank, requiring theindividual to think of an ingenious solutlon. The five choice s

are given in terms of the first and last letters of the possibleright answer, so the individual reaIly develops the solution.Designed primarily for high school students. Avaílable fromSeiellee Researeh Associates.

FLANAGAN INDUSTRIAL TESTS- INGENUITY, by J.c. Flanagan. Description, same as aboye. Designed primarilyfor people who are seeking jobs. Available from SeielleeReeearch Assoeiates.

IDEATIONAL FLUENCY I (IF), by P. R. Christensen & J.P. Guilford. A measure of the factor of divergent productionof semantic units requiring the examinee to produce efficientlymany ideas fulfilling meaningful specifications. Jr. high schoolthrough college and adult levels. Avaílable from Sheridan Psy­chological Serviees, lnc.

MILLER ANALOGIES TEST, by W. S. Miller. Single-scoretest of high difficuIty level, originally dcslgned to measure

scholastic aptitudes at gradúate schoollevcl. Also useful ln theselectíon of lndivlduals For hlgh level posltions in business.Av.a¡bble from The P,yclJ(>lo�ical Corporation.

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�M.N USES ¡NU}, by R. Hoeptner "J. P. Gumo"'. A mea - forrning thern lnlo new associative «;ombinations which are.wrc o( 1],,, structurc-oE-inteIlect ability oE convergent produc- either useful or meet specified erHeria. Available from Houglr-liCln oE scrnantfc transEorrnations; a redefinition ability. A Iow ton-Mifflil1 Companu."t'": on trus test 'pr�b�bly. indica tes "fun�tionaI fixedness," SEEING PROBLEMS (SP), by P. R. Merrifield & J. P. Guil-whicb serves as an mhlbltor m problem-solvmg, preventing in-

f d A f h f t ifi f ti li•

.

h . 1 or measure o t e ae or cogru IOn o seman le imp lea-sJg ts. HJg 1 sehool, colIege and adult levels. Available from .

.

J hí h h I h h 11 d d It 1 1 A '1Sheridan PhI .

1 S" 1 tions. r. Ig se 00 t roug eo ege an a u eve s. val -I sye o ogtca erolees, ne.. .able from Sheridan Psvchoioglca; Seroices, lnc.PERTINENT QUESTIONS (PQ), by R. M. Berger & J. P.

.Guilford. A measure of the factor of conceptual foresight, orSIMILE �NTERPRETATIONS (SIM), by P. R. Chnstensen,

cognition of semantic implieations: the ability to see implica- J. P. Cuílford & R. Hoepfner '. A measure o! the facto� oftions of a meaningful kínd, as in having anticipations, in being divergent produetion of semant�e systems whích was defmedaware of consequences and m' m k' dl tí H' h under Expressional Flueney. High school, eollege and adult, a mg pre le ions. 19

herid h 1.

1 S.

1sehool, eollege, and adult levels. Available from Sheridan Psy- levels. Available from S len· al1 Psye o oglca erurces, nc,

ehologieal Seroiees, lile.TORRANCE TESTS OF THINKING CREATIVELy WITH

PLOT TITLES (PT), by R. M. Berger & J. P. Guilford. A WORDS (FORMS A & B), by E. Paul Torranee. Containmeasure of two faetors: ideational flueney (divergent produc- seven subtests which require individual to (a) ask �ue�tionstion of semantic units) and originality (divergent produetion about an unusual picture, (b) guess causes �f t�e aetlOn.m theof semantic transformations). The former was defined under picture, (e) guess eonsequenees of the actíon m the pícture,Ideational Flueney. The laUer is seen in the efficient produetion (d) think of ideas for improving a stuffed toy monke� or ele-of ideas of high quality with respeet to the eriteríon of "clever- phant, (e) list unusual uses for eardboard boxes or tín cans,ness." High sehool, eollege and adult levels. Available from and (f) predict eonsequenees of an improbable evento Avaíl-Sherldan Psyehologieal Seroiees, lne. able from Personnel Press, lnc.POSSIBLE JOBS (PJ), by A. Gershon & J. P. Guilford. A UTILITY TEST (UT), by R. C. Wilson, P. R. Merrifield &measure of the factor of divergent produetion of semantic im- J. P. Guilford. A measure of both ideational flueney (divergentplieations, the ability to elabora te upon given information or to produetion of semantie units) and spontaneous flexibility (di-suggest alternative deduetions or extensions. Jr. high school vergent produetion of semantie classes), whích requires thethrough eolIege and adult levels. Available from Sheridan Psy- examinee to eoneeive of new and unusual uses for familiarehologieal Seroices, lne. objeets based on as wide a variety of attributes of the objectsPROJECT TALENT CREATIVITY TEST M as possible. High sehool, eollege and adult levels. Available

. easures ere-

h 'd P 11 1.

1 S.

1ativity or ínventíveness. Each test item eontains a deseription from S en al1 sye o oglca erurces, nc,

of a problem situation similar to one that might be encoun- WORD FLUENCY (WF), by P. R. Christensen & J. P. Guil-:tered in Iífe, .Aspects of the solutíon are given, but the key ford. A measure of divergent produetion of symbolie units re-word or words whieh indude the crucial ideas are left blank quiring the examinee to produce rapidly words fulfilling speci-requiring the individual to think of an Ingeníous solution. fied symbolic (letter) properties. Jr. high sehool through col-The five choices are given in terms of the first and last letters lege and adult levels. Available from Sheridan Psychologiealof the possible right answer, so the individual really develops Seroices, lile. .

the solution. Designed primarily for hígh sehool studentsUniversity of Ptusb h (!!)1960

•

ABILITY- DECORATIONS (DEC), by S. Gardner, A Gershon, P. R.1 urgn, .

NON-VERBALMerrifield & J. P. Guilford. A rneasure of the ability for dlver-REMOTE ASSOCIATES TEST, by 5. A. Mednick & M. T. gent production of figural implications, an ability parallel toMednlck, Measures ability to think ereatively based on "asso- one prevíouslycalled "elaboration" which is the ability to addc"'ti",," lnterpretlltion of the creativa thinking process - an : > meaningfuI details to what ís given. Givcn outlincs of wcll-lnl"rrr�141Ion w.hlch envlslons the process as one of seeing known artlclcs of Fumlshlngs, the exarnlnee 15 lo add decora-�ÁI\(tn.hlrt W1Wffn sttmln81y "mutually remete" Ideas and

_

Uve llnes, Artistlc quality Is not importnnt; (igura� tde.u are.

.,

t\!)1-+-'-...en

"'" I t:n

'-

�1111';".d,,'OI through collegc and adult levels. Available from;<;Ir•.·,i'/"" ?qycltologicRIServices, Inc,

fdAKING OB]ECTS (MO), by S. Gardner, A. Gershon, P.R.McrrWeld & J. P. Guilford. A measure of the factor ofdivergent production of figural systems, this test is paraIlel tothosemeasuring expressional fIueney in the verbal or semanticeategory. The factor tnight be caIled "figural expressional flu­eney,"or, more precisely, "visual-figural expressional fIueney."Givena coIleetion of very simple figural elernents, the ex­amineeis told to construct specified objects by eombiningthoseelements. Ir. hígh sehool through eoIlege and adult lev­els.Available from Sheridan Psgchological Sertiices, lnc.

SKETCHES (SKET), by A. Gershon, 5. Gardner & J. P. Guil­ford.Ameasure of the ability known as figural fIueney, or di­vergentproduction of figural units: the abilíty to produce ef­ficiently a variety of units or visual-figural information in re­

sponseto specifications. Four basic, simple figures are given,eachrepeated twelve times, the examinee's task being tomakeeach one into a reeognizable objeet. Ir. high sehoolthrough colIege and adult levels. Available from SheridanPsyehoÍogieal Seroices, lnc.

SOUNDS ANO IMAGES, by B. F. Cunnington & E. PaulTorranee. Familiar and obscure sounds on 33V3 rpm recordelicitassociations whích may be seored for originality. Avaíl­ablefrom Personnel Press, lnc.

STARKWEATHER FORM BOARDS TEST. Consists of fourformboards picturing scenes familiar to most children of pre­schoolage. The seoring of this test indica tes the relationshipbetween the child's conformíng and non-eonformingresponses. Requires special apparatus. Available fromElizabetk Starkuieather.

STARKWEATHER ORIGINALITY TEST. Predids orígt­nalityindependently of verbal ability. Requires special ap­paratus.Available from Elizabeih Starkuieather,

,.'_..

STARKWEATHER SOCIAL CONFORMITY TEST. In thistest,the tendency to conform or not is ínfluenced by the child'sactualcolor preferences. Requires special apparatus, Avail­ablefrom Elizabetll Starkioeather.

STARK\VEATHER TARGET GAME. Deslgned to measureyounlchIIJ,m', wllllnltn�n to try dlfflcult tasks, Special ap­fl<*UIU' "'Iult«t. Av.lbl,lt hom fJ/U¡!'trh Sta,kw�atJ,,�r.\'fl

TORRANCE TESTS OF THINKING CREATIVELy WITHPICTURES (FORMS A & B), by E. Paul Torrance. Containthree subtests which requrre individual to draw piclures whiehelabora te upon (a) a single brtghtly eolored form, (b) ten

ineomplete line drawings, and (e) thirty-six identical circles(or pairs of paraIlel lines). Available from Personnel Press,lnc.

WELSH FIGURE PREFERENCE TEST, íncludíng the Bar­ron-Welsh Art Seale. Requires reaction to four hundred fig­ures varying on several dimensions. In addition to the originalseales, factor analytic studies reeently completed may inereasethe usefulness of this instrumento Available from ConsultingPsyc1tologisfs Press.

PERSONALITY A STUDY OF VALUES (AVL), by G. W. AIlport, P. E.Vernon & G. Lindzey. Designed to measure the relativestrengths of the six values of man as they have been eon­

ceptualized and described by psychologist-educator EdwardSpranger - theoretieal, eeonomic, aesthetic, social, political,and religious valúes. Available from Hougl1ton-Mifflin Com­pany.

AD]ECTIVE CHECK LIST (ACL), by H. G. Gough. List ofthree hundred adjeetives used in obtaining seIf-deseriptions or

in obtaining descriptions of an individual by one or more ob­servers, Available from Consulting PsyellOlogisfs Press, lnc.

CALIFORNIA PSYCHOLOGICAL INVENTORY (CPI), byH. G. Gough. Measures folk-concepts of interpersonal be­havior that are relative to social interaction, stressing the heal­thy rather than pathological aspeets in behavior and personal­ity. Provídes measures of (1) poise, ascendeney, and self­assuranee, (2) socialization, maturity, and responsibility, (3)achievement, potential, and inteIlectual effort, (4) inteIleetualand interest modes. Available from Consulting PsyehologisfsPress,lne.

FUNDAMENTAL INTERPERSONAL RELATIONS ORI­ENTATION - BEHAVIOR (FIRO�B), by W. C. Sehutz.Provídes measures of a person's characteristic behavior to­ward other people in the areas of incIusion, control, and af­fection. It is designed not only to measure Individual charac­teristics, but also lo assess relationships bctwccn pcoplc, suchas compatability. Avallable from Consulüng. Psyc1lo1ogi!)/�Press.Lnc,

��O':J

,;J, '."l

�GUILFORD - ZIMMERMAN INTEREST INVENTORY

(GZII) , by]. 5. Guilford & W. 5. Zirnmerman. An interest

inventory based upon factor analytie findings providing ten

extremely homogeneous seales which eomprehensively eover

broad areas of interest: mechanical (manipulatíve, construc­

tive), natural (outdoor), aesthetic (appreciation), service(social welfare; helping others), clerical (business detail),mereantile (business; merchandising), Ieadership (administra­tive; persuasive), literary (verbal), scientific (investigating;experimental), and ereative (covering a1l areas where unique­ness or inventiveness plays a role). High sehool, college andadult levels. Available from Slieridan PsycllOlagieal Seroices,lnc,

MINNESOTA MULTIPHASIC PERSONALITY INVEN­TORY (MMPI), by S. R. Hathaway & J. c. MeKenley. Pro­vides estimates of the subject's personal stability and psychí­atrie soundness. The inventory has thirteen seales. Availablefrom The Psyehalagieal Corporation.MYERS-BRIGGS TYPE INDICATOR (MBTI), by IsabelMyers-Briggs. A test of eognitive styles and personalities.Types based largely on Carl G. [ung's theory of psyehologicalattitudes, funetions, and types. Provides measures of two basieattitudes - introversion and extroversion; with a prefereneefor perceíving and judging¡ of the relative strength of two

opposed pereeiving functions - sensation and intuition andof two opposing judging funetions - thinking and feeling.Also identified as a subject's personality type in the jungframe of referenee. Available from Educationai Testing Ser­vice,

OMNIBUS PERSONALITY INVENTORY (FORM F). Re­quires response to three hundred and eighty-five true-falseitems. Provides seo res on fourteen seales. The following sealesappear to be most useful in studying the ereative person:Thinking Introversion, Theoretical Orientation, Estheticism,Complexity, and Autonomy. Available from The Psyehalagi­eal Corporation.OPINION, ATTITUOE, ANO INTEREST SURVEY

(OAIS). Questionnaire keyed for several traits, including ere­

ative ability and potential (Creative Personality (CP) Seale).Available from OAIS Testing ProgramoRUNNER STUDIES OF ATTlTUOE PATTERNS (INTER­VIEW FORM I1I). Quite eonsistently, the Freedom Orienta­tion Scales have correlated positively and the Control Orienta-

124

I

BIOGRAPHICALDATA

SOURCES

I8U'�.

tion Scales have eorrelated negatively with mensures of ere­

ative behaviar. Available from Rwmer Assaciafes.

16 PERSONALITY FACTORS TEST. High seore shows the

type of personality which is creative and inventive in any area

in which he posses ses the ability and training; that is, the gen­eral tendeney to work creatively in science, literature, art or

the every-day job, etc., regardless of field. Available from Thelnstitute af Personaliig and Ability Tesiing,VOCATIONAL INTEREST (FORM FOR MEN, FORMFOR WOMEN), by E. K. Strong. Possible with a fa ir degreeof aceuracy to determine whether or not an individual wouldlike eertain oeeupations. Measures extent to which individual'sinterests agree or disagree with those of successful people in

a given oceupation. Available from Stanfard Ulliversity Press.

ALPHA BIOGRAPHICAL INVENTORY. Three hundred

multiple-choice items assess potential for scíentlfíc ereativityin high sehool students. Available from The Institute far Be­hatiioral Researcli in Creativity.BIOGRAPHICAL INVENTORY, by C. E. ShaeEer. The one

hundred twenty-five multiple-choice items assess biographiealinformation and ereativity-related aetivities in areas of familyhistary, avoeational aetivities, and miscellaneous. Availablefrom Educaiional & Industrial Testing Serviee.

. ;

Arehiteetural Experimental Laboratory, University of California, Berke-

ley, California 94720.'

Consulting Psychologists Press, Inc., 270 Town & Country Village,Palo Alto, California 94306.

Educatlon-Industry Servlce, 1225 E. 60th Strect, Chícago, Illlnois 60637.

Edueational and Industrial Testing Service, San Diego, California.Edueational Testing Serviee, Rosedale Road, Prineeton, Ncw Jersey 08540.

Houghton-Mifflin Company, 2 Park Street, Boston, Massaehusetts 02129.Institute for Research in Creativity, P. O. Box 298, Greensboro, North

Carolina 27402.

Institule for Personality & Ability Testing, 1602-04 Coronado Drive,Champaign, IIIinols 61820.

OAIS Testing Program, Ann Arbor, Miehigan.Personnel Press, Inc., 20 Nassau, Princeton, New Jersey 08540.

The Psyehologieal Corporation, 304 E. 45th Street, New York, New York10017.

Purdue Universi ty,Oecupational Researeh Center, Lafayette, Indiana 47907

Runner Associates, 378 Balligo Road, Conshoekcn, Pcnnsylvanla 19428.

Sehubert, H. J. P., 500 Kleín Road, Buffalo, Ncw York 14220.

Scienee Rescarch Associates, 259 E. Erie, Chicago, IlIinois 60611.

Sheridan Psyehological Servlccs, Inc., P. O. Box 837, Bcvcrly HIlls,California 90213.

���-:¡

125

... ..�-

� GARY A. DAVIS

Insfrumenfs Usefuf in

Sfudying Creailve BehaviorAndCreafive TaJenf

PART JI

NoncommerciaIly Available Instrurnents"

Thetests lísted in this article were selected from a list whichappears in a monograph by Gary A. Davis, lt's Your lmagin­tion:Theory and Tralning of Problem-Soloing," scheduled forpublication in the spring of 1972, by Basic Books, Ineorporated.Thebook summarizes two histories in the study of problern­solvingand creative thinking: The Academic Tradition of theExperimental Psychologist (from Cohler's Chimps to Corn­puterProblem-Solving) and the Applied Tradiiion coneernedwithtraining creative and problem-solvlng skills in industryandeducation.Theauthor has been an active researcher and writer in theareasof creativity and problern-solvíng for years.

"" "" ""

TESTSFABLES TEST. Four fables have missing last lines. Individualsupplies a moralistic, humorous and sad ending for each(Getzels & [ackson, 1962).HIDDEN FIGURES. Individual indica tes whieh of severalfiguresis located in more complex geometric form (Witkin,Dyk,&Faterson, 1962).HOTDOG PROBLEM. Individual invents new kínds of hotdogsby improving weiners, buns, or both (Davis, et al., 1969).INDEPENDENCE OF JUDGEMENT TEST. High-scoring in­dividuals resist yiclding to group pressure in responding to

opinion questionnaire (Barron, 1958).

•Thepubllsher gr.ldully acknowledges the conlrlbutlon oE Basle800k.,Incorporated lo thl. tltort.

,n� l.;;, ��f. � ."{:'->'" 1 1·"; ,'J ::_. ¡ I:�I IJ.�1

INSTANCES. Individual generates examplcs of dass conccpt

(e.g., round things, rhirigs that make a noise). Other names :

Object Naming, Thing Categories (Freneh, 1951; Wallaeh &

Kogan, 1965).LETTER STAR TEST. Given letter-asterisk-Ietter-asterisk

(e.g., Y*N*), individual constructs as many Iour-word sen­

tences as he can, using the letters as initialletters of two words

(Carroll,1941).UNE MEANINGS. Individual thinks of meanings or ínter­

pretations of abstraet designs drawn with single line (Wallach& Kogan, 1965).MAKE UP PROBLEMS TEST. Given complex paragraph con­

taining numerical information pertaining to, e.g., buying a

house or building a swimming pool, individual makes up as

many mathematical problems as he can (Getzels & jackson,1962).

't MATCHSTICK PROBLEMS. Given a pattern made of match­

sticks, individual is asked to move or remove a certain numberof matchsticks to crea te another specified pattern (Cline,Riehards, & Needham, 1963; Guilford, 1967; Katona, 1940).In one variation, individual is asked to construct four equilat­eral triangles from six matches, requiring a 3-dimensionalsolution.

MOSAICS. Given colored pasteboard squares, individual de­

signs own mosaic pattern (Barron, 1958).PATTERN MEANINGS. Individual thinks of meanings or

interpretations of abstract visual designs (WaIlach & Kogan,1965).SENTENCE FLUENCY. Individual restates given idea in díf­ferent ways (Taylor, 1947).SIMILARITIES. Individual thinks of similarities between two

objects, e.g., carrot and potato (WaIlach & Kogan, 1965).SYMBOL-EQUIVALENCE TEST. Individual free-associatesto "stimulus image," e.g., empty bookcase, sound of foghorn(Barron, 195�).TOURIST PROBLEM. Individual writes proposal (essay) for

getting more European visitors to the United Sta tes (Hyman,1964).

CHILDHOOD ATTITUDE INVENTORY FOR PROBLEM­SOLVING, by R. S. Crutchfield and M. V. Covington. Assessesattitudes related to creative and problem-solving actlvítles

(Covington, 1966).

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, . .,,¡, .. ''''')' c lv.uscs cr« or ,c,,1 people (Elms, 1966).( \1'/I\l1 NCES QUESTlONNAIRE. Seventy-nine yes-noitt'/IlS lap actual and imagined experiences which may relate to

Icndency ior creativity (Taft, 1969; Taft & GiIchrist, 1970).HOW DO YOU THINK7 Twenty items, rated on 9-pointscales (never true-always true) asses s attitudes, motivationsand self-perceptions related to creativity and problem-solvingbehavior (Davis, Houtman, Warren, & Roweton, 1969).PENNSYLVANIA ASSESSMENT OF CREATIVE TEND­ENCY (PACT). Forty-five self-rating items measure altitudesand interests related to creativity (Rookey, 1967).PRECONSCIOUS ACTIVITY SCALE. Thirty-eight items re­

flect respondent's attitudes toward engaging in creative activi­ties (HoIland & Baird, 1968).THINKING INTEREST INVENTORY. Assesses attitudes andmotivations pertaining to creative behavior (Merrifield, unpub­lished test).WHAT KIND OF PERSON ARE YOU? Fifty two-choice itemsask the individual to indica te which of the two characteristicsdescribes him best (Torrance, 1970).!.

REFERENCESBARRON, F. The psychology of imagination. Scientific American, 1958,199, 151-166.

CARROLL, J. B. A factor analysis of verbal abilities. Psycf¡ometrika,1941,6,279-307.

CUNE, V. B., RICHARDS, J. M., & NEEDHAM, W. E. Creativity testsand achievement in high school sclence.Joro-nal of Applied PsycllO/ogy,1963,47,184-189.

COVINGTON, M. V. A childhood altitude inventory for problem­solving. Iournal of Educational MeaslIremerrt, 1966, 3, 234.

DAVIS, G. A., HOUTMAN, S. E., WARREN, T. F., &: ROWETON, W. E.A program for training creative thinking: I. Preliminary field test.Technical Report No. 104, Wisconsin Research and DevelopmentCenter for Cognitive Learning, Uníversity of Wisconsin, 1969.

ELMS, A. C. Influence of fantasy ability on altitude change throughrole playing. Iournal of Persorralily and Social Psycllology, 1966, 4,36-43.

FRENCH J. W. The description of aptitude and achievement tests interms of rotated factors. Psgchometrie Morrographs, 1951, No. 5.

GETZELS, J. W., &: JACKSON, P. W. Cre/ltivity arrd lntellígence. NewYork: Wiley, 1962.

GUILFORD, J. P. TI,� Nature 01 Humarr lntelligence, New York:McGraw-HiJI,1967.HOLlAND, J. t., &: BAIRD, l. C. The PreconsciOus Activity Scale: Thedeveloprnent and validatlon of an orlginality measure. [ournal ofCrrativI Bf'lIIIt·iM, 1968, 2, 214-l1J.

"'.

HYMAN, R. Crcativity and thc pr r p ar r-d rmnd : Thc role of inforruation

and i n duccd at t it u dc s. In C. W. T.lylor (Ed.), WirlCllill� llorizorr9 ill

Crcntivil1" Nc\V York: Wiky, 1964, 69-79.

KATONA, G. Orgt1l1izirrg ana Mc",ori:ing. New York: Columbia Uni­

versity Press, 1940.

MERRIFIELD, P. R. TIJi.lki.,g lnt crcst ll1velltor)l. Unpublished test,

Dcpartmcnt of Educational Psychology, New York Univcrsity.

ROOKEY, T. J. Pe.msylvl1rria Assessll1ent of Creatiue Tendcncg (PACT).Unpublished test, Dcpartment of I'ublic Inslruction, Commonwealth of

Pennsylvania, Harrisburg. Pa., 1967.

TArT, R. Peak expcriences and ego permissivcness: An exploratoryfaclor study of their dimensions. Acta Psuchologlca, 1969, 29, 35-64.

TAFT, R., &: GILCHRIST, M. B. Creative attitudes and creative produc­tivity: A comparison of two aspects oE creativity among students.

[ourn al of Educational PsycllOlogy, 1970, 61, 136-143.

TAYLOR, C. W. A factorial study of fluency in writing. Psvchometrika,1947,12,239-262.

TORRANCE, E. P. Crel1tive Learning /llId Teaching, New York: Dodd,1970.

WAllACH, M.A.,&: KOGAN, N. Modes of Thinking irr Young Children,

New York: Holt, 1965.

WITKIN, H. A., DYK, R. B., FATERSON, H. F., GOODENOUGH, D. R.,&: KARP, S. A. Psvchologicaí Di{fere'ltiatiorr. New York: Wiley, 1962.

Gary A. Davís, Professor, Department of Educational Psychology.Address: The University of Wisconsin, 432 North Murray Street,Madison, Wisconsin 53706.

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Addifiona/ InsfrumenfsUsefu/ in Sfudying CreafiveBehavior and Creative Ta/enfPart111, Non-Commercially Available Instruments*

*This is the third of a series of listings dealing witlt insiru­menis tha: hatie been used in the study of creative behatiiorandcreative talento Since, to the best of our knowledge, theseitemsare not commerclallg auailable, we have listed a referencewitheack test description. .

Byno means exhaustive, this information is provided onlyfortheinterest and potentlal use of Ioumal readers. It does not

constitute an endorsemeni by the author or ihe joumal ofCreative Behavior.Thefirst installment in this series entitled "lnstrumentsUsefulin Studying Creative Behauior and Creative Talent"appeared in-Yolume 5, No. 2, Second Quarter, 1971, pages117-126. The second installmeni entitled "Instrumente UsefulinStudying Creative Behaolor and Creatioe Talent" appeared-:--�"';__---Ilin.Jl.olum_e_S_. No. 3,_I_�!!:4Quarter, 1971, pages 162-165.

,.

BARRON ANAGRAM TEST - requires that subjects fíndotherwords in a test word. They eouId rearrange the letters inatestword. It measures originality.______Barron, F._'�The psychology of iiTÍagíñ�tiori.';-S;'¡entific Amer-ican,1958, 199, Number 3, 150-166.

BIOGRAPHICAL INVENTORY FOR CREATIVE ADOLES­CENTS - alife history questionnaire. The 166 questions are

groupcd Into ave seetions designated as physlcal character-lsti",f"mUy hlstory, educatlonal hlstory, lelsure-tíme actlvl-.

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t ies, arrd misccllancous. Most of the qll"r,lll�'ns covcr objectiveFacts rcg.ardtng Fresen! or r.1st act ivit les ancl cxpcrlcnccs r sorne

call for cxpresslon of prcfcrence and 0111('r5 pcrtain to plansand goals.Anastasi, A. & Schacfcr, C. E. "Blographlcal eorrelates of

artistie and Iíterary creativily In adolcscent girls." [ournalof Applied Psyc1101ogy, 1969, 53,267-273.

BIOGRAPHICAL INVENTORY FOR IDENTIFYING CRE­ATIVITY IN ADOLESCENT BOYS heIps idcntify adoleseent

boys who have given evidenee of ereativity in either artistic or

scientifie achievement.

Sehaefer, C. E. "Biographical inventory correlates of scien­

tifie and artistie ereativity in adoleseents." Dleeertation

Abstracts, 1967(Sept.), 28(3B), 1173.

CREATIVE ACHIEVEMENT CHECK LIST - designed to

elicit high sehool ehildren's most ereative aehievement and

aspirations.Torranee, E. P. "Predietion of aduIt ereative achievement

among high sehool seniors." Gifted Child Quarterly, 1969,13(4),223-229.

CREATIVE EXPRESSION SCALE - measures developmentaIopportunities for creativity within eollege classrooms.

Gheen, W. L. "The adequaey of eertain ereative class method­

ologies in seleeted Texas industrial arts teaeher traininginstitutions." Dlssertation Abstracts, 1971(April), 31(10),5165.

CREATIVE PERFORMANCE SCALE - a scaIe for ratingereativeness in scienee and art products of high sehool students.

Nguyen, G. H. "Reeonstruetion in ereativity: a unified con-

eeption of the ereative person." Dissertation Abstracts, 1970

(Nov.), 31(SA), 2194.

CREATIVE RISK TRAiNING - a new tralning procedure on

sensitivity.Byrd, R. E. "SeIf-aetualization through creative risk taking:

a new Laboratory Model." Disserti1tion Abstraets, 1971

(June), 31(12A}, 6712.

CREATIVE THINKING TEST - subjcets are askcd to pcr­form verbal and pictorlal analogies tasks In which thc possibleanswcrs are.' glven, and then lo make up thclr own cxamplcs.Elllou, R. C. "CrNlivily and the handling of confllct in

brighl ,Ixlh gro1dt'n." Di,urtation Al,_t",ct,. 1911(June),}1(1:8), 7�11.

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BAITERY � Ihese are Iwo inslrumenls designed lo lop gen­eral crealive abilities of undergraduate White and Negrostudents.

Lewis, H. E. "A descriptive study of self-concept and general,

creativity of southern and northern undergraduate students."Dlssertatlon Abstracts, 1967(May), 27(11A), 3625.

CREATIVE WRITING EVALUATION FORM - useful in

evaluating creative writing of high school students.

Veix, D. B. "A study of the influence of selected aesthetic

experiences on the creative writing of tenth grade students."Dlssertation Abstracts, 1971(July), 32(IA), 260.

• CREATIVITY ATTITUDE SURVEY FOR ELEMENTARYLEVEL CHILDREN - it is designed to tap confidence in own

ideas (11 items), appreciation of fantasy (7 Hems) theoreticaland aesthetic orientation (5 items), openness to impulse ex­

pression (4 items), and desire for novelty.Schaefer, C. E. & Bridges, C. I. "Development of a ere­

ativity attitude survey For children." Perceptual & MotorSkills, 1970, 31, 861-862.

CREATIVITY DESIGNS TEST - designed to measure gen­eral creative thinking abilities of college students.

McGaughey, M. V. "The formation of leaming sets as a

function of creativity and intelligence in adolescent females."Dissertation Abstracfs, 1969(Feb.), 29(8B), 3090.

CREATIVITY RATING JORM - designed for rating eollegeage individuals with creaHve potential.Baker, M. A. S. "The relatíonshíp of creativity to several

_______�seleeted personality variables." Dissertatíon Abstracts, 1971

(Jan.Y,""3T(7B);-4324�-CREATIVITY TEST - eonsists of 10-items designed to eliciteharacteristics of potentially ereative students in mathematics.

Prouse, H. L. "Creativity in sehool mathematics." Mathe- .

matice Teacher, 8: 876-879, Dec., 1967.

EISENMAN PREFEB,ENCE- FOR -POLYGON5 'TA5K - a

--modifiecl ��;�i���f-the simplicity-complexity test consisting oE12 polygons of various complexities. Complexity ís defined

according to the number of points. Applicable for adults.

Eisenman, R. et al. "Perceived creatlvity, set, and preEerencefor simple .or eomplex shapes." Perceptual & Motor Skills,1966,22,111-114.

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I'RANCK DRA\\'ING COMl'tr.TION TEST -_ .. - 11 COl1sht,; ofa scr ics of 36 s implc im tlll\l'lclc linc Jr.l\vlngs which are lo becornplctcd by the subjcct in any W.lY he wishcs. It mensures

non-verbaloriginality.Barron, F. "The psychology of lmagina tion." Scicn tifíe

American, 1958199, Nurnber 3, 150-166.

GROUP TEST OF CREATIVITY (By Mctfesscl) & INDIVID­UAL TEST OF CREATIVITY (By Risser) - Both instruments

are applicable for measuring creative and aesthetic qualitiesof art products produced by hígh sehool pupils.Ginn, B. B. "Talent in art: creative inteIligenee of selected

senior high school students eompared with creative andaeslhetic qualities of their produets." Diesertaiion Abstracts,1969(March), 29(9A), 3040.

INVITATIONS TO CREATIVE THINKING - written crea­

tive science exercises designed to enhance elementary schoolchíldren's crea ti ve thinking.

.

McCormaek, A. J. "The effeet of seleeted teaehing methods on

creative thinking, self-evaluation, and aehievement of stu­

dents enroIled in an elementary scienee edueation methodseourse." Dissertatíon Abstraets, 1970(April), 30(10A), 4311.

LEVY MOVEMENT BLOTS - a teehnique devised by DavidLevy with the express purpose of eliciting movement of collegestudents.

Griffin, D. P. "Movement responses and creativity." [ournalaf COH511lfing Psyc1101ogy, 1958,22,134-136.

LUNDSTEEN TEST OF CREATIVE PROBLEM SOLVING- designed to indica te the presence of speciflc qualítatívelevels of thinking known as abstraet, functional, error, andconcrete thought.Rickborn, 1. & Lundsteen, S. W. "The .eonstruétion of and

aequisition of reliability data for a test of qualitative leveIsin ereative problem solving." California [ournal of Educa­tional Research, 1968, 19(2), 53-58 ..

MODIFIED BENNETT TEST - is based on the Test of Pro­duetive Thinking by G. K. Bennett of the PsychologicalCorporation. Assess ereativeness of a verbal product in terms

of multifaceted conceptual framework.

Prlce, A. D. "Effect of role-inducing instruclions on perform­ance on a new test oE creative thínklng." P�ycl,alos;ealReuort« 1970, 27, 919·924.

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MOTHER G005E TEST - designed to elicit verbal crea­

tivity measures of elementary school children.

Torranee, E. P. University of Georgia, Athens, Georgia.

ONOMATOPOEIA AND IMAGES - it is a test of originality'Using word stimuli which includes semantic and sound ele­ments to evoke imaginative responses.

Khatena, J. Onomatopoeia and images: preliminary validitystudy of a test of originality." Perceptual & Motor Skills,1969,28(1),335-338.

PAPER SHAPES TEST - measures elemehtary children'screative ability in arto

Keenan, J. F. "The relationship of certain socio-cultural and

community faetors among sixth grade students to creativityin art." Dissertation Abstracts, 1971{Feb.), 31(8A), 3782.

PERSONAL OPINION SURVEY - a 30-item paper-and­pencil personality test consisting of five short form tests ofsix items each. The specific tests are tolerance of complexity,tolerance of ambiguity, seanning, independenee of judgment,and regression in the service of the ego. Applicable for highschool students.

Eisenman, R. & Robinson, N. "Complexity-simplicity, crea- .

tivity, intelligence, and other correlates." [ournal of Psy-.chology, 1967, 67,331-334.

THE PERSONAL-SOCIAL MOTIVATION INVENTORY -

a 30-item test designed ·to isolate índivíduals of inquiring,searching, reaching-out, and courageous attitude.

Torranee, E. P. University of Georgia, Athens, Georgia.

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RATING SCALE'F01t CREATIVE RHYTHMIC MOVE­MENTS - designed for rating pre-school age children's crea­

tivity in rhythmic movements.

Balagstas, T. M. ''The relationship between parental attitudesand children's ereativity in rhythmic movements." Dlsserta­tion Abstracts, 1969{June), 29{12A), 4304,-- -' .

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ROGGE-STORMER TEST OF CREATIVE THINKING­

designed to measure creative behavior of elementary schoolchildren.

Sowers, A. C. "Sorne effects which influence creative behavlotin trainable mentally retarded pupils." Dissertation AV­stracts, 1970(April), 30(10A), 4287 .

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SELEClTD CREATIVITY TASKS --- .l55C55CS the sclcnce

ability of elementar)' children to form classcs r,iven a center offocus and the eriterion for c1ass mcmbership.Abraham, E. C. "The effects of post-Iaboratory discussions in

scienee on selected inquiry skills judged to be componentsof creativity." Dlssertauon Abstrae/s, 1970(Nov.), 31(5A),2205.

SIMILES TEST - subject Is asked to give three different re­

sponses to each of 10 incomplete similes.

Schaefer, C. E. "The similes test: a new measure of metaphor­ical thinking." Proceedings of the annual convention of theAmerican Psychological Association, 1970, 5(1), 169-170.

SIX CRITERION ELEMENTS OF SPONTANEITY - it ísconcerned with identifying and measuring the employment ofa creative procedural strategy in executing art works anddirects a judge to rank art products on the degree cif apparentspontaneity in their artistic execution.

Lombard, ]. B. "A longitudinal and comparative study ofeighth grade students' "spontaneous" and "creative" art

performance and productíon." Dissertation Abstracts, 1971

(Jan.), 31{7A), 3375.

STEWART TEACHER RATING OF CREATIVITY ANDGIFTEDNESS SCAlE - can be used by teachers to classifyelementary children into creative and non-creatíve,

Nuttall, E. V. "Creativity in boys: a study of the influence ofsocial background, educational achievement, and parentalattitudes on the creative behavior of ten year old boys."Dissertation Abstraets, 1970(July), 31(IA), 231.

TEST OF CREATIVE ABILITY IN MATHEMATICS, FORMSA & B - each test consists of six geometric and numericalproblems preceeded by an example lllustratlng each problemand asking students to come up with as many similar solutionsas possible. Applicable to students of high school age and above.

Buckeye, D. A. "The effects of a creative classroorn cnvlron-

ment on the creative abilíty of prospective elementarymathematíes teachers." Unpublíshcd Doctoral Dlssertatlon,Indiana Unlversity, Bloomlnglon, Indiana, 1968. �

en�TINKER TOY TEST OF CREATIVITY - mcasures non­

w.h... 1 <l'''.lUvhy ()f pr"•chool 41gt' chlldren.\,'o%k ll_ t. "A comr.Jrlwn o( tM 100J'o)d �,( 1\'f0 Idndt'tgutt'n.

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negro children." Dissertotion Abstrncfs, 1971(May), 31

(118),6886.

WARREN & DAVIS DIsTANT LINKING EXAM - a chíl­dren's (sixth grade) creativity measure modeled after Med­nick's Remote Associates Test. Each WADDLE item presentssubject with three words and requíres that he produce a fourthone distantly Iinked to all three.

Warren, T. F. Beloit CoHege, Beloit, Wisconsin.

WORD ASSOCIATION - designed to elicit rigid verbalassociation to stimulus words.

MAKE UP MATH PROBLEMS - subject must respond to a

complex paragraph involving numerical values by suggestingall of the mathematical problems whích could be solved withthe information in the paragraph.Getzels, J. W. & Iackson, P. W. "The meaning of 'giftedness'

_.__ an examination of an expanding concept." Phi Delta, Kappan, 1958, 40, 75-77.

THE WYRICK TEST OF MOTOR CREATIVITY - evaluatesmotor creativity of elementary children.

AIston, D. "A comparison of motor creativity with verbalcreativity and figural creativity of black culturally deprivedchildren." Dissertation Abstracts, 1971 (Nov.), 32(5A), 2458.

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BiIl Kaltsounls, Assistant Professor, Education.Address: Middle Tennessee State University, Murfreesboro, Tennessee37130.

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FILM5 DE CREATIVIDAD

Fuente de información:

-"The Journal of Creative 8ehavior"

.Vol. 4,nQ 3,1.970,págs:190-209

.Vol. 9,nQ 2,1.975,págs:97 -111

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GOLDBERG.M.�.:"Films on Creativity -

Do They Exist?"

The Journal of-Creative 8ehavior

Volumen 4º,Número 3,3º trimestre

1.970,págs. 190 - 209

ACCENT ON ACHIEVEMENT (20 mins.)Describes the Federal Incentives Awards Program andgives examples of contributions made by NASA em­

ployees.National Aeronautics and 5pace Administration

ADVENTURES OF THE A5TERISK (11 mins., color)Uses wax crayon and water color drawings in a litho­graphic technique to present a condensed, animated car­

toon account of the life of aman symbolized by an

asterisk.

McGraw-HiIl Films

ALEXANDER AND THE CAR (sound filmstrip, color)Animated filmstrip on a junk yard caro Appealing to chil­dren from ages 4 to 8; good motívational film for Ian­

guage arts, art, social studies, science, etc. Jt sees theworld through a child's eyes.

Weston Woods

APE TO AGAPE (30 mins.)A narration by J. H. McPhersort on the psychology of

creativity.Delta College Television Center

\ AVOIDING COMMUNICATION BREAKDOWN (24 míns.)Dr. Berlo calls attention to warning signals of defectivecommunications, and shows how these signals could havebeen used by communication-consdous managers to pre­vent breakdown.BNA Films

192

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DfRFU�Kl.E (10 mins.)\-Vh;)! is a word? This animatcd film íollows thc luunorousrnisadvcntures of a poor soul trying to find thc exact

meaning of the word "berfunkle." The search revealsconcepts about the nature of words.

Henk Newenhouse

BLINKITY BLANK (6 mins., color)A film experiment by Norman Melaren in the use of in­

termittent animation and spasmodic imagery. Melaren

makes play with the laws of persistence of vision and after­

image on the retina of the eye. The result is a "now yousee it - now you don't" effect. Chosen Best AnimatedFilm of 1955 by the British Film Institute.

International Film Bureau

THE CARE AND FEEDING OF IDEAS (15 mins.)A film on the patent system.National Association of Manufacturers

A CHAIRY TALE (10 mins., black/white)This fairy tale in modern manner, told without words, is

a kind of simple ballet, a pas de deux, of a youth and a

common kitchen chair. The young man tries to sít, but thechair declines to be sat upon. The ensuing struggle, fírstfor mastery and then for understanding, forms a story.International Film Bureau

CHANGING ATTlTUDES THROUGH COMMUNICATION

(24 mins.)Dr. Berlo shows how the íntroductíon of change oftenarouses resistance, throwing employees off balance, and

thereby producíng tension. Understanding this will helpcreate acceptance of new policíes.BNA Films

CHARLIE ANO THE GOLOEN HAMPSTER (13 mlns.)Explains the guiding concepts of a non-gradcd c1cmcntaryschool. The importance of the individual chlld wlth hlsparticular lcamlng style 15 dramatlcally portrayed through­out. These ¡HC concepts whkh un be ullJlzeJ In DOy ele­mtoIJ')' school, old .u wdl .t. 1\f'W.

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CHRISTOPHER FILM (25 mins.)

Highlightsthe baslc principIes oE creatíve problem-solvingandpresents an actual demonstration of a panel brain­stormingthe problem of how a community can showgreaterappreciation of its teachers.TheCreative Education Foundation

CLAY:(ORIGIN OF THE SPECIES) (15 mins., black/white)Employsanimated three-dimensional modeling clay formstocreateanintriguing visual variation on Darwin.McGraw-Hill Films

COMMUNICATING MANAGEMENT'S POINT OFVIEW(24mins.)Persuasionis a vital part of the manager's job - affectingandchanging people's beliefs, attitudes and behavior. Dr.Berloshows how managers can become more skillful inthisaspectof communícatíng teehniques.BNAFilms

COMMUNICATION FEEDBACK (24 mins.)Dr.Berloshows that effeetive communication is impos­sibleiffeedbaek is ígnored, distorted, avoided or simplynotpereeived.BNAFilms

COMMUNICATION'5 PRIMER (22 mins.)Usesavaríety of cinema tic techniques to fH all types ofpersonaland impersonal eommunications into a conceptualframeworkusing the Claude 5hannon model. Thís model----"""m=cluaesantníormatton source, coding transmission ehan­nel,reeeiver, deeoder and destination.StateUniversity of New York College at Buffalo FilmLibrary

CREATIVEAITITUDE (27 mins.) ..__--

____Thisfilmnot only-btiñgs-th�·· nebulo�s subjeet of ere­

ativityinto focus but also outlines ways to spark new

ideas;itsuggests ways to penetrate the waH of conven­

tionalthinking and project into the realm oE the new andunknown.GeneralMotors Corporation

194

TIIE CREATIVE CYCLE (30 mlns.)Dr. Hcrbcrt True, Universlty of Notro Dame, traces the

steps of creative process: meehanical approach, fatigue and

frustration, subconscious manipulation, decision, and sell­

ing the idea.

Michigan State University

CREATIVITY (21 mins.)J. W. Taylor, author of How io Create New Ideas, uses

demonstrations and descriptive examples to explore the ef­

fects on creativity of such blocks as mental illness and

lack of curiosity. He offers suggestions on how to over­

come these barriers which hínder the ereation of new

ideas.

American Management Association, Ine.

CREATIVITY (10 mins., color)In this workshop film the filmmaker interweaves man's

capacity to coneeive, imagine and crea te. By employing a

wide variety of film techniques, fuIl advantage is takenof the magic of motion picture craftsmen.

U. 5. Department of Agriculture

CREATIVITY: THE PROFES5IONAL APPROACH (30 mins.)Dr. Herbert True, University of Notre Dame, díscusses

creativity and the conditions [inner qualities, external at­

mosphere, social environment) whích affeet it,

Michigan State University

DANCE 5QUARED (4 mins., color)This intriguing encounter with geometrical shapes can be

readily understood and enjoyed by young minds. As thetitle suggests, DANCE 5QUARED uses music, movement,and color to explore the symmetries of the square. Theviewer is able to grasp basic concepts, maklng it possiblefor hím to then expcriment on hls own.

International Film Bureau

DEVELOPING MORE AND BETTER IDEAS (25 mlns.]I'resents step-by-strp pro.:cn o( developlng Idu,.rnJlalrl,,1 [du(."llon fílm�

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�DISPUTE:ROUND r AND Ir (2 Blms, 50 mins. each,black/white)Thesetwofilms are on-the-scene records of what reallyhappenstoboth sides in a conflíct between labor and

management. The films expose personalities and powers

'durínganactual conflict, and at the same time disclose

bargainingtechniques. The first film shows what happenswhenashop steward is fired; the second shows what

happenswhen management declares a redundancy.PeterRobeck Films

DRUMMERHOFF (sound filmstrip, color)DrummerHoff is a lively folk verse about the building ofacannon.The parts of the remarkable machine are as­

sembledassoldiers, brightly dressed in full uniform, each

bringforthan ítem to be added.

WestonWoods

EFFECTIVELISTENING (15 mins.)Discussesthe following ways for a lis tener to overcome

daydreaming, detouring, debating and private planning­a11ofwhich are obstacles to effective listening: períodlcallyself-evaluate listening habits, select a good listening post,

developaninterest, relate own thinking to what ís heard,anticípateimportant points, and "get it now."

IndustrialEducation Films

THEEVALUATION OF FUNCTION, COST, WORTH (25mins.,color)Abasicfilm on value engineering.MeritFilmProductions

EXPLORINGCHEMISTRY

TheRankOrganization

THEFACE(3 mins., color)Animatedbit of whimsy based on the premise that ideas

leadtoideas.

BrandonFilms

FIDDLEDEDEE (4 mins., color)Winnerof many awards, this probably is Norman Me­

Laren'sbest known film. CeUuloid dyes, inks, and trans-

J�f parr-nt paints wcre applicd dlrcctlv lo íhe film. Of tcn

both sidos wcrc paintcd lo utilize the cffccts obtalncd bytransparcncies. Thc surfaces were stippled, scratchcd, andpressed with cloths, while the paint was wet, and chern­ically different paints were mixed to create pattcrns ana­

logous to effects produced by mixing oil and water on

the same surface.

Internatíonal Film Bureau

FINDING INFORMATION (11 mins., color)Ricky, in the process of caring for a baby bird, discoversmany ways to obtain information, such as advice from thepet shop, help from the materials in the library, and hisown observation and experiments.Henk Newenhouse

FOLLOW THE LEADER (23 mins., black/white)This is an unusual motion picture told not only in wordsbut also by the visual and auditory elements of extraordi­nary camera work and an original musical score. Thedialog is terse and sometimes frightening as improvised bythe youthful actors involved in a make-believe children'swar game. It is a disturbing film study of mob psychology.Carousel Films

GARRY MOORE FILM (20 mins.)Features an actual demonstration of a panel brainstorm­ing the problem of how wives can be more helpful to theírhusbands.The Creative Education Foundation

THE GOLDEN KEY (25 mins., 45 color slides with scrípt)Highlights the principles and proeedures of creative prob­lem-solving.The Creative Education Foundation

IBM WORLD'S FAIR PUPPET SHOWS (10 mins., color)Presents two of the puppet shows on display at the World'sFair in New York. In one playlet, Sherlock Holmcs un­ravels the mystcrious disappearance of íhc Glar-gow Ex­press by uslng cornputcr 10r,1c. The sccond playlct, en­

titlcd "Cornputcr Ddy .. 1 Midv.. le," portr"'·9 the 10lVn ofMidva!e cclcbratlng the Insl.lll.Jllon of Itll Onl cornputcr,1B�1 ntm Ubruy

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IMAGINATIONATWORK (21 mins.]

Bymeansofa story about a pantomimist who inherits a

brickfactory, this film explains the major barriers to

creativethought as well as the factors whích contribute to

creativeability.RoundtableFilms

THEIMPOSSIBLE FORM OF MASTER STURM (13 mins.)Thisproduction gives the audience a c1ose-hand look into

anon-gradedhigh school which has been operating for ten

years.Individual rather than group needs are shown as

importantaspects of the curriculum. The basic premise is

thatwiththe proper guidance, the individual, whether•

slow,average or superior, can transform hís school ex­

perienceintoone of inquiry and curiosity rather than one

ofmereproblem-solving.¡/q/EiATHEINFORMATION MACHINE (10 mins., color)Asophisticated, amusing account of the development of

theelectroniccomputer beginning with primitive man and

endingwiththe advent of machine simulation. Colorfulandimaginative, this film is an effective communications

deviceforexplaining the nature of data processing. A

winnerofinternational film awards, it is geared for

adultaudiences and school groups, junior high and above.

IBMFilmLibrary

THEINTERVIEW (S mins., color)Asatírlcalaccount between a "square" announcer and a

____'_['buip"hO!!l_.cl_ayer. The announcer is utterly confused bythejazzman's terminology and the latter is utterly dis­

couragedbythe announcer's ignorance. No interview will

everbethesame once any potential participants see this

film.Brando;'Films

----------�-_.___LISTENING(14 mins:-¡colnr)--Theworldsqueaks, c1inks, roars, chirps, twangs. It makes

lovely,quietsounds and hurried, scurried sounds. A class of

secondgraders experiences and reports. Awareness. Sens­

orydelight.The neglected audítory sense surfaces. And

abouttime.

ChurchillFllms

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MAKE A MIGHTY REA'CH (45 mins., color)Introduccd by Iohn Garclner, thls film dcals cntlrely withschool improvement through Innovation. Gardncr pointsout that much education today is "rnonumentally íneífec­tive." Focusing on the efforts of a dozen school systems,the film emphasizes new ideas' aimed at making learningeasier and more effective.

l/O/E/ A

MANAGEMENT BY OBJECTIVES (30 mins., color)Takes a broad, universal look at the management process.Two case histories are examined 'on site' to illustrate spe­cific concepts in practice; animation is used extensively to

state general prlncíples.BNA Films

MARSHALL McLUHAN: MEDIUM 15 THE MES5AGE(SS mins., color)By means of narration, visual images, and McLuhan'sown words, the ideas of the controversial Canadian are

presented, Covers such areas as the impact of te levis ionversus movies, "hot" and "cool" media, the future of edu­cation, and the meaning behind McLuhan's title THE ME­DIUM 15 THE MESSAGE. Brilliant color photography n­lustra tes narration dealing with twentieth century phe­nomena.

Syracuse University Film Library

MASLOW ANO SELF-ACTUALIZATION (2 films, 30 mins.each, color)Dr. Maslow, founder of the concept of self-achralízation,discusses the dimensions of self-actualization and elab­orates on recent research and theory related to each dlmen­sion: "Honesty," "Awareness," "Freedom," and "Trust."

Psychological Films

MASTERS OF THE DESERT (30 mins., black/white)This Is the story of the mirade of our time - the miradeof the rebirth of the Ncgev Dcscrt in Israel. Fasclnatcd bythe mystcry of how pcople survlvcd thcre 2,000 ycars ago,Professor Evanarl ber,.lO 11 study whlrh unearthed the slrn­

plll' )'rt ,ophi�llc.atCtJ rnethods of \'I.lI .. r ('nltlnl�rlnr. de­n·l'l; ... ,J t,y Ih¡� ''', !('nl d\'H¡I�10n 'Ir 11,,'" oI"pl"''! i'l("

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actlythesame principIes to a new farm built on the

foundationoEan original Farm,

PeterRobeckFilms

Mf,ANING5ARE IN PEOPlE (24 mins.)Dr.Berlodemonstrates how misunderstandings occur. He

presentsdramatic re-enactments of what was said and

whatwasthought by several managers and subordinatesatcross-purposes in typical at-work situations.

BNAFilms

THEMETOOSHOW: "IF 1 WERE AN ANIMAL" (20 mins.,

color)•

Aseriesofyoung children are interviewed and each is

asked,"Ifyou could be an animal, what would you be,andwhy?"Their responses lead this film into a Eascinatingexplora'tionof animals as envisioned through the eyes of

chíldren.ThreeProngTelevision

THEMET005HOW: "5IT DOWN" (20 mins., color)Thetraditional adult demand is transformed into an

imaginativeworld of play, exploring changes of movement

throughgames and activities.

ThreeProngTelevision

THEMETOOSHOW: "WATER 15 WET" (20 mins., color)Anexploration of "wetnéss," beginning on a rainy day and

movingthrough fantasy and realty to activities that make

therainmore meaningful and fun.

Three-Frong-Television_--

THEMET005HOW: "WHERE DOES MY 5TREET GO?"

(20mins.,color)!--,

lAnexcursion into the magic of each child's own "city,"Iwithit�different streets and pathways, and the worlds of

imaginationthrough which those pathways extend•.- --

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__.-- .

ThréeProñg TelevísIón

MIND'5EYE(30 mins.)Illusirateshow our assumptions interfere with seeing and

perceiving.Frustration oE the mlnd is offered as a method

ofdecrcasing the interEerence.

Mlchigan5tate Unlverslty

MORE THAN MEETS THE EYE (1\ STUDY OF MAN'5VISUAL PERCEPTION) (40 mins.)This film examines the illusion of dimension in art, exem­

plified by the artist's use of a flat canvas to portray theworld in depth. Man's visual perception is explained bypsychologists and translated, on canvas, by artists.

Peter Robeck Films

MOTIVATION THROUGH JOB ENRICHMENTThis film gives managers an opportunity to hear Dr. Herz­berg díscuss his famous "Motivation-Hygenic Theory." Heemphasizes that motivation is found only in the job itself,in the opportunity to satisfy the human need for accom­

plishment. He describes the various ways routine jobscan be enriched to provide motivation.BNA Films

MY ART 15 ME (21 mins., color)5hows a racially and socio-economically integrated groupof Four- and five-year olds participating in a wide varietyof preschool activities in an experimental nursery schoolprogramo The focus is primarily on the use of art ma­

terials but demonstrates that an art program should relateto the total fabric of the schoo!. In -addition to film se­

quences showing children using art materials there are

comments about their work, sound-track children's songs,and a brief teacher commentary.University of California

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NEIGHBORS (9 mins., color)A Norman Melaren film employing his "pixillation" tech­nique, in which the principles normally used to put draw­ings OI puppels into motion are used to animate liveactors. The story is a simple parable about two people who,after living side by side with mutual friendliness andrespect, come to blows over the posscssion of a flower thatgrows on the line where their propertics rncet,

International Film Bureau

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ORGANIZATIONAl DEVElOPMENT (30 rnlns., color)Thls shows the appllcatlon oE behavloral sclence prln­cipIe. lo the complcx .ocl,,1 .truclurrc (ollnJ In every J.HSte!of�Jnlutlon - In bllt{n",. In InJuttry. �Ie, In thlo lecture,�h�lJ,m Dllv!, d¡"-,,,u,. Ih., n.¡rw, ,fyrumk "rl'ro��h('.�

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manymanagers are now adopting in order to change the

culturalnorms or value systems within an organization.Theresultis that groups become more productive while

atthesame time the work experience becomes more

meaningfultothe individuals involved.

UniversityofCalifornia

OVERCOMING RESISTANCE TO CHANGE (30 mins.)Showshowsupervisors can overcome and prevent serious

moraleproblems and losses in efficiency during períodsofchangeinan organization.RoundtableFilms

THEPAINTSTORY (10 mins., slide presentation)ByCharlesThomas KetteringTheThomasEdison Foundation

PEOPLEDON'T RESIST CHANGE (22 mins.)AllanMogensen tells management how to make needed

changesinwork procedures and enlist the cooperation ofthoseaffected. He advocates and practices involving em­

ployeesinimprov.ing their own jobs. This film is illustratedwithanimated drawings to add ínterest and impact lo

themessage.BNAFilms

PERCEPTION(17 mins., black/white)Explainsperception as a set of elabora:te processes wherebysenseimpressions are organized into clear, usable píe­tures.Includes four principles of perception: perceptualconstancy,attention, expectancy, and organization.McGraw-Hill/Contemporary Films

PERCEPTIONANO COMMUNICATION (22 mins., black/

white)Thisfilmisa series of concrete examples of how human

perceptionaffects the communication process and the in-\dividual'sconcept of reality. Two major theories of per­

ception-the cognitive and transactional- are íntro­

duced,each being illustrated in varying degrees. Corn­

mentsbyKenneth Norberg, of Sacramento State College,relatethesetheories of perception to the elassroom.

StateUniversity of New York College at Buffalo film

Library.

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�PERCEPTUAL LEARNING (12 mins.)Three dcmonstrations by Dr. D. O. Oonderi show theimportance of experience in determining what one sees.

Each illustration is a recent development in visual per­ception. One of five filmed psychology lectures producedby the National Film Board of Canada.

Syracuse University Film Library

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PERSON TO PERSON COMMUNICATION (14 mins.,black/white)By

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analyzing the major barriers in face-to-face commu­

nication and demonstrating specífíc practical methods ofovercoming these barriers, this film acquaints the viewerwith vital elements needed in understanding and workingwith others.Roundtable Films

PROBLEM-SOLVING IN GROUPS (25 mins.)An illustration lecture on management committees andhow they Junction, with particular emphasis on solvingproblems. Dr. WalIen explains the problem-solving proc­ess, how committees usually deal with problems and howtheir methods can be improved.University of California

THE PROBLEM (13 mins., color)An imaginative animated puppet film that centers on thequestion of what color the trash box in a large organiza­tion should be painted. Though done with great humor,the film examines the insight of the dehumanizing effectof bureaucracies.Brandon Films

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QUICK AS A FLASH (45 mins., black/white)Dr. George Porter, recent co-winner of the Nobel 'Prizefor Chemistry, uses colorful experiments to prcsent andexplain photolysis, the process by whích brief flashes of

'!ight are used both to initiate and produce change and to

photograph and rccord it,

Petcr Robeck Films

RAINSHOl\'ER (14� mlns., color)ThtJ film Qrf('r... rkh ""r"rirn<� In 1.,,)¡'.II'� At .111, �.I�llb..nd hrtllinc l,., INo .,,\t!,.h, tM h .. ,.Iy .I .... IJ i't\v"�m ,.( "K' r.'7���I: .,." l.::,m

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rain.Jtisan experience in the changlng moods of a daywhenarainshower comes to plants and animals on a farm,andtopeopIe at work in a cornmunity. Narration ís used

onlyfortheintroduction¡ the rest is natural sound.

ChurchillFílms

THEREALSECURITY (24 mins.)Aninspring film featuring the weIl-known managementconsultantand Iecturer, J. Lewis PoweIl. A dynamic mix­

tureofmind-stretching concepts and Iaugh-stimulating il­

lustratíons,he examines the historical process of mankind

fromarefreshingly new point of view. It will motivate

everyexecutive, supervisor, salesman or other responsibleemployeetodevelop his own real security - by becomingagrowingman in a growing organization.BNAFilms

RELEASINGTHE ENERGY OF IDEAS (20 mins., 30 color

slideswithscript)Princíplesand procedures of creative problem-solving.TheCreativeEducation Foundation

ROBINPITMAN: ART TEACHER (16 mins., black/white)

Thisfilmtakes place in the classroom of Robin Pitman,

wherehegathers hís class around his drawing table and

startsthediscussion with a simple dot. He and hís students .

theninvestigate the strength of materials, evaluate ab­

stractshapes and test the effectiveness of tools in produc­ingcertainresults.

PeterRobeck Films

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RUNNINGERRANOS FOR IDEAS (25 mins. each side,331/:3rpmrecord)ByCharlesThomas KetteringThomasEdíson Foundation

THESEARCH FOR SAVINGS (20 mins.)

Explainsvalue engineering and analysis.IndustrialEducation Films, Ine.

SHORTAN� 5WEET (S mins., color)Abstractspasmodic imagery - occasionally as brilliant u

fireworksand constantly intriguing and colorful- ínter-

prcts lively jazz uniqucly and approprlately ln this experi­mental film by Norrnan Melaren and Evclyn Lambart.International Film Bureau

SQUEAK THE SQUIRREL (11 mins., color)Squeak is an intelligent animal, astonishingly so to mostof us, As we watch hlm learn to get food in new situa­tions, each one presenting a more difficult problem, we

are helped to develop an understanding of how an animallearns.ChurchilI Films

THE TEACHER ANO TECHNOlOGY (49 mins., black/white)The beginnings and history of the impact DE technologyon education are traced in the opening sequences of thisfilm. A series of pictoriaIly-documented programs EoIlow .

whích illustrate sorne of the ways in which technology is

being used to meet the dual problems of educating masses

of students and at the same time providing individualizedinstruction.

State University of New York CoIlege at Buffalo FilmLibrary

TORN PAPER (S mins., color)A new and unique kínd of art expression ís demonstratedin this film. Fírst using newspaper as practice material, andthen working with sheets of colored paper, students tearout a variety of shapes, figures and designs. These "tornpaper" forms are then pasted on a paper background toform clever and unusual pictures.State University of New York CoIlege at Buffalo FilmLibrary

UNOERSTANDING THE GIFTED (33 mins., color)Uses. student participants to point up four common prí­mary traits of the gifted: ability to abstraer and geneialize,diverse and complex interests, the urge .to crea te, and a

well-defined sense of ethics and valúes.Churchill Films

VAlur ANALYSIS (2a mlns., black/whllr)JIIus!r.tlt'll the .!"�("i o( a VA Inv("$!lp,.,lfon Ih<ll N''1ultrd In.. ,",vlnl> o( 75% o( romrctrnt ")tI . .r\ 1�'4m 4ppu14ch Ar-

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pliedtoavariety of examples makes this film a convincingbriefforvalueanaIysis.RoundtableFilms

VALUEANALYSIS: AN ADVANCED PURCHASING

TECHNIQUE(30 míns., 42 color slides with script)Definesvalueanalysis' relationship to creativity, human

relations,andskill in communication.

NationalAssociatlon of Purchasing Agents

VALUEANALYSIS: HOW IT WORKS (15 mins., fílmstrípwith33Yarpmrécord)Storyofindividual buyers using the techniques of value .:

analysis.Ittries to impress upon the viewer that the

buyerisinthebest position, in most cases, to suggest al­

ternatepurchased materials and services to improve the

company'sprofit position.NationalAssociation of Purchasing Agents

VALUEANALYSIS IN ACTION (20 mins., color)Explainsvalueanalysis job plan and demonstrates its prac­

ticebyteams.NationalAssociation of Purchasing Agents

VALUEANALYSIS/STANDARDIZATION (15 mins., film­

stripwith33Ya record)GivesaniIlustrated explanation of the purposes and appli­cationsofthese two important techniques in the profes­sionofpurchasing. Shows the purchasing agent how to

setupprograms based on Ihese techniques and demon­

stratesthevalue of scientific purchasing procedures to

over-allcompany operation.NationalAssocíatlon of Purchasing Agents

VALUEANALYSIS SUCCESS STORIES: "COST-PER-COPY

CONTRACT" (64 color slides and scrípt)Anexampleof value analysis related to office copy ma-

•ehineeosts.

NationalAssodation of Purchasing Agents

VALUE-ORIENTED CREATIVE THINKING (30 mins., color)

Applicationof ereativity to value engineering. This film is

suitableasa basic means of creativity orientation for

anytypeofgroup.

MeritFilmProductions

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f VALUE-ORIENTED PAPERWORK MANAGEMENT (26rnlns., color)This film shows how to effectively use value engineeringand industrial engineerlng techniques Eor paperwork slm­plification.Merit Film Produetions

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WAYS TO FINO OUT (11 mins., color)On a rainy afternoon a young ehild experiences the wetworld around him. He can see the clouds, smell the dampleaves, hear the patter oE the drops, Eeel the wetness andeven taste the rain.

Churchill Films

/WHY MAN CREATES (25 mins.)

Thís film is a series of explorations, episodes and eom­

ments on creativity. Each segment of the film makes itsown statement in its own style and technique.Pyramid Films

WORK IMPROVEMENT THROUGH WORK SIMPLIFICA­TION 1 (10 mins.)Finding a better way-the phílosophy of work simplifiea­tion and the steps involved in the process.

American Management Associates, Ine.

WORK IMPROVEMENT THROUGH WORK SIMPLIFICA­TION 11 (25 mins.)Implementing a work simplification programoAmerican Management Associates, Ine.

YEAR 1999 A.D. (26 mins., color)A home-based computer serves as a bookkeeper, banker,shopper, cook, maid, entertainer, librarían, and teacher ina look at suburbia by the turn of the next eentury. Thiseolorful motion picture explores the wonders of an almosttotalIy controlled environment in the house of tomorrow.Ford Film Library

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ADDRESSESOFAMERICAN MANAGEMENT GENERAL MOTORS IFILMASSOCIA TES, INe. CORPORAnONSOURCESFilm Deparlment General Motors CorporationAmerican Management Public Relations Slaff - Film

Assoclales, Inc. Library135 Wesl 50th Street General Motors BuildingNew York, N.Y. 10020 Detroil, MI. 48202

(.BNAFILMSHENK NEWENHOUSE

BNA Films, Division ofHenk Newenhouse1825 Willow Road

The Bureau of Natlonal Northfield, II.. 60093Affairs, Inc.

5615 Fishers Lane IBM FILM LIBRARY

'J:Roekville, MD. 20852 IBM Film Library

,c/o Modern Talking Picture

BRANDON FILMS Service, Inc. I \_Brandon Films, Inc, 1212 Avenue of the Amerlcas

.: 221 West szth Street New York, N.Y. 10036

k: New York, N.Y. 10019 l/D/E/A

;t', l/D/E/A's Informatlonal'1CAROUSEL FILMS�,''. ServicesCarousel Films, Inc. P.O. Box 446

'" 1501 Broadway Melbourne, FL. 32901..

New York, N.Y. 10036INTERNATIONAL FILM

�.�t',CHURCHILL FILMS BUREAU

Churchill FilmsInternatlonal Film Bureau

';í:' 332 South Michigan Avenue';.� 662 North Robertson Boulevard

Los Angeles, CA. 90069 Chicago, IL. 60604

McGRAW-HILL FILMS

:�.:CONTEMPORARY FILMS McGraw-Hill Films/" Contemporary Films/ Conlemporary Films,).

:�. McGraw-Hill 330 West 42nd Slreet

,', Easlern Office New York, N.Y. 10036

t�'.�

)Princelon Road '

MERIT FILM PRODUCTIONSHighlstown, N. J. 08520

Meril Film Productions

CREATIVE EDUCATIONP. O. Box 5005

Y'FOUNDATION, INe.Mission Hills, CA. 91340

",Buffalo Slate University College MICHIGAN STATE UNIVERSITY

;'.�

';. 334 Blshop Hall Audio-Visual Cenler

.;I

1300 Elmwood Avenue Michigan State University::":

I REFERENCES\;;. Buffalo, N.Y. 14222 East Lansing, MI. 48824;0

DELTA COLLEGENATIONAL AERONAUTICSAND SPACE ADMINISTRAtION

VDelta College Televlsion Center National Aeronautics and

:' University Center, MI. 48710 Space Administration

FORD FILM LlBRARYG. e. Marshall Space Flight

., Cenler

i�!f' Ford Film Llbrary Incentive Award. Omce (l'tJUl

;'p:;� The American Road Personnel Ofñee

�'f- Dearborn, MI. 48121 Huntsvllle. At. 3$311

".;�

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NATIONAL ASSOCIATlON OFMANUFACTURERS

National Association ofManufaclurers

Film Bureau277 rark AvenueNew York, N.Y. 10017

NATIONAL ASSOCIATION OFPURCHASING AGENTS

National Associatlon of

Purchasing Agents, Inc.11 Park PlaceNew York, N.Y. 10007

PETER ROBECK FILMSPeter Robeck & Company, Inc.230 Park AvenueNew York, N.Y. 10017

PSYCHOLOGICAL FILMS

Psychological FilmsAdminislrative Office205 West 20lh StreetSanta Ana, CA. 92706

PYRAMID FILMS

Pyramid FilmsBox 1048Santa Monica, CA. 90406

THE RANK ORGANISATIONShort Film GroupThe Rank OrganisationP. O.Box 4NE

London, W1, England

ROUNDTABLE FILMSRoundtable Filrns, Ine.321 South Beverly Drive

Beverly HiIIs, CA. 90212

STATE UNIVERSiTY OF NEWYORK COLLEGE AT BUFFALO

Buffalo Statc University CollegeFilm libraryCommunicalions Center1300 Elmwood AvenueBuffalo, N,Y. 14222

SYRACUSE UNIVERSITY FILMLIBRARY

Syracuse University Film Library,

1455 East Colvin StreetSyraeuse, N.Y. 13210

THE THOMAS EDlSONFOUNDATlON

The Thomas Edison Foundatione/o Thc Detroit EdisonCompany2000 Second AvenueDetroit, MI. 48226

THREE PRONG TELEVISIONThree Prong Televislon, Ine.1525 Easl 53rd Street

Chícago, IL. 60615

UNIVERSITY OF CALIFORNIAUniversity of CaliforniaExtension Media Center­

DlstrlbutlonBerkeley, CA. 94720

U. 5. DEPARTMENT OFAGRICULTURE

U. S. Dcparlment of AgricultureOffiee of InformationMotion Picture Service

Washington, D.e. 20250

WESTON WOODSWeston Woods StudiosWesten, CT. 06880

MC LUHAN, M., &< FIORE, Q. The medium in the message, N.Y.:Random House, 1967.

TAYLOR, C. W., &< WILLIAMS, F. a. (Ed.). lnstructional media andcreativily. N.Y.: Wiley, 1966.

WEISBERGER, R. A. lnstructlonal pro¡;eBl and media InnolJalion.Chlcagor Rand MeNally, 1968'.

l'-!)(:).);!).;)

Mln�rva ,. Coldberg, Anodah! Director oE Inltrucllonal Resources.Addrt'lI: Buff .. lo SI.lo UnlVt'nlly Collt'¡., 1JOO [Imwood Avrnutt,Burralu, Nt'W York 1U2l.

,i¡. '

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(1) The Journal of Creative Behavior

Volumen 9º,Número 2º,2º trimestre

1.975,págs. 97 - 111

MINERVA J. GOLDBERG

Films on Creativify (1)Supplement /'"

* For additional films 011 ereativífy, lOe refer the reader to the

article entitleá, "Films on Crentivity-Do TITey Existl",lOhiell appeared ill the Iournal of Creative Behavior, 1970, 4(3),190-209. Sil1ee there has been a time lapse of five years, some

of the films Usted in that article may no longer be available;

houieoer, the majority of them are.

ADVANCING CREATIVITY IN EDUCATION

Color .30

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Shows activities In Michigan's various programs Funded

under FSEA projects. Describes an enrichment experiment,

language arts project, projeet in outdoor edueation, etc, 10

publie schools of Miehigan under the auspices of the State

Education Departrnent.Instructional Media Center, Michigan State UniversiJty

ARE YOU LISTENING? B/W 12

Dlagnoses the "disease of not listeníng," Eocusing on Its

causes in order to create the Eoundation For a more effeetive '

communicatioh programo Explores five major areas of non-

'

listening.Perennial Edueation, Ine.

ART IN COLLAGE Color 11' N

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Dernonstrates simple collages that students ean ereate uslng

simple seraps of c1oth, shoestrlngs, etc. - showlng creativ­

ity and motivation.

AIMS Instruettonal Media Servlces, Inc.

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ARTOFMEDITATION Color

lnitiation to the art oE meditation. Explanation of breathcontrol, relaxation, body posítion and rnantras (ehants)whichare all a part of the meditative experienee.HartleyProduetions, Ine.

BEINGABRAHAM MASLOW B/WAnautobiographieal film portrait of one of the most impor­tantpsyehologists of our time. His ideals have profoundlyinfIueneed the study and praetice of psyehology as weIl as

philosophies of management and styles in government andbusiness. In this film, Abraham Maslow explores the fae­torswhich shaped his lífe and ideas.Filmakers Library

ABRITISH JUNIOR CLASSROOM ColorProdueed to assist teaehers with understanding and Imple­menting the eoneepts of the open classroom in Brltaín.

wherethe eoneept originated.I/D/E/A

BUDDHISM: MAN AND NATURE ColorProbesthe philosophy of the interreIationship of man andnature.(Honors: 1968 New York Film Festival, Gold Medal:1969CINE, Golden Eagle).HartleyProduetions

CHANGE- TRÁINING TEACHERS FOR INNOVATIONSColor

Thísin-serviee training film employs two teehniques thathavebeen sueeessfully used by índustry in training per­sonnelto think positively about new and diHerent meth­ods.Depiets teaehers and �dministrators as they worktowardsolutions to problems in their sehools.

I/D/E/A

CHANGES, CHANGES Color

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Thissimple story about wooden building block s and two

wooden dolIs ilIustrates adaptability to ehange. As theeventsand situations ehange, so do the forms they con­

structwith the bloeks. The wood motíf is extended to themusicalseore, which is perEormed only on wooden instru-' '

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CHROMOPHOBIA Color 11

Entirely without words, this film uses clever and whimsiealanimation and music to tell its tale of suppression, fear,and ultima te victory of fue free spírít.International Film Bureau

CLAUDE Color 3

Provides a eryptic demonstration of the abternpted repres­sion of ereativity. Claude is a small animated boy with a

head shaped Iike a Iootball. He lives in an opulent houseand is owned by a pair of eardboard, eonformist cliché­ridden parents. Claude ignores them both, having betterthings to do with a small blaek box, and finally takes hisrevenge in a sardonie, surprise ending.Pyramid Films

A CONVERSAnON WITH CARL ROGERS B/W 60

Film interview featuring Dr. Rogers. Through skillfully­posed questions by Keith Berwick, moderator, the vieweris introdueed to the philosophy, praetiee, and interests ofDr. Rogers and his work.

.

Psyehological FilmsTHE COSMIC ZOOM Color 8

Take one point in time and spaee: a boy and his dog row­

ing a boat over gently-lulllng waves. Hold the point intime and spaee while a quick metamorphosis transformslíve aetion into an animated sequence. SuddenIy you are

hurled upward, eaught on a zoom into outer spaee. Cradu­alIy, motion stops and reverses, hurling you back throughspaee and zooming inward on a magnifieation of micro­scopíc Iife. In eight minutes you have traveled an entireeross-seetion of the universe and have experieneed, at thevery least, man's place within it.

Contemporary/Mcflraw-Hill Films

DIHEDRAL KALEIDOSCOPES Color 13

Presenta basie ideas oE symmetry by exhibiting the díhedral. groups by means of refleetions in two interseeting mírrors,International Film Bureau

.

DIMENSIONS Color 13

An animated "play" on the slze oE thlngs, whcre all thecustomary proportlons must be achleved, often wlth amus­

lng resuh •. Filmtd wlthout words, lt l. ('�';("nIlA"Y • chíl-

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dren'sfilm, but al! wilI enjoy its simplicity, charm, wittystop-motion special effects, and its message: all things are

relevant, even on the comic screen.

Films,Inc.

DOTAND THE UNE Color

Anaward-winning animation film about a dot and a lineoItproceeds to explore two plane geometric relationships inafasdnating and delightfuI fashion that will make youngandoId alike more mathematically perceptive.FilmsInc.

THEEYE OF THE BEHOLDER Color

Dramatizes the story of twelve hours in the life of MíchaelGerard, an artist. After a brief íntroduction of cartoon íllus­trations, which makes the point that we can easily be misled

(theold shell game, the top hat illusion, the amblguouscubefigure), we see Michael in his studio, standing amidadisarray of spilled paints and a knife, with an apparentlylifeless young woman lying on a couch. Frorn here, thefilmflashes back to give the impressions Michael has madeintheminds of five people with whom he has come in

contacto

StuartReynolds Production

EYEOFTHE SUPERVISOR Color

Abasic human relations film on understanding people, it

equips supervisory personnel for the task of evaluatingemployee behavior and performance by emphasizing theneedfor an "open mind behind the open eye."

-

Natíonal Educational Media, Inc.

FEATHER Color

Aprovocative film which takes a positive approach toward

creativity. A child, who wants eo brainstorm in her own

conceived brainstorming process, uses a feather that shehasfound. After receiving little or no response from her

environment, her small brother finally gets into the gameinadelightful manner.

Dr.E.Paul TorranceTheUniversity oí Georgia

FLATLAND Color

Fromthe novel by Edwin A. Abott, thís ís about a two­

l1in",,,�l,,,,�l Wllrl/1 ""el tll" inh;jhit;Jnt'i' Inahllitv to concelve

Th. Journ.' 01 Cr."lf". H.t' ..... 'or

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How to hide from the dangers, disturbances, and problcmsoE the modern world - IN A BOX - where else7 A tellingcommentary on human behavlor.

f·�oHninr. Cnrl'or.1lion (,f ¡,\, flwrk.l

of the possibllity of three dimensions. Excdlent for consld­eration of other possible worlds.

Contemporary /McGraw-Hill Films

ColorFOCUS ON TOMORROW 25

The film's action revolves around this dilemma: to supportheavily an old product, which represents a great emotionalinvestment, and thus slow down development of a new

item, or to boldly support the new ítem and abandon

"yesterday's breadwinners."BNA Communications Inc.

25 FUTURE SHOCK Color 42

Taken from the Alvin Toffler book of the same name,

describes the world of tomorrow and the changes peoplemust face in the emerging índustrlalism of today.Contemporary/McGraw-HiII Films

ColorGROUP DYNAMICS: GROUPTHINK 20

A díscussion wÚh Dr. Irvíng Janís on his book, Symptomsof Groupthink, relating eight areas of concern in groupcritical decision-making.CRM Films, Consumer Marketing

12HEALING THE WHOLE PERSON: A Ray Garner Film

Color 53

Medicine of the future - healing the whole pqrson, body,mind, and spirit - must incorporate the wisdom of thepast. This film presents+elght of Europe's great leaders in

. the new medicine, as they are interviewed by Evarts G.

Loomis, M.o. Those interviewed include Roberto Assagioli,father of Psychosynthesis.Friendly Hills FelIowship ¡

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ColorTHE FLOW OF' ZEN 15

AJan Watts talks on philosophy of Zen Buddhism, prepar­ing the viewer for meditation basic to Zen teaching.Hartley Productions

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INCREASING PRODUCTIVITY Color 14

Managers are chaJIenged to accept their responsibility forincreasing productivity through creative change. The pro­ductivity problem is methodicaIly analyzed and deflned, andnewperspectives for dealing with it are given.National Educational Media, Inc .

THEINNER MAN STEPS OUT B/W

Designed to stimulate thinking and discussion about humanrelations, this film is about a supervisor who has troublegetting along with others and himself. It shows his realiza­tionof his own lack of understanding of the feelings andneeds of others.

Perennial Education, Inc.

INNER SPACES Color 28

Captain Edgar O. Mitchell, the sixth man to set foot on themoon, who conducted telepathy experiments from outer

space, now explores the "Inner Spaces" of the human mind.Recent scientífíc flndings combine with andent religiousandmeditational practices.Hartley Productions

ANINVITATION TO WELL-SPRINGS Color

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Anexperience of the Well-Springs program, based on thebelief that the outer reflects the inner, that conflict Heswithln the self, and outer conflict, even world conflíct, can

beresolved only as the individual deals with himself in

reducing tensions. Movement to music is basic to programs.

Well-Springs15ITALWAYS RIGHT TO BE RIGHT7 Color

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Oeals with the importance of openness and receptivity­insights into human relatíons, self-development, communí­

cations, and perception.Roundtable Films, Inc.

JOURNEY INTO SEU S/WLedby two of America's forernost psychologists, a groupofeight total strangers from various parts of the countrymeet in an intensive basic encounter group to share sorne

ofthe most intimate aspects of theír lives. This documen­taryfocuses on four group members and contains highlightsofthe most emotional moments of their interaction.

WBSI (Western Behavioral Sdences Institute)

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KALEIDOSCOPE ORISSA Color 37

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Presents a cultural study oE Orissa, onc of the pooreststate in India, which is nevertheles5 renowned for its lntri­

cately beautiful productions, done with primitive instru­

ments. Included in the film are molding and baking ceramic

pottery, weaving, and the combining of extraordinary colors

and designs in fabrics.

International Film Bureau

KOESTLER ON CREATIVITY Color 40

Arthur Koestler talks about his goals in making this film

which investigates sorne of the processes underlying the

creative act: "This film is based on the book, THE ACT

OF CREATION. Although the main emphasis is on the

sdentist, not the artist, 1 have tried to indica te that the

consclous and unconscious processes underlying the creative

act are based in both cases on much the same pattern."Time-life Films Inc.

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LEARNING THROUGH INQUIRY Color 31

Explains the way in whlch the excitement of inquiry can be

employed to facilita te a youngstcr's learning. Emphasizeslearning by all students through direct observation and

involvement of factual and human phenornena. The film

assists teachers by Increasing their knowledge of techniquesof inquiry.l/O/E/A

LEO BEUERMAN Color 14

Presents the Üfe of Leo Beuerman, a severely-handicappedman, who through determination and an ever-positive atti­

tude, created a rewarding life. It shows how Leo cornpen­

sated for rus limitation through patience and perseveranceand whose wish is that he might someday be successful

enough in business so that he might help the less fortunate.

Centron Educational Fílrns

MAGIC NET Color 10

E. Paul Torrance is the central character in this film, made

under the directionof Dr. Rod Myers. Illustrates sorne of the

problems of establishing a creative set for problcm-solvingamong young children.

Dr. E. Paul Torrance

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MANAGEMENT OF CREATIVITY B/W 36

Sevenexperieneed engineering managers and a group ofengineering students diseuss how business and industrycanreeoncile youth's demands for creative freedom andsocialrelevanee with the senior man's insistence on prac­ticality,profitability, and wisdom acquired through expe­rience.

Universityof California at BerkeleyMATHS15A MONSTER B/W 30

Thefilmshows how such everyday objects as eggs, jars ofliquids,strings, road signs, thread and bricks, may be usedtoteaehsuch concepts as weights and measurements, geo­metricshapes and representation, number bases, fracHons,volumesof dísplacement, etc. New concepts are taughtthroughassoeiations with other concepts with which thechildrenare already familiar and in which they are alreadyinterested. One of a series in British primary schools. (seeMolony,ICB)Time-LifeFilms

MOTlONPERCEPTION 1:TWO-DIMENSIONAL. MOTlON PERCEPTION

Color 7

IlIustrates how stimuli moving in two-dimensional spaceareperceived by the víewer. Dr. [ohansson used computer-

-

generatedstimuli and movements in human objects to showhowmotions are seen and analyzed in terms of groups andsub-groups. The Gestalt law of common faté is also dem­onstrated.

HoughtonMífflín/Department M

MOTIONPERCEPTION JI:THREE-DIMENSIONAL MOTION PERCEPTlON

Color 11

Demonstrates a strong tendency to perceive ehangingstimuluspatterns as three-dimensional changes. The viewerisshownhow few cues, and the type of cues, that are

necessaryto perceive three-dimensional changes.HoughtonMifflin/Department M

OFMENAND MOTIVES: A TEST FOR CREATIVITYB/W ·30

Adiscussion with Sarnoff Mednick on the princlples ofcreativityandproblem-solvlng.Universityof Michigan Television Center

104

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OPEN CLASSROOM IN AMERICA Color 22

Produced to assist teachers with understanding and imple­menting the concepts of the open classroom. Shows adapta­tion of the British version to American methodology.I/D/E/A

"PERT/Cost" Color 45

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An introduction to program evaluation and review tech­

nique (PERT) i a planning tool for creative people. Shows

aetivities planning, nature of development, and teehnologyinvolved with the PERT concepto A view both for the be­

glnner and a review for those familiar with PERT and

PERT /Cost. The film starts out with the basics in PERT

and develops into PERT/Cost for the more advanced user.

Recommended for those persons who will be attendingsessions on PERT.

U.S. Navy (Walter Kubisty. Buffalo, NY)

POTENTIALLy YOURS Color 31

A document of America's growth revolution and its tech­

niques for developing our human potentia!. Sequences in­

elude California growth centers, meditation, Gestalt experi­ments, many growth garues and encounter techniques for

the integration of body, mlnd, and spirit.Hartley Productions

POWERS OF TEN Color 8

Animated trip through the universe at a speed that changesthe visual seale by a power of ten every ten seconds.Muscurn of Modern Art

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PRIMARY EDUcATION IN ENGLAND Color 17

This explores the significant aspects of the successful non­

graded education in British primary schools, as seen in Sea

Milis Infant School at Bristo!. Imaglnation and individualityare keynoted in this innovative approach to education.

l/O/E/A

PROBLEM SOLVING - A CASE STUDY Color 22

In the form of a full-length case study, enables the trainer

to completely involve the audience in the problem solvingprocess. A company manufacturing plastic components '

almost loses the business of 'one of its oldest custorners,due to severe quality control problems, What went wrong7How can It be pul righl? With the help of a series of

specíally choscn discusslon technlqucs, the audlence IollowsItI" solutton to th¡, problem.Ro\anJ,,,¡'¡c Film.

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PROBLEM . SOLVrNG - SOME BASIC PRINCIPLESColor 18

Estahlishes the príncíples that must he followed iE a manageristoeorreetly identify and effeetively solve the problemsheíseertain to meet.

Roundtahle Films

APSYCHOLOGY OF CREATIVITY Color 31

Thisfilm reveals teehniques For stimulating ereativity in

various people, including sehizophrenics. The varieties of

ereativity that have heen isolated and identified are ex­

plained. Answers being sought by researehers in the fieldofthe psyehology of ereativity are reported by noted

investiga:tors.MaeMillan Films, lne.

PULCINELLA Color

Tothe musie of Rossini, Pulcinella, who is the Neopolitancousin to the classic raseal Puneh, has a color fui dream in

atimeless tale of man, woman, and the law. By EmanueleLuzzati an internationally known theatrical designer,painter, eeramic artist, and filmmaker and Giulio Gianini,aseenic designer and a documentary filmmaker as well as an

animator.

Connecticut Films, Ine.

RAINSHOWER Color

Arich experienee in looking and listening. The sights,sounds, beauty, and rhythm of rain, as it affeets plants,animals on a farm, and people at work in the eommunity.Without a word of narration, the film evokes the Feel oE

rain,and shows how It is important to people and other

living things.Churehill Films

THESEARCHING EYE Color

IIlustrating the premise that seeing is the tool throughwhich we pereeive and know the world, a ten-year-old hoygoesto the heaeh, doíng the things that a ten-year-old wouldbeexpeeted to do. The film shows what he sees - andwhata ehild cannot see: the world that is yet to be dís­

eovered by him.

Pyramid Films

SEE,TOUCH, FEEL Color 37

Arrists In residcnce at hlgh schools in Pennsylvanla, Mln-

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15

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ncsota, and Colorado demonstratc and discuss thcir mcthodof tcaching young people. An innovatlve educatlon pro­

gram, which plaeed eontemporary artists in the schools,provides an insight into the teaehing-learning process, as

well as into the development and encouragement of

ereativity.ACI Productíons

SLEEP ANO DREAMING IN HUMANS Color 14

Designed to enhanee lectures on sleep and dreaming, andreseareh methodology, by taking the audienee direetly intothe human sleep lahoratory. Dr. Dement demonstratesstandardized researeh teehniques used to specify stagesof wakefulness, sleep, and dreaming in humans.

Houghton Mifflin/Department M

THE SLEEPING BRAIN Color 23

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Dr. Jouvet explores the neurophysiology of sleep and

dreamlng and demonstrates research methodology througha series of experiments on eats. The film shows how animalreseareh is neéessary for, and relevant to, studies of humanbehavior.

Houghton Mifflin/Department M

SOLO Color 15

The many joys of solo mountain climbing - the resound­ing rhythm of persistent physical effort, the intoxicatingseenes of private beauty and the powerful joy that comes

with each successfulsolutlon to a difficult situation.

Pyramid Films

SUMMERHILL Color 26

A visit to a sehool without fixed rules, where no one studiesexeept as he wishes and where eaeh student is his own

master. A eo-edueational English Boarding Sehool, Summer­hill was founded by Alexander Neil 45 years ago. In thefilm he explains his objeetives; and from the aetivitics ofthe ehildren at work and play, can be seen how his methodswork. School, he says, should put preparation Eor liEeahcad of learning. Produced bythe National Film Boardof Cariada.

Conlempor.uy/MeGraw-Hill Fllms

nlC SUrERVISOR ....... MOTIVATING THROlJGHlNSIGIiT Color 12

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"hi'V' results through the work of others. Provídes Insíght1

into employee psychology, the way motiva non works and rthe keys to achieve it.

National Educational Media, Ine.

"T-GROUP EXPERIENCE" SERIES.

1.How T-Groups Work2.A New Way of Learning3.Practícal Applieations4.Why T-Groups WorkAseries of four new Iílrns, dramaticalIy portraying what

actualIy happens during the T-Group experience, telIingwhat a T-Group is alI about and how i:t can be of help. Thefilms feature Chris Argyris, Warren Bennis, and AJfredMarrow - three of the natlon's leading T-Group praeti-

Color

tioners, writers, and theorists.

MCMFilms.

TORN PAPER Color

AneW and unique kind of art expression is demonstratedinthis film. First using newspaper as practice material, andthen working with sheets of colored paper, students are

shown tearing out a variety of shapes, figures, and designs.These "torn paper" Iorms are then pasted on a paper back­

ground to form clever, unusual píctures.Bailey Films

UP15 DOWN Color

A cornrnentary-on the attempt by the majority to makeindividuals conformo Animated cartoon.

Pyramid Films

WONDERING ABOUT THINGS Color

Explores the nature of scientific inquiry and the public'sccncern about the problems that science and technologycreate. TelIs how various individuals regard science today.The educatlonal mm also teIls ,something about a braneh oEmodern chemistry - silicones.

Pyramid Films

THE WORLD OF THE FUTURE Color 20 fHow does one maintain equilibrium in a world of

never-l:ending change7 How does one cope with future shockl '

Alvin Toffler, who believes the future is with us now, out- .1:.'.lines the dilemma and suggests ways in which society �od .

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The FilmMakers/VNV Communicalions

ColorYOU PACK YOUR OWN CHUTE 30

The concept that an individual can control his own destlny,crea te his own successes and Fallures, is explored in human,everyday terms. This is Eurther demonstrated by a woman

who puts her thesis lo the test by parachuting from aplane3,000 Ieet over the Pacifico

Ramic Productions

ZEN AND NOW Color lS

Alan Wa tts interprets and emphasizes Zen philosophy of

living daily in the development of awareness and appre­ciation.

Hartley Productions

ACI PRODUCTIONS

16 W. 46th·StreetNew York, N.Y. 10036

AIMS INSTRUCTIONAL MEDIASERVICES, INe.

P. O, Box 1010

Hollywood, California 90028

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Information Film Service

135 W. 50th StreetNew York, N.Y. 10036

BAILEY FlLMS2211 Mlchigan AvenueSanta Monica, California 90404

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CENTRON CORPORATIONLawrence, Kansas 66044

OIURCHllL F1LMS662 North Robertson BoulevardLos Angrlu, California 90069

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CONTEMPORARY/McGRAW­HILLrILMS

Film Rental LibrarlesPrinteton Road

Hightstown, New Jersey 0852"0THE CREATIVE EDUCATIONFOUNDATION

Chase HallSUCO

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VNV Communlcatlons

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5ERVICES OFCANADA

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NewYork,N.Y. 10022PYRAMlD FlLMS

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SNYDERS,G.

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: "Programa- paralelo de creati v.i d a d!' , S,antilla

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VECIANA,J. : "Creatividad, Innovación y cambio en las or

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VENTURA,N. :"Libro de imaginación:selección básica pa­ra formar una pequeña biblioteca".Cuadernosde Pedagogía,1.977,nº 36,pp.49-53

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WOLLSCHU\GER,G.

:"Realidad y juego".Gedisa,Barcelon�,1�979

:"Creatividad,sociedad y educación".Ed.Pro­moción Cultural,Barcelona,1.976

ZIEGLE8.S. :"Advertencias preliminares en relación -conun plan de acción para la educación iñventiva".Revista de Educac:.ón,Nº'Extra-Ene-Febr.Año Internacional del Libro,pp.5-B

ZINKER,J. :"E1 proceso- creativo-en -la terapia guestál­tica".Paidos,B.Aires,1.977

.11111

I

INDICE GENERAL

"INNOVACION CREADORA

i� º 1 Oct. 1.976

SUMARIOPágina

PRESENTACiÓN _5

ESTUDIOS

- Creatividad: Retrospectiva y 9

Prospectiva. J. P. Guilford(Traducción deLuis Puchol) .

- Aportación al concepto de 22Creatividad. F. Secadas Marco

- Test de Creatividad Escolar 40fi'l'ancisco Fernández Pozas

INFORMACiÓN yDOCUMENTACIÓN:

- .L.a .fundaci6n de la Conducta 52-Creativa. R. Marin Ibáñez ...

- La Creatividad en la Lev 55General de Educación.R. 'Marin lbáñez .

-

- CUI1IOS de creatividad impar-__ 57 '

---

tidos en el 1. C. E. de laUniversidad Politécnica deValencia. R. Marin lbáñez ...

- ,Bibliografía General -61

Nº 2 1º Trí

rn , 1.977

SUMARIO

EL INDIVIDUO CREATIVO:

- Su comprensión desde la

investigaciónPor R. Donald W MacKinnon.

5

ELABORACiÓN DE UN MODELOTAXONÓMICO DE MÉTODOS Y

TÉCNICAS CREATIVAS 22Por Vicente Benedito Antoli.

SOIQAR PARA REALIZARMedio siglo de planes y realizacionesen IJI investigación y desarrollo dela conducta creativa 33

Sidney J. Parnes.

I SIMPOSIUM INTERNACIONALDE CREATIVIDAD 44

Por Ricardo Marln lbáf'\ez.

BIBLlOGRAFIA _______51

'285Nª 3 2º Trim. 1.977

SUMARIOPágina

EDUCACiÓN CREATIVA yFUTURISMO:- Progreso en las innovaciones 5

Por Eloy Paul Torrance.

FUNCIONES DE DISTRIBUCIÓN YPARÁMETROS PARA LATIPIFICACiÓN DE RESPUESTASLIBRES EN íTEMS (ESTiMUlOS)ABIERTOS:- Su aplicación en la medida de la

originalidad 18Por Ana María Payá Serer y

Francisco Rivas Martinez

eN El PÓRTICO DE LACREATIVIDAD LINGüíSTICA: 29

Por Eusebio Aranda Mul'ioz

CREATIVIDAD y ORGANIZACIÓNLA GESTiÓN CREATIVA 39

Por Christine B. Moare yLeo B. Moore.

BIBLIOGRAFíA 50

Nº 4 3º Trim. 1.977

SUMARIO

LA SINÉCTlCA:- Por Ricardo Marin lbáñez _

INNOVACIONES EN EDUCACiÓNC.A.l. (Computer-Assited-Leaming)- Enseñanza asistida por computador

Por Antonio Amaro Pita 17

EL DESARROLLO DE LA EDUCA­CION CREATIVA EN GALlCIA:

- Por David de Prado Díez ___ 21

AMPLIANDO LAS OPCIONES PARAACTUAR A TRAVÉS DE LA SOLU­CIÓN CREATIVA DE PROBLEMAS:- Por Angelo M. Biondi 41

BIBUOGRAÁA_______________ 53

--�==�-------- ---

4º Trim. 1.977'286

SUMARIO PiJgins

La difusión de las innovaciones educativasPor Agustín Escolano

3

• La creatividad en la escuelaCrÍ tica del eociente intelectual y desarrollo del pensamiento divergentePor Paul Grieger

13

Actores en el movimiento de la CreatividadIncrementando las mentes creativas y el poder mental creativoPor Calvin W. TaylorEl Ice informa 47

53Bibliografía

Nº 6 1º Trim. 1.978

. SUMARIO

,LA CREA TIVIDAD. DIMENSION HUMANAPorJuan Escéme: Sánchez

PIt/IIW .

ALGUNOS PROBLEMAS CRITICOS PARA LA FUTURAINVESTIGACION SOBRE CREATIVIDADPor DCJ1Iald W. Mal'ki,,,,o,,

EL PROGRAMA A CTVA L J)E ESTUDIOS CRE"A TIVOSEN EL COLEGIO UNIVERSITARIO DE BUFFALO.Por RIIIII B. N"I/(',

49EL ICE INFORMA53B/BL/OGRAFIA

Nª 7 2º Trim. 1.978

SUMARIO

U SEMANA DE ESI1MUUaON CREA7WA 1. '"

.;.v

Por David de PnuJo Díe: y José A. de PnliJIJ Dk:" "

LA CREATlJ'1DAD y U VIDA PROFESIONL4LPo, PauI Griéger

ESIUDIO PSICOMETRICO yDIMENSIONAL DE DOS TEST..COGNl1WOS DE CREATlJ'1DADPor FI'IUIdsop R;,as Martínez

40'

EL ICE INFORMA 57

BIBUOGRAFlA 61

Nº8 3º Trim. 1.978

SUMARIO Págins

EL SOCIODRAMA COMO PROCEDIMIENTO PARA SOLuciONAR'--'­

CREA TI VA MENTE PROBLEMAS SOCIALESPor Tomás Motos Teruel

ACTI-¡;jjjAD- CREADQRA y HECHO ARTíSTICOPor Román de la Calle

3

27

EL ICE INFORMA (Universidad de Barcelona)BIBL/OGRAFíi

53

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