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ERIC Number: ED015748
Record Type: RIE
Publication Date: 1965
Pages: 48
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
IDENTIFYING AND TEACHING CREATIVITY. THE GENERAL COLLEGE STUDIES, UNIVERSITY OF MINNESOTA, VOLUME I, NUMBER 2, 1963-1965.
AMRAM, FRED M.; GIESE, DAVID L.
IN FOUR STUDIES TO DETERMINE THE POSSIBILITY OF INCREASING CREATIVE BEHAVIOR BY MEANS OF CLASSROOM EXERCISES, THE AUTHORS COMPARED TREATMENT AND CONTROL GROUPS WITH RESPECT TO GAINS IN SCORES ON THE MINNESOTA TEST OF CREATIVE THINKING. IN THE FIRST STUDY, STUDENTS IN A CREATIVE PROBLEM SOLVING CLASS MADE SIGNIFICANTLY GREATER GAINS THAN THE CONTROL GROUP IN FLUENCY, FLEXIBILITY AND ORIGINALITY, WHILE DIFFERENCES IN ELABORATION WERE NOT SIGNIFICANT. IN A SIMILAR SITUATION, BUT WITH A DIFFERENT INSTRUCTOR FOR THE TREATMENT GROUP, THE GROUPS DID NOT DIFFER SIGNIFICANTLY IN NONVERBAL TASKS, ALTHOUGH DIFFERENCES IN CERTAIN FACTORS OF THE VERBAL TASKS FAVORED THE TREATMENT GROUP. IN A THIRD EXPERIMENT, WITH YET ANOTHER INSTRUCTOR AND A DIFFERENT METHOD OF SELECTING THE CONTROL GROUP, THE TREATMENT GROUP TENDED TO GAIN MORE ON MOST MEASURES, THOUGH DIFFERENCES WERE SIGNIFICANT ONLY IN THE VERBAL TASKS. COMPARISON OF PERFORMANCE OF THE TREATMENT GROUPS SHOWED THAT DIFFERENCES IN STUDENTS, TEACHERS, AND METHODS FOR THE THREE CLASSES DID NOT SIGNIFICANTLY AFFECT FLUENCY, FLEXIBILITY, AND ORIGINALITY, THOUGH STUDENTS OF ONE INSTRUCTOR, WHO USED A SET OF EXERCISES DIFFERENT FROM THOSE OF THE OTHERS, SHOWED SIGNIFICANTLY GREATER GAINS IN ALL ELABORATION SCORES. FOR OTHER REPORTS IN THIS SERIES, SEE JC 670 969 AND JC 670 970. (HH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis.
Identifiers: N/A