A major component of the creative problem solving process is divergent production, or the generation of alternative solutions to an open ended problem. Such solutions may be expressed in different forms or creative response styles: the verbal mode of expression involves stating solutions; the kinetic mode involves demonstrating solutions; and the integrative mode refers to simultaneously stating and demonstrating solutions. In an experiment with black preschool children, subjects from socioeconomically advantaged backgrounds tended to be more verbally creative, while those from disadvantaged backgrounds were more kinetically creative. The differences suggest that creative response styles may be affected by environmental influences, socialization, and schooling in different socioeconomic contexts. Systematic training in sociodrama (an integrative problem solving method) or in verbal problem solving appeared to enhance kinetic expressiveness but not verbal creativity, suggesting that at early stages of development, children are more able to express problem solutions through kinetic and integrative modes than through the verbal mode. Furthermore, the results indicate that creativity can be taught, and that deciding to train is more important than choosing between specific training approaches. (Author/MJL)