This study examined possible differences due to race in socioeconomically matched Caucasion and Black college classes using Torrance's Ask and Guess and Unusual Uses Tests. No differences were found based on race. (GO)

This paper reviews earlier experiments in fostering creative expression in the writing of students at all educational levels, and presents an abstract of an experiment involving 81 students of educational psychology at Tennessee State University. Each wrote one essay per week, which was then rated for creativity on four scales (fluency,…

Four experiments with 263 undergraduates and 57 seventh-graders examined the "testing phenomenon" in relation to students' memory for brief passages and labels for parts of flowers. The phenomenon, which involves the positive effects of previous testing on final test performance, appears to depend on several complete retrieval events. (TJH)

Examines the effect of inserted questions with and without feedback on students' estimates of posttest performance. Finds that requiring students to answer inserted questions and then providing students with feedback on their responses leads to more accurate student estimates of posttest performance. (MG)

The efficacy of an applied behavior analysis model for enhancing creativity is reported. The model was implemented through teacher inservice training. Results indicate the positive effects at a much more time- and resource-economical level than methods previously demonstrated. (Author/GK)

A total of 86 black fourth-grade children and 111 white fourth-grade children randomly selected from normal classrooms in a rural county school system in Tennessee were compared on Torrance's Unusual Uses and Ask and Guess activities. No differences were found on the frequency or flexibility measures for either activity. (MS)

Investigates the effectiveness of a creativity training workshop. Results indicate training for creativity in one area, unusual uses, can transfer to responding in another area, problem solutions. Suggests operationally defined creative responses can be increased by behavioral techniques and may transfer to other settings. (JAC)

Two experiments examined the kinds of questions asked by male and female undergraduates identified as relatively creative and relatively noncreative. (CM)

Examines the effects of a creativity training workshop on the behaviorally defined creative responses (fluency, flexibility, and originality on both unusual uses and problem-solution exercises) of 14 college students. (CM)

To test the relationship between risk-taking and creativity, 10 groups of four undergraduates were administered the Choice Dilemma Questionnaire and a subtest of the Torrance Tests of Creative Thinking. This was followed by the standard group process noted to result in a risky shift, and then by post-testing. (Author)

Compares the relative levels of creative behavior emitted in (1) noncontingent reinforcement, noncompetitive, nonevaluative, self-organized groups (laissez-faire); (2) groups with evaluation, competition, and individual reinforcement contingencies; and (3) groups with evaluation, competition, and group-shared contingencies of reinforcement.…

Discusses students' ability to make correct judgments about the accuracy of information they read and describes a study of secondary school students that was designed to determine the value of headings and outlines in detecting false statements in text. Treatments for the experimental and control groups are described. (18 references) (LRW)

Contrasts sequential and relational processing manipulations of passages with manipulations which focus on individual lexical items and the propositions in which they are embedded. Finds recall to be superior when readers use sequential and relational processing during performance of individual item-specific lexical processing. (RS)

Reports four experiments which contrast the levels-of-processing perspective (holding that the durability of memory traces is a function of the depth to which items are processed) with the transfer-appropriate-processing perspective (holding that encoded events are always represented in a semantic memory code). (MM)

Whether preview and recall sentences affected readers' memory of text material in separate chapters was studied in seven experiments using a total of 130 undergraduate students. Hypotheses for the causes of the beneficial effects of preview signals and recall sentences on memory are postulated. (SLD)