Concrete and Verbal Reinforcement in Creative Thinking of Disadvantaged Children

The effects of verbal and concrete reinforcement on creative thinking were investigated in disadvantaged Israeli seventh-graders ( N = 90) in a baseline-treatment design. When compared to a no-incentive condition, both concrete (giving a piece of candy for each response) and verbal reinforcement (giving verbal praise to each response) raised the level of ideational fluency on the abbreviated Wallach and Kogan creativity battery by 114% and 61%, respectively. The high correlations between baseline and incentive creativity scores were interpreted as supporting either cognition or motivation but not exclusively the former as the source of individual differences in creative thinking among these disadvantaged children.

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Individual Differences in Response to Verbal Reinforcement: A Preliminary Report

Psychological Reports ◽

10.2466/pr0.1963.12.2.546 ◽

1963 ◽

Vol 12 (2) ◽

pp. 546-546 ◽

Cited By ~ 1

Author(s):

William F. Reynolds ◽

Milton M. Schwartz ◽

William B. Pavlik ◽

Jack Carlock

Keyword(s):

Individual Differences ◽

Preliminary Report ◽

Verbal Reinforcement

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Developing Creative Thinking among Intellectually Able Filipino Children from Disadvantaged Urban Communities

Gifted Education International ◽

10.1177/026142949300900213 ◽

1993 ◽

Vol 9 (2) ◽

pp. 119-123 ◽

Cited By ~ 1

Author(s):

Teresita Naval-Severino

Keyword(s):

Urban Communities ◽

Creative Thinking ◽

Thinking Skills ◽

Test Design ◽

Test Analysis ◽

Disadvantaged Children ◽

Physical Exercises ◽

Filipino Children ◽

Group A ◽

Group B

The purpose of this research is to demonstrate the importance of training programs in developing creative thinking skills among gifted disadvantaged children. This study compares two groups of fast learners exposed to varying lengths of training in creative activities. Group A received a total of 20 sessions while Group B had a total of 46 sessions. Training consisted of structured as well as unstructured activities designed to enhance the creative abilities of fluency, flexibility, originality and elaboration. Techniques employed ranged from brainstorming, figural/verbal/physical exercises to problem solving. A prepost test design was used to compare differences between the two groups. While mean scores showed positive changes occurring in both groups, results of t-test analysis revealed significant differences only between the pre and post scores of Group B on three out of four categories of creative thinking, namely: fluency, flexibility and originality.

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Relationships between linguistic-colour synaesthesia and individual differences in absorption, creative thinking, types of mind, and intelligence

Synaesthesia and Individual Differences ◽

10.1017/cbo9781316156230.005 ◽

2015 ◽

pp. 94-124

Author(s):

Aleksandra Maria Rogowska

Keyword(s):

Individual Differences ◽

Creative Thinking

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Questioning Skills among Advantaged and Disadvantaged Children in First Grade

Psychological Reports ◽

10.2466/pr0.1970.27.2.617 ◽

1970 ◽

Vol 27 (2) ◽

pp. 617-618 ◽

Cited By ~ 3

Author(s):

Felix Martin

Keyword(s):

Creative Thinking ◽

First Grade ◽

Developmental Level ◽

Question Asking ◽

Disadvantaged Children ◽

Category System

The evaluation of questioning skills among 200 first-grade Ss (100 advantaged and 100 disadvantaged) on the question-asking activity of the Torrance Tests of Creative Thinking utilized an 11-category system of classification for analysis. A comparison of the categories indicate that the disadvantaged Ss seem to be at a lower developmental level of question-asking skills than their advantaged counterparts.

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Conformity in Preschool Disadvantaged Children as Related to Field-Dependence, Sex, and Verbal Reinforcement

Psychological Reports ◽

10.2466/pr0.1973.32.2.667 ◽

1973 ◽

Vol 32 (2) ◽

pp. 667-673 ◽

Cited By ~ 6

Author(s):

John Christian Busch ◽

Lawrence M. De Ridder

Keyword(s):

Head Start ◽

Field Dependence ◽

Visual Discrimination ◽

Discrimination Task ◽

Experimental Manipulation ◽

Visual Discrimination Task ◽

Verbal Reinforcement ◽

Disadvantaged Children ◽

Rod And Frame

The study attempted to determine whether there was an interaction between Crutchfield-type conformity procedures and rod-and-frame performance or sex. These procedures were designed to produce conformity of an individual to a simulated group and to reduce conformity through verbal reinforcement. 96 Head Start Ss were administered the rod-and-frame task; conformity while working on a visual discrimination task was recorded. Experimental manipulation of conformity was partially demonstrated; reinforcement reduced conformity of girls but not boys. Predicted interactions with field-dependence were not observed.

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INDIVIDUALIZATION OF EDUCATION IN SECONDARY SCHOOL OF UKRAINE (XX CENTURY, SECOND HALF)

The Modern Higher Education Review ◽

10.28925/2518-7635.2018.3.1 ◽

2018 ◽

Author(s):

Natalia Dichek

Keyword(s):

Social Psychology ◽

Individual Differences ◽

Secondary School ◽

Primary School ◽

Educational Policy ◽

Research Methods ◽

Creative Thinking ◽

Mental Activity ◽

Psychological Service ◽

Scientific Experiments

In the context of the introduction in the second half of the XXth century the process of the individualization of teaching in secondary school a little-studied aspect is revealed – the contribution to this process of Ukrainian psychologists. The main directions of their research, methods and results of scientific experiments in the field of pedagogical psychology, psychology of personality, social psychology aimed to individualizing education (studying memory, individual differences in mental activity, creativity of students, their interests and abilities, identifying and developing giftedness and creative thinking, introducing the differentiation in education in primary school, the organization of psychological service in secondary school) are outlined. The analysis of such kind of Ukrainian scientists’ studies testified the expansion in the early 1990s of the spectrum of their work in the direction of ensuring the realization of individual needs and interests of schoolchildren. It was proved the gradual formation during the 1980s of a basis for establishing the paradigm of a personality-oriented education, which became one of the most important directions of the educational policy of independent Ukraine.

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