Interpersonal Problem Solving and Creativity in Boys with and Boys without Learning Disabilities

The present study compared the interpersonal problem-solving skills and creativity of 46 boys with (LD) and 46 boys without (NLD) learning disabilities. In addition, it examined the relationships between interpersonal problem solving and creativity. The Test of Interpersonal Problem Solving (TIPS), based on D'Zurilla and Goldfried's (1971) model of the interpersonal problem-solving process, and two measures of creativity — the Alternate Uses Test (AUT) and Eisen's Test of Remoteness (ETR) — were administered individually. LD students had significantly lower scores on Problem Formulation, Consequential Thinking, and Total Problem Solving Ability than their NLD peers. However, no group differences were noted on either the verbal (AUT) or the nonverbal (ETR) measure of creativity. Some significant relationships emerged among interpersonal problem solving and creativity scores.

Cognitive Mediation of Aggressive, Assertive, and Submissive Behavior in Children

The present study explored the relationships among levels of aggressiveness, assertiveness, and submissiveness and (1) alternative-thinking ability, (2) judgments of response alternatives on a variety of indices including 'evaluative' and 'potency' dimensions, and (3) consequential thinking, for 188 fourth-sixth grade children. The five best predictors of aggressiveness, of assertiveness, and of submissiveness for both boys and girls represented combinations of alternative-thinking, consequential-thinking, and evaluative-judgment dimensions. The clinical implications of these findings for treating aggressive and submissive children are discussed.