No description available.

1. Remiantis moksline literatūra darbe buvo išnagrinėti įvairių mokslininkų požiūriai apie šachmatų žaidimo įtaką vaikų kūrybinio mąstymo raidai, kurios tapo pagrindu iškelti šio darbo hipotezes. 2. Tyrime nustatyta, kad:  Per du metus jaunųjų šachmatininkų neverbalinio kūrybinio mąstymo: mąstymo gausumo (t = 3,652, p= 0,001) ir mąstymo originalumo (t =3,617 ; p =0,001) rodikliai (The Torrance Tests of Creative Thinking, TTCT) (1974) statistiškai reikšmingai padidėjo.  Kūrybinio mąstymo lankstumo (t = 1,261; p = 0,213) ir mąstymo detalumo (t = -2,076 ; p =0,053) rodikliai (The Torrance Tests of Creative Thinking, TTCT) (1974) išliko beveik tokie patys: skirtumai tarp 2005 metų ir 2007 metų re-testo rezultatų yra statistiškai nereikšmingi.  Skirtumas tarp 2005 metų ir 2007 metų re-testo bendrų neverbalinio kūrybinio mąstymo tyrimo rezultatų yra statistiškai nereikšmingas (t = 0,881 ; p = 0,382). Pirmoji ir antroji hipotezės apie jaunųjų šachmatininkų neverbalinio kūrybinio mąstymo vystymosi ypatumus pasitvirtino dalinai. 3. Siekiant ištirti jaunųjų šachmatininkų neverbalinio intelekto ir neverbalinio kūrybinio mąstymo sąsajų ypatumus rastas silpnas statistiškai nereikšmingas ryšys (r = 0,269 ; p = 0,052). Analizuojant atskirus kūrybinio mąstymo komponentus:  nustatytas teigiamas statistiškai reikšmingas ryšys tarp jaunųjų šachmatininkų neverbalinio intelekto ir neverbalinio kūrybinio mąstymo detalumo (r = 0,307 ; p = 0,025);  kiti neverbalinio kūrybinio mąstymo... [toliau žr. visą tekstą] / Creativity is multidimensional and still not completely understood by psychologists. Creative thinking is an important ability formed by some factors: flexibility, originality, fluency, elaboration. Through chess, pupils learn to invent creative solutions to problems. Chess can strengthen problem-solving skills, foster critical, creative, and original thinking, demonstrate the importance of flexible planning, concentration, and the consequences of decisions. The aim of the investigation was to analyze young chess player’s creative thinking in different age, their achievement. Torrance test of creative thinking (TTCT, 1974) was used as the main evaluation tool. The scoring was as follows:  Fluency by the number of interpretable, meaningful, and relevant responses to the stimulus,  Flexibility by the variety of categories of relevant responses,  Originality by responses which are unexpected, unusual, unique or statistically rare,  Elaboration by the addition of pertinent details. Fifty six children of chess school in Vilnius were investigated using this method. The main result showed that young chess player‘s creative thinking (Torrance test (TTCT, 1974)) is not significantly higher than 2 years ago. Correlation have been found between the TTCT and Raven in the construct of elaboration (r = 0,307; p = 0,025).

In this master thesis the features of teenager’s creativity are traversed. The work consist of the following structure: introduction, two main sections (which are divided into more detailed subsections), conclusion, reference, bibliography and appendixes. In the first section the problem of teenagers creativity is outlined theoretically. The definition of creativity, teenagers creativity, creative thinking, creative imagination and the main factors of teenagers creativity are described. In the second section the research on teenagers note: who at present learn at 9-12 forms of a Secondary School) creativity is analysed. K.K. Urban’s and H.G. Jellen’s TCT-DP methods of creative thinking (A. Matchak’s, Javorovska’s, and Stanchak’s polish version, 1998) and V.Petrulis tasks from questionnaire on person’s creativity were applied in the research. In the result girls indexes (6,297) were higher than boys indexes (5,297) according the TCT-DP method of creative thinking. This leads to the conclusion that in general 9-12 form girls are more creative in comparing with boys. And after the comparison made on differences in average components of creativity the assumption of girls superiority can be also made. According the results of the research there are no any essential difference in 9-10 forms and 11-12 forms creative thinking. It was completely proved by the applied K.K. Urban’s and H.G. Jellen’s TCT-DP method of creative thinking and V. Petrulis questionnaire tasks. According the... [to full text]

This thesis begins with the premise that in order to be mathematical students must first discover and develop their creativity. Within the context of classroom-based action research, the following questions are examined: What is mathematical creativity? Under what conditions does mathematical creativity flourish? And, how is creativity manifested in young children? To this end, the definition of creativity is expanded to include those daily moments of discovery, where clarity is reached and we say, "Oh! I get it!" It outlines how an inquiry methodology increases creativity and allows students to view mathematics from a place of wonder and excitement. In addition, different language-learning strategies are used to gain insight into how these strategies helped a group of grade three French Immersion students begin to define themselves as mathematically creative. Furthermore, the thesis explores the importance of relationship, relevance and rigour in planning for creativity in mathematics. It explains why a culture of not knowing is crucial to the development of mathematical understanding and confidence in young children and how ambiguity, frustration and perseverance are necessary elements in creative thinking. Also, it considers the importance of second language development and its implications for mathematics. Finally, it suggests creativity in mathematics is possible if students use dialogue and reflection to explain how their thinking is changing, or what new things they are discovering about mathematics. / xii, 117 leaves ; 29 cm

This experiment was designed to compare two problem solving strategies, brainstorming and the hierarchical technique, and two problem solving technologies, computer software and pencil and paper. The first purpose of this study was to explore what effects computer software and pencil and paper have on the facilitation of solutions for individual problem solvers. Subjects generated solutions by either recording ideas on a computer or by writing ideas down on paper. The second purpose of this study was to examine how individuals evaluate solutions they have generated.Specifically, we were looking for solution evaluations to differ according to which problem solving strategy subjects received training on, brainstorming or the hierarchical technique. Solutions were rated on overall quality, practicality, and originality on a scale ranging from 0 (being the lowest possible score) to 4 (being the highest possible score).Subjects who used a computer to record ideas generated significantly more solutions than those subjects recording ideas on paper. Subjects trained with the hierarchical technique generated ideas higher in quality than those trained with brainstorming. Subjects trained with brainstorming generated more original ideas than those trained with the hierarchical technique. Finally, subjects rating of practicality did not differ according to problem solving strategy. / Department of Psychological Science

This experiment was designed to give further understanding of the underlying factors which influence group idea generation. The first objective of this study was to compare the impact of using computer technology and traditional technologies for creating ideas. The effectiveness of three idea generating techniques, original brainstorming, nominal group technique, and electronic brainstorming were considered. It was, however, hypothesized that electronic brainstorming would outperform the nominal group technique and original brainstorming regardless of the length of time provided.The second objective of this study was to probe how subjects in different idea generating conditions discerned their performance during and after sessions. It was expected that subjects in the original brainstorming groups would perceive that they produce more ideas and they would be more satisfied with results and the process.An ANOVA with a 3x2 factorial design was planned for the study. The independent variables for the study were types of group and types of session. Yet, on account of small sampling size an inferential analysis was precluded. A descriptive analysis was followed.The analysis of five dependent variables, quality, originality, practicality, numbers of nonoverlapping ideas, and perceptions showed that there were no significant differences among three idea generation techniques regarding the length of time provided. However, a quantity variable showed that numbers of nonoverlapping ideas were increased as the length of time were prolonged in six idea generating conditions. / Department of Counseling Psychology and Guidance Services

Two experiments were designed to compare methods of generation used in solving social problems. First, the experimenters explored the effectiveness of a new approach based on hierarchical organization. One hour of training was sufficient for subjects to learn the technique.Subjects reported that they found the hierarchical technique to be very valuable and easy to use.The purpose of the second experiment was to compare three methods of generation, two active methods and an inactive approach. Clearly, active participants generated more solutions to a social problem than subjects in the inactive condition. This result points to the importance of direct problem solving training.The performance of participants in the active hierarchical and brainstorming conditions was compared. Although the two approaches were equally effective in facilitating the production of numerous, quality solutions, the experimenters found the hierarchical technique to be a superior method of generation for practical problems. / Department of Psychological Science

In Hong Kong, there is a growing awareness in early childhood centres that young children's learning is enhanced where they are encouraged to express and develop their creativity during the learning process. This study was principally concerned with examining (a) how young children expressed their creativity and (b) factors that contributed to their creative products and creative performances in child care centre settings in Hong Kong. This study investigated young children both individually and as a group, and it examined the approaches and teaching strategies that tended to nurture children's creative potential. / Thesis (PhD)--University of South Australia, 2009

In Hong Kong, there is a growing awareness in early childhood centres that young children's learning is enhanced where they are encouraged to express and develop their creativity during the learning process. This study was principally concerned with examining (a) how young children expressed their creativity and (b) factors that contributed to their creative products and creative performances in child care centre settings in Hong Kong. This study investigated young children both individually and as a group, and it examined the approaches and teaching strategies that tended to nurture children's creative potential. / Thesis (PhD)--University of South Australia, 2009

This study aimed to discover ways of designing children's programs using creativity and imagination that are unique and relevant to young children. It examined whether the degree to which the early childhood professional's own sense of enchantment, creativeness and imagination is or is not inextricably linked to the creative and imaginative output of young children in childcare contexts. It evaluated the link between an educator?s own sense of enchantment, imagination and creativeness and the quality of the program offered to young children in childcare centres. The study also identified ways of enriching the care of children in childcare centres through programs that would enhance the children?s imagination and creativeness, utilising the individuality of the teacher/carer?s own ideas on creativity and program design. A case-study methodology was chosen to determine the answers to the posed questions. Three case studies in Hobart and one in Brisbane, using a variety of research tools, including interviews, the application of a creativity assessment sheet, observations and photography, were used to answer the research questions. The results in this small-scale study showed that the early childhood educator's own sense of enchantment and use of imagination and creativity did correlate with the children's imagination and creativity and also with the quality of the program. A conclusion is that an educator's creative disposition is a vital factor in the enrichment of the care of children in childcare contexts. / thesis (PhDEducation)--University of South Australia, 2002.