Thesis (doctoral)--Rijksuniversiteit te Groningen, 1983. / Summary in English. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. [121]-128).

Dissertation (PhD) Florida State University, 2006. / Advisors: Brian Gaber, Clifford K. Madsen, Florida State University, College of Music. Title and description from dissertation home page (viewed 7-16-07). Document formatted into pages; contains 527 pages. Includes biographical sketch. Includes bibliographical references.

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The purpose of this study was to assess the effects of structure in instructions and materials on preschoolers' creativity. Thirty-two children ranging in age from 41 to 59 months comprised four experimental conditions of Structured Instructions-Structured Materials, Structured Instructions-Unstructured Materials, Unstructured Instructions-Structured Materials, and Unstructured Instructions-Unstructured Materials. An effort was made to equalize the groups on intelligence and baseline creativity from scores obtained in Session 1 using the Information Task from the Wechsler Preschool and Primary Scale of Intelligence and a three-dimensional patterns task derived from Moran, Milgram, Sawyers, and Fu. In session two the children were administered the appropriate instructions and materials and two days later in session three given the same instructions with a reverse in materials. Session four was administered to determine any long term effects of session two and three and therefore consisted only of unstructured instructions and materials. Analyses which were used included a 2 (instructions) x 2 (materials) analysis of covariance performed separately for sessions two and three. All analyses were covaried on age, sex, intelligence and baseline creativity. The results did not reach statistical significance, although mean differences suggest that structure in instructions and materials limit ideational fluency. / Master of Science

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M.A. (Counselling Psychology) / Please refer to full text to view abstract

A Research Report submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the Degree of Mnster of Arts in Clinical Psychology. September ~991 / The study aimed to examine the ego functioning of the creative child, with a view to testing theories of creative functioning. The development of these theories is reviewed from Freud'e writings at the beginning of the century to more current conceptions of Creativity as a function of ego proCeSses. The theories examined related to the ego functions of Tolerance of Ambiguity, Regression in the Service of the Ego and Empathy, all of which were hypothesised .a being employed to a greater degree by creative individuals. A theoretical conception of the autonomous 1 intellective and creative ego was developed according to Norma Haan's (1977) view of Constructivist Man. The ego function of 60 children (39 male and 21 female' batween the ages of 8 and 12 years were tested by having their mothers rate them on Haan's Q-sort of Ego Processes. A measure of Creativity was obtained using activities from the Torrance Test of Creative Thinking (Torrance 1974) completed by the chiIdren. AnalysiS for the results failed to show any significant support for the hypotheses concerning the 3 main Ego Functions. Of the other Ego functions also exmined using the Haan instrument, only that of Substitution showed a significant (and negative) correlation with Creativity. This suggested that (a) children employing this ego function to a significant degree tend not to be creative and (b) Mothers valuing substitution highly may tend to stifle creativity in their children by their expectations and parenting styles. The failure to find significant support for the hypothesis is attributed to Ca) possible incomplete measures of Creativity and (b) the Mother's difficulty in using the ego rating instrument in an unbiased way rather than rating for Racial desirability and perceived expectations of the research on Certain key functions. It was concluded that trained professionals may be better equipped to accurately assess ego functioning. A discussion of the results and 1imitations of the study follows with a consideration of methodological problems in the measurement of both Personality and Creativity. suggestions are made for further research. No strong conclusions can be drawn regarding the validity of the theories discussed but they are felt to be very useful formulations for work in the educational and clinical fields.

This thesis looks at the way in which drama education constructs opportunities for learning. Constructivism and self-organising systems theory are used to further understand how individuals and societies construct their own learning. Important in this process is the self-conscious experience of the learner. The notion of being ‘in learning’ rather than outside of and observing the learning is central. This consciousness facilitates the creation of meaning, which plays a role in determining the manner in which further participation in learning occurs, hence further learning. This emphasises the process of learning over the product of learning. The function that language and emotion serve in this process also deserves consideration. This perspective upon process has a considerable impact upon the way in which learners make meaning and the way in which they approach learning. Questions surrounding a consciousness of participation bring the senses, the feelings, the emotions and other physical experience to the fore. They require that the learning of the body be experienced. Embodied learning is insufficiently acknowledged and theorised in drama education. Through bringing together constructivism, systems theory, drama education and contemporary performance theory this thesis argues for a greater recognition of the relationship between the body and learning. / Doctor of Philosophy (PhD)