This study reports on the hypotheses that the cognitive function of creativity follows perceptual function and that increasing conscious awareness of perceptual functions yields increases in creativity. A series of sequenced learning activities resulting from the development of a teaching/learning model based on natural operation of perceptual functions balancing tolerance of ambiguity and need for boundaries compared teaching with specific skill instruction and teaching without specific skill instruction. Subjects' creativity was measured using a paradoxical design game that focused on three abilities: representation, adding items to a design, and integration of items within a design. Pre- and post-test changes for kindergarten-age children revealed increases in creativity for teaching with specific skill instruction to increase conscious awareness of natural perceptual function.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8410 |
| Date | 01 January 1992 |
| Creators | O'Neill, Sharon B |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0017 seconds