Problem representation/problem finding skills are frequently the catalyst facilitating adroit knowledge base access and subsequent positive creative outcomes in adult populations. To determine whether judged creativity is similarly enhanced through young adolescents' use of a working title representation strategy within a curriculum knowledge base, 40 Latino partyicipants at two Southern California middle schools received brief written interactive directions for one of two different types of problem representation or a third, non-representational control group.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-project-2522 |
| Date | 01 January 1999 |
| Creators | Hector, Juliann |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses Digitization Project |
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