TY - JOUR
T1 - The development of productive thinking skills in fifth-grade children
AU - Wardrop, James L.
AU - Goodwin, William L.
AU - Klausmeier, Herbert J.
AU - Olton, Robert M.
AU - Covington, Martin V.
AU - Crutchfield, Richard S.
AU - Ronda, Teckla
N1 - Funding Information:
1. The research reported herein was performed pur suant to a contract with the United States Office of Education, Department of Health, Ed cation, and Welfare, under the provisions ofthe Cooperative Research Program (Center No. C-03/ContractOE 5-10-154, Wiscollsin Re-search and Development Center for Cognitive Learning) with additional support of a grant from the Carnegie Corporation of New York to the Creative Thinking Project, Institute of Personality Assessment and Research, Uni-versityof California, Berkeley.
PY - 1969/6
Y1 - 1969/6
N2 - A controlled experiment was conducted in forty-four fifth-grade classrooms to investigate the extent to which creativity and problem-solving skills of children could be nurtured through a series of self-instructional programmed lessons. Also studied was the relationship of such skills to (1) learner characteristics (IQ and sex) and (2) classroom “environment” as it may have facilitated creative thinking. Significant differences were found favoring the experimental group (which received the programmed lessons). Improvement in productive thinking skills was found for both boys and girls of both higher and lower IQ. Greater gains were found in classrooms providing relatively little support and encouragement for productive thinking. Also the performance of girls on the productive thinking measures exceeded that of boys and there was a strong positive relationship to IQ.
AB - A controlled experiment was conducted in forty-four fifth-grade classrooms to investigate the extent to which creativity and problem-solving skills of children could be nurtured through a series of self-instructional programmed lessons. Also studied was the relationship of such skills to (1) learner characteristics (IQ and sex) and (2) classroom “environment” as it may have facilitated creative thinking. Significant differences were found favoring the experimental group (which received the programmed lessons). Improvement in productive thinking skills was found for both boys and girls of both higher and lower IQ. Greater gains were found in classrooms providing relatively little support and encouragement for productive thinking. Also the performance of girls on the productive thinking measures exceeded that of boys and there was a strong positive relationship to IQ.
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U2 - 10.1080/00220973.1969.11011153
DO - 10.1080/00220973.1969.11011153
M3 - Article
AN - SCOPUS:84933204819
SN - 0022-0973
VL - 37
SP - 67
EP - 77
JO - Journal of Experimental Education
JF - Journal of Experimental Education
IS - 4
ER -