Open Access Thesis
Creative thinking; Creativity (Linguistics);
This study investigated a method for stimulating several aspects of short-term creative thinking. It was hypothesized that the figural and verbal originality scores of students receiving a guided fantasy visualization (GFV) would be significantly different from those scores of students not receiving a GFV. Fifty-six children from the fourth, fifth, and sixth grades of Price Laboratory School, Cedar Falls, Iowa, were pre-tested on one figural and one verbal subtest from the Torrance Tests of Creative Thinking (TTCT). After scoring the subtest on the originality scale only, students were randomly assigned to experimental and control groups. Following a four week interval, experimental group students at each grade level were given a 15-minute GFV in which they listened to instructions to visualize fanciful objects and situations. Irmnediately following the GFV, students were administered two alternate form TTCT figural and verbal subtests. Students in the control group were given a paper-and-pencil word puzzle and a maze to work on for 15 minutes prior to TTCT post-testing. All students completed treatment and post-testing procedures outside the classrooms with their teachers not present. Results indicated that students receiving the GFV did not achieve significantly higher mean figural and/or verbal originality scores than students who did not have the GFV. Data analyzed by grade level indicated that the fourth grade GFV students were significantly higher in figural originality than the fourth grade control students and that students in the sixth grade control group had higher mean verbal originality scores than sixth grade GFV students. No differences in mean originality scores by sex were found. Results of the present study and two similar investigations suggest the possibility that upper elementary students need considerably more experience with the GFV than college students for the GFV to have a significant effect on short-term creative thinking. Additionally, the results indicate that the contents of a GFV may need to include a substantial amount of relaxation instruction before a GFV can produce a change in creative thinking. Finally, based on the findings of the present study, recommendations for future research were suggested.
Year of Submission
Specialist in Education
Department of Educational Psychology and Foundations
Donald W. Schmits
Barry J. Wilson
1 PDF file (100 leaves)
©1981 David B. Windahl
Windahl, David B., "Evaluating the effect of a guided fantasy visualization on the figural and verbal originality of upper elementary students" (1981). Dissertations and Theses @ UNI. 1468.