Effectiveness of Creative Problem-Solving in Reducing the Aggression of Emotionally Handicapped Middle School Children
Effectiveness of Creative Problem-Solving in Reducing the Aggression of Emotionally Handicapped Middle School Children
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In our eReader you can find the full English version of the book. Read Effectiveness of Creative Problem-Solving in Reducing the Aggression of Emotionally Handicapped Middle School Children Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book Effectiveness of Creative Problem-Solving in Reducing the Aggression of Emotionally Handicapped Middle School Children
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Yee (1965) used the instructional materials derived from a course in Creative Problem-Solving offered at the Univer- sity of Buffalo and studied its effects and personal-social adjustment upon creativity of twelfth grade students. The first and second administration of the Minnesota Tests of Creativity and the California Test of Personality were 36 administered to control groups with a five week period between each administration. Their tests were administered to the experimental group before a...nd after they received instruction in Creative Problem-Solving. The instruction in Creative Problem-Solving resulted in significantly greater creativity test scores. High ability (high IQ) students showed a significant increase in creativity test scores after Creative Problem-Solving instruction as compared to students similar in ability who did not receive instruction. Low ability (low IQ) students who received instruction did not increase their creativity test scores significantly as compared to students of similar ability who did not receive instruction, though the increase approached .05 percent level of significance.
What to read after Effectiveness of Creative Problem-Solving in Reducing the Aggression of Emotionally Handicapped Middle School Children?
You can find similar books in the "Read Also" column, or choose other free books by Mathew, Saramma Thomas to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
Yee (1965) used the instructional materials derived from a course in Creative Problem-Solving offered at the Univer- sity of Buffalo and studied its effects and personal-social adjustment upon creativity of twelfth grade students. The first and second administration of the Minnesota Tests of Creativity and the California Test of Personality were 36 administered to control groups with a five week period between each administration. Their tests were administered to the experimental group before a...nd after they received instruction in Creative Problem-Solving. The instruction in Creative Problem-Solving resulted in significantly greater creativity test scores. High ability (high IQ) students showed a significant increase in creativity test scores after Creative Problem-Solving instruction as compared to students similar in ability who did not receive instruction. Low ability (low IQ) students who received instruction did not increase their creativity test scores significantly as compared to students of similar ability who did not receive instruction, though the increase approached .05 percent level of significance.
What to read after Effectiveness of Creative Problem-Solving in Reducing the Aggression of Emotionally Handicapped Middle School Children?
You can find similar books in the "Read Also" column, or choose other free books by Mathew, Saramma Thomas to read onlineMoreLess
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