Relationship of Children ' S Conceptual Tempo to Problem Solving and Creativity

MF-$0.83 HC-$1.67 Plus Postage. *Cognitive Ability; *Concept Formation; *Creativity; Creativity Research; Elementary Education; *Elementary School Students; *Personality; *Problem Solving; Research Projects The present study examines the role of conceptual tempo on creativity and problem solving. It was hypothesized that reflective children would do well on tasks involving an evaluation component, while impulsive children would do well on typical creativity tasks. Measures of creativity, assessing fluency, flexibility, and originality, as well as measures of problem solving, stressing an evaluation component, were administered to 101 white suburbarififth grade children. Using MFF scores, four groups were identified: reflectives, impulsives, fast-accurates and slow-accurates. Results indicated no significant differences among the conceptual tempo groups on any of the creativity or problem solving tasks. It is suggested that conceptual tempo may be less effective in predicting differences in some aspects of cognitive functioning at this age. Examination of this hypothesis with younger children is recommended. (Author) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS) . EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** RELATIONSHIP OF CHILDREN'S CONCEPTUAL TEMPO TO PROBLEM SOLVING AND CREATIVITY Sylvia Rosenfield Fordham University U.S. OEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRD DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITiON OR POLICY