Creativity and its implications for the education of the pupil.
| dc.contributor.advisor | Di de Villiers | |
| dc.contributor.author | Chinniah, Moses | |
| dc.date.accessioned | 2025-07-15T12:02:25Z | |
| dc.date.available | 2025-07-15T12:02:25Z | |
| dc.date.issued | 1984 | |
| dc.description.abstract | Psychology, as a science for less than a hundred years, has devoted its energies to various aspects of human life, pursuing the implications of resulting theories. Psychologists seem to have generally devoted their attention to "relatively less complex modes of behaviour such as sensation, perception, motivation and learning"- Al though they have been interested in creativity and have utilized throughout ] a their own creative abilities the history of psychoIogy, only recently have they focussed their attention on the creative process itself ' Frequently cited for his part in stimulating interest in this area is J.P. Guilford, ( 1950 ) who indicated in his presidential address to the American Psychological Association that less than .02% of the Iiterature in psychology was devoted to creativity. | |
| dc.identifier.uri | https://hdl.handle.net/10566/20567 | |
| dc.language.iso | en | |
| dc.publisher | Univeristy of the Western Cape | |
| dc.subject | Psychology | |
| dc.subject | Creativity | |
| dc.subject | Preparation | |
| dc.subject | Free Expression | |
| dc.subject | Intelligence Test | |
| dc.title | Creativity and its implications for the education of the pupil. | |
| dc.type | Thesis |