The purpose of this work is to test the chief principle of brainstorming, formulated as “quantity generates quality.” The study is included within a broad program whose goal is to detect the strong and weak points of creative techniques. In a sample of 69 groups, containing between 3 and 8 members, the concurrence of two commonly accepted criteria was established as a quality rule: originality and utility or value. The results fully support the quantity-quality relation (r = .893): the more ideas produced to solve a problem, the better quality of the ideas. The importance of this finding, which supports Osborn's theory, is discussed, and the use of brainstorming is recommended to solve the many open problems faced by our society.

The goals of this study were to examine the relationship between creativity and personality, to identify what personality variables better predict creativity, and to determine whether significant differences exist among them in relation to gender. The research was conducted with a sample of 87 students at the Universidad Pública de Navarra, Spain. We administered the Creative Intelligence Test (CREA), which provides a cognitive measure for creativity and the Situational Personality Questionnaire (SPQ), which is composed of 15 personality features. Positive and significant correlations between creativity and independence, cognitive control, and tolerance personality scales were found. Negative and significant correlations between creativity and anxious, dominant, and aggressive personalities were also found. Moreover, four personality variables that positively predicted creativity (efficacy, independence, cognitive control, and integrity-honesty) and another four that negatively predicted creativity (emotional stability, anxiety, dominance, and leadership) were identified. The results did not show significant differences in creativity and personality in relation to gender, except in self-concept and in social adjustment. In conclusion, the results from this study can potentially be used to expand the types of features that support creative personalities.

The purpose of this study was to evaluate the effects of a play program in the creative thinking of preschool children. The study used a repeated measures experimental pretest-posttest design with control groups. The sample included 86 participants aged 5 to 6 years (53 experimental and 33 control participants). Before and after administering the program, two evaluation instruments were applied: The Torrance Test of Creative Thinking (Torrance, 1990) and Behaviors and Traits of Creative Personality Scale (Garaigordobil & Berrueco, 2007). The program consisted of a weekly 75-minute play session throughout the school year. ANOVA results showed that the program significantly increased the verbal creativity (fluency, flexibility, originality), graphic creativity (elaboration, fluency, originality), and behaviors and traits of creative personality. In the pretest phase, there were no differences in the creativity of boys and girls, and the program stimulated a similar level of change in both sexes. The discussion focuses on the importance of implementing creative programs with preschool children.

The purpose of this study was to assess the effects caused by the instruction method “Think actively in academic contexts, TAAC”, an adaptation of Wallace and Adams' (1993) method of thinking skills, creativity, selfregulation, and academic learning, with students from the second grade of Compulsory Secondary Education (CSE). We used a pretest-intervention-posttest design with control group. The sample was made up of 110 participants, aged between 13 and 15 years, 58 of them in the experimental group and 52 in the control group. Six assessment instruments were administered before and after applying the method in order to measure the dependent variables. The method, divided into eight stages, was used in all the didactic units of the syllabus content of Natural Sciences, Social Sciences, and Language, during one academic course, and allowed the conjoint teaching of thinking skills and the syllabus content. The results of the analyses of variance indicate positive impact of the intervention, as the experimental subjects improved significantly in thinking skills and academic achievement. Some interesting reflections for research and education are derived from this study.