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THE EFFECTS OF TYPING INSTRUCTION ON CREATIVITY AND ACHIEVEMENT AMONG THE GIFTED.

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Bibliographic Details
Title: THE EFFECTS OF TYPING INSTRUCTION ON CREATIVITY AND ACHIEVEMENT AMONG THE GIFTED.
Authors: KARNES, MERLE B., Champaign Community Unit School District 4, IL.
Peer Reviewed: N
Page Count: 51
Publication Date: 1963
Descriptors: Creative Thinking, Creative Writing, Creativity Research, Curriculum Enrichment, Gifted, Intermediate Grades, Reading, Spelling, Typewriting
Geographic Terms: Illinois (Champaign)
Abstract: TWO GROUPS OF 31 OR MORE FOURTH-GRADE CHILDREN, WHO SCORED 115 OR HIGHER ON THE 1960 STANFORD-BINET INTELLIGENCE SCALE, RECEIVED ENRICHMENT IN CREATIVE THINKING AND WRITING. ONE GROUP RECEIVED TYPING INSTRUCTION, PRETESTS ADMINISTERED IN THE FOURTH GRADE AND AGAIN TO THE SAME STUDENTS AT THE SIXTH GRADE INCLUDED THE CALIFORNIA ACHIEVEMENT TESTS (READING AND SPELLING), WORK-STUDY SKILLS TESTS OF THE IOWA EVERY PUPIL TESTS OF BASIC SKILLS, GUILFORD UNUSUAL USES AND CONSEQUENCES TESTS, AND A CREATIVE WRITING TESTS. RESULTS SHOWED THAT THE USE OF TYPING BY ACADEMICALLY TALENTED INTERMEDIATE GRADE CHILDREN WAS NOT HARMFUL TO ACHIEVEMENT IN WORK-STUDY SKILLS, READING, AND SPELLING. THE EXPERIMENTAL GROUP USING TYPEWRITERS SHOWED SIGNIFICANTLY GREATER GAINS IN CREATIVE WRITING AND CREATIVE THINKING THAN DID THE CONTROL GROUP. (JA)
Entry Date: 1967
Accession Number: ED010921
Database: ERIC
Description
Abstract:TWO GROUPS OF 31 OR MORE FOURTH-GRADE CHILDREN, WHO SCORED 115 OR HIGHER ON THE 1960 STANFORD-BINET INTELLIGENCE SCALE, RECEIVED ENRICHMENT IN CREATIVE THINKING AND WRITING. ONE GROUP RECEIVED TYPING INSTRUCTION, PRETESTS ADMINISTERED IN THE FOURTH GRADE AND AGAIN TO THE SAME STUDENTS AT THE SIXTH GRADE INCLUDED THE CALIFORNIA ACHIEVEMENT TESTS (READING AND SPELLING), WORK-STUDY SKILLS TESTS OF THE IOWA EVERY PUPIL TESTS OF BASIC SKILLS, GUILFORD UNUSUAL USES AND CONSEQUENCES TESTS, AND A CREATIVE WRITING TESTS. RESULTS SHOWED THAT THE USE OF TYPING BY ACADEMICALLY TALENTED INTERMEDIATE GRADE CHILDREN WAS NOT HARMFUL TO ACHIEVEMENT IN WORK-STUDY SKILLS, READING, AND SPELLING. THE EXPERIMENTAL GROUP USING TYPEWRITERS SHOWED SIGNIFICANTLY GREATER GAINS IN CREATIVE WRITING AND CREATIVE THINKING THAN DID THE CONTROL GROUP. (JA)