SPECIFIC OBJECTIVES WERE TO DETERMINE THE EFFECTS ON CREATIVE PERSONALITY OF--SELF-DISCOVERED AND EXTERNALLY SUPPLIED CRITERIA FOR EVALUATING ONE'S OWN ART WORK, PROCESS FEEDBACK, WHERE EVALUATION IS MADE BY STILL PHOTOS TAKEN AT REGULAR INTERVALS AS THE WORK EMERGES, PRODUCT FEEDBACK, WHERE END PRODUCT VALUES ARE STRESSES, INTERACTIVE AND INDEPENDENT SETTINGS OF EVALUATIONS, AND SPONTANEOUS STUDENTS AS OPPOSED TO DIVERGENT STUDENTS. ART ACTIVITY WAS DESCRIBED AS AN INTRAPERSONAL DIALOGUE BETWEEN ARTIST AND THE EVOLVING ART OBJECT AND WAS DESIGNATED AS A PRIVATE, COVERT AFFAIR. A "VALUE NEUTRAL FIELD" CREATED THE PROPER CLIMATE FOR A LEARNING STUDY IN ART THROUGH REMOVAL OF THREAT AND EXTRANEOUS MOTIVATIONAL INCENTIVES. TIME AND CONTINUED PRODUCTION OF ART WORK STRENGTHENED THE RELATIONSHIP BETWEEN CREATIVE PERSONALITY AND SELF-DESCRIPTIVE MEASURES AND CRITERIA. IN ONE EXPERIMENT, SPONTANEOUS AND DIVERGENT STILL LIFE STIMULI WERE USED. THREE CRITERIA WERE JUDGED-AESTHETIC QUALITY, SPONTANEITY, AND DIVERGENCY. FOUR EXPERIMENTS WERE GIVEN--ART-DEPENDENT VARIABLES, DEPENDENT VARIABLES REPRESENTING THE CAPACITY FOR CREATIVE ACTION, VARIANCES OF PERIOD TO PERIOD DYNAMICS ON THE ART DEPENDENT VARIABLES, AND ONE TEACHING EXPERIMENT. IT WAS FOUND THAT PERIOD TO PERIOD ANALYSIS BRINGS INCREASED SENSITIVITY OVER COMULATIVE ANALYSIS. IN THE CASES OF AESTHETIC QUALITY AND SPONTANEITY THERE WERE NO SIGNIFICANT CUMULATIVE MAIN EFFECTS ON SIMPLE INTRACTIONS, BUT THESE DID APPEAR IN PERIOD TO PERIOD ANALYSIS. THE MIDDLE PERIOD SHOWED PEAK EFFECT ESPECIALLY IN THE CASE OF AESTHETIC QUALITY.