Explores the profound connection between human memory and imagination. Educational ideas that find only incompatibility between memorizing and developing imagination and procedural skills are inadequate. Viewing teaching as story telling transforms the curriculum from a huge mass of predigested material to a collection of great stories reflecting…

Studied children's grasp of make-believe transformations they had seen enacted. Children indicated the pretend outcome by choosing a picture depicting no change or a picture depicting the pretend change. Older children chose correctly, even with the addition of a picture of an irrelevant transformation, but younger children did not. Autistic…

Examines the differences between imagination, creativity, and fantasy, and presents the relationship of imagination to creativity. Suggests that the basic distinction between imagination and fantasy is that while imagination is related to reality, fantasy is related to unreality. The link between imagination and creativity lies in the opportunity…

This article reviews recent empirical investigations of imagination or mental practice in highly cognitive, realistic educational domains such as mathematics or learning computer applications. While mental practice has been a standard tool in training schedules devised by sports psychologists for several decades, with its efficacy studied…

Interactions among the imagination, expertise reversal, and element interactivity effects were investigated in 2 experiments. In Experiment 1, less knowledgeable primary school students learning to use a bus timetable produced better performance under study than imagination conditions, but an increase in their experience reversed the result,…

In this essay I argue that when children come to school they are confronted by an intervention in their learning, and comprehension of the world in general, that contrasts with the experiences of learning that they have generated previously to make sense of their world. Prior to schooling, where learning is directed from outside, children have…

This study assessed the theory of mind (ToM) and executive functioning (EF) abilities of 124 typically developing preschool children aged 3 to 5 years in relation to whether or not they had a child-aged sibling (i.e. a child aged 1 to 12 years) at home with whom to play and converse. On a ToM battery that included tests of false belief,…

The intent of this article is to describe the basic processes used by the child in order to create and imagine; to explain the significance of objects for encouraging creativity, imagination, and intellectual growth; and to show how creative thinking is nurtured using the world of objects. Five reasons are advanced to support the claim that the…

People daydream, plan, and anticipate. They think frequently about their own actual or potential behaviors, and create behavioral scenarios (or scripts) in which they are the main character. To investigate the relationship between thinking about a behavior and one's expectancies or intentions to perform that behavior, subjects (N=93) in Experiment…

This article provides a comparative analysis of studies in which symbolic play in children ages 1 through 3 was the major focus of a formal research strategy. The review provides readers with (1) information allowing more effective evaluation of research involving symbolic play and (2) background for designing or adopting play measurement…

The philosophy, purpose and methods of the Creative Problem-Solving Institute are discussed. (RW)

Author suggests that variations in the functioning of imagination result in variations in mental aptitudes and expressions and expressions, and these variations serve as a guide, according to which the scope of an individual mind may be recognized. (Author/RK)

Proposes the iii system as a theory to clarify how creative drama works. Explains how participants in an arts experience go through an internal process (iii system) of image, imagery, and imagination. Notes that those who experience the richest, most varied drama activity seem to complete this process. (PD)

Aspects of daydreaming and associated mental activity were examined for sex differences in well-educated middle class Whites aged 17 to 92 years. Females reported daydreams of a problem solving nature, and lower levels of daydreams of a sexual, bizarre-improbable, heroic and achievement-oriented nature. Daydreaming contents decreased with age.…

Outdoor education facilitates the use of both cerebral hemispheres. The right side, which is often ignored in traditional education, is the location of intuitive, imaginative, and metaphoric thinking and can be used in conjunction with the left side, the base of logical and analytic thought. (CJ)