Abstract
Subjects were three groups of sixth-grade students relatively low in creative ability. It was predicted that a set of training sessions which included both instructions to respond creatively and verbal reinforcement for creative responding would be more effective in increasing creative responses than either simple practice or instructions to respond creatively without accompanying reinforcement. It was also predicted that more-intelligent subjects would benefit more than less-intelligent subjects from the experimental treatment which included reinforcement. Results confirmed the first hypothesis whether creative responding was operationalized in terms of number of responses, number of unique responses, or percentage of unique responses. The second hypothesis was not supported, but the main effect of intelligence was significant both for the number of unique responses and the percentage of unique responses, though not for the total number of responses.
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