Abstract
The present study objectively defined and manipulated some compositional variables in 10-sentence stories written by fourth-, fifth-, and sixth-grade students, and related these operationally defined variables to subjective judgements of creativity. Points, exchangeable for candy and extra recess, were given to members of two teams contingent upon their using different adjectives, different action verbs, and different sentence beginnings. The students' use of these selected parts of speech was modified and the independent subjective ratings indicated that stories written during contingency conditions were generally rated as more creative than those written during baseline conditions. Operational definitions that specify non-repetition or variety of responses, and contingencies that require response diversity may provide a beginning basis for defining writing creativity and the conditions that maximize its occurrence.
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Selected References
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