Bibliography...

This bibliography includes only information on the history, research support, and impact of Creative Problem Solving. It does not include any of the publications listed separately in our catalog.


Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Bloom, B. S. (1985). Generalizations about talent development. In: B. S. Bloom (Ed.). Developing talent in young people. (pp. 507-549). New York: Ballantine Books.

Carnevale, A., Gainer, L. & Meltzer, A. (1988). Workplace basics: The skills employers want. Alexandria, VA: American Society for Training and Development.

Cook, N, A., Wittig, C. V., & Treffinger, D. J. (2004, March). The path from potential to productivity: The parent’s role in the levels of service approach to talent development. Parenting for High Potential, 22-27.

Costa, A. L. (1981). Teaching for intelligent behavior. Educational Leadership, 39 (1), 29-32.

Csikszentmihalyi, M. & Robinson, R. E. (1986). Culture, time and the development of talent. In R. S. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness. (pp. 264-284). New York: Cambridge University Press.

Csikszentmihalyi, M., Rathunde, K., & Whalan, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.

Dunn, R., Dunn, K., & Treffinger, D. J. (1992). Bringing out the giftedness in your child. New York: Wiley.

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.

Erb, T. (1994). The middle school: Mimicking the success routes of the information age. Journal for the Education of the Gifted, 17 (4), 385-408.

Ericsson, K. A., & Charmes, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49 (8), 725-747.

Feldhusen, H. (1981). Teaching gifted, creative, and talented students in an individualized classroom. Gifted Child Quarterly, 25, 108-111.

Feldhusen, J. F. (1993). Talent development in education. Communicator: The Journal of the California Association for the Gifted, 23 (4), 1+35-38.

Feldhusen, J. F. (1994). Talent development as an alternative to gifted education. Journal of Secondary Gifted Education, 5 (2), 5-9.

Feldhusen, J. F. (1995). Talent development as the alternative in high school programs. Understanding Our Gifted, 7 (4), 1, 11-14.

Feldhusen, J. F. (1995). Talent development during the high school years. Gifted Education International, 10 (2), 60-64.

Feldhusen, J. F. (1995). Talent development vs. gifted education. The Educational Forum, 59 (4), 346-349.

Feldhusen, J. F. (1995). Talent development: The new direction in gifted education. Roeper Review, 18 (2), 92.

Feldhusen, J. F. (1996). How to identify and develop special talents. Educational Leadership, 53, 66-69.

Feldhusen, J. F. (1998). Programs for the gifted few or talent development for the many? Phi Delta Kappan, 79 (10), 735-738.

Feldhusen, J. F., & Kroll, M. D. (1991). Boredom or challenge for the academically talented. Gifted Education International, 7 (2), 80-81.

Feldhusen, J. F., & Moon, S. M. (1995). The educational continuum and delivery of services. In: J. Genshaft, M. Birely, & C. L. Hollinger, (Eds.), Seving gifted and talented students: A resource for school personnel. (pp. 103-121). Austin, TX: Pro-Ed.

Feldhusen, J. F., Asher, J. W., & Hoover, S. M. (1984). Problems in the identification of giftedness, talent or ability. Gifted Child Quarterly, 28, 149-156

Feldhusen, J. F., Baska, L. K., & Womble, S. R. (1981) Using standard scores to synthesize data in identifying the gifted. Journal for the Education of the Gifted, 4, 177-185.

Feldman, D. H. (1991, Autumn). Has there been a paradigm shift in gifted education? Educating Able Learners, 14-18.

Flack, J. D. (1993). TalentEd: Strategies for developing the talent in every learner. Englewood, CO: Teacher Ideas Press.

Fulkerson, J. L. (1995). A talent approach to district programming for gifted and talented youth K-12. Roeper Review, 18 (2), 117-120.

Fulkerson, J. L., & Horvich, M. (1998). Talent development: Two perspectives. Phi Delta Kappan, 79 (10), 756-759.

Gagné, F. (1985). Giftedness and talent: Reexamining a reexamination of the definition. Gifted Child Quarterly, 29 (3), 103-111.

Gagné, F. (1995). From giftedness to talent: A developmental model and its impact on the language of the field. Roeper Review, 18 (2), 103-111.

Gagné, F. (1995). Hidden meanings of the 'talent development' concept. The Educational Forum, 59 (4), 350-362.

Gallagher, J. J., Coleman, M. R., & Nelson, S. (1995). Perception of educational reform by educators representing middle schools, cooperative learning, and gifted education. Gifted Child Quarterly, 39, 67-76.

Gardner, H. (1987). Beyond IQ: Education and human development. Harvard Educational Review, 57 (2), 187-193.

Gardner, H. (1993). Multiple intelligences: The theory in practice, a reader. New York: Basic Books.

Goh, B. E. (1993). Developing creative talents: Guidelines for training programs. Gifted International, 8, 9-14.

Goh, B. E. (1994). The role of the mentor. The Journal of Secondary Gifted Education. 5 (2), 44-47.

Gould, S. J. (1981). The mismeasure of man. New York: W. W. Norton.

Guilford, J. P. (1977). Way beyond the IQ. Buffalo, NY: Bearly Limited.

Hansen, J. B., & Hoover, S. M. (Eds.). (1994). Talent development: Theories and practice. Dubuque, IA: Kendall-Hunt.

Isaksen, S. G., Puccio, G. J., & Treffinger, D. J. (1993). An ecological approach to creativity research: Profiling for creative problem solving. Journal of Creative Behavior, 27 (3), 149-170.

Kagan, S. & Kagan, M. (1998). Multiple intelligences: The complete MI handbook. San Clemente, CA: Kagan Cooperative Learning.

Kelly, K. R. & Moon, S. M. (1998). Personal and social talents. Phi Delta Kappan, 79 (10), 743-746.

Kornhaber, M., Krechevsky, M., & Gardner, H. (1990). Engaging intelligence. Educational Psychologist, 25 (3,4), 177-199.

Kouzes, J. M., & Posner, B. (1993). Credibility: How leaders gain and lose it, why people demand it. San Francisco: Jossey-Bass.

Kouzes, J. M., & Posner, B. (1995). The leadership challenge. (2nd ed.). San Francisco: Jossey-Bass.

Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.

Kulik, C. C., & Kulik, J. A. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Educational Research Journal, 19 (3), 415-428.

Kulik, J. A. & Kulik, C. C. (1984). Synthesis of research on effects of accelerated instruction. Educational Leadership 42 (2), 84-89.

Lubinski, D. & Benbow, C. P. (1995). Optimal development of talent: Respond educationally to individual differences in personality. The Educational Forum, 59 (4), 381-392.

MacKinnon, D. W. (1978). In search of human effectiveness. Buffalo, NY: Bearly Limited/Creative Education Foundation.

McClelland, D. C. (1973). Testing for competence rather than for "intelligence." American Psychologist, 28, 1-14.

McCluskey, K. W., & Treffinger, D. J. (1998). Nurturing talented but troubled children and youth. Reclaiming children and youth, 6 (4), 215-219+226.

McCluskey, K. W., & Walker, K. S. (1986). The doubtful gift: Strategies for educating gifted children in the regular classroom. Kingston, ON: Ronald P. Frye & Co., Publishers.

McCluskey, K. W., Treffinger, D. J., & Baker, P. A. (1995, December). Talent recognition and development: Challenges for schools of tomorrow. Illinois Council for the Gifted Journal.

McCluskey, K. W., Baker, P., O’Hagan, S., & Treffinger, D. (1998). Recapturing at-risk, talented high-school dropouts: A summary of the three-year Lost Prizes project. Gifted and Talented International 13, 73-78.

McCluskey, K., Baker, P., O'Hagan, S., & Treffinger, D. (Eds.). (1995). Lost prizes: Talent development and problem solving with at-risk students. Sarasota, FL: Center for Creative Learning.

McGrail, L. (1998). Modifying regular classroom curricula for high-ability students. Gifted Child Today, 21 (2), 36-39.

Moon, S. M. (1994). Using the Purdue Three_Stage model: Developing talent at the secondary level. The Journal of Secondary Gifted Education, 5 (2), 31-35.

Moon, S. M., Feldhusen, J. F., & Dillon, D. R. (1994). Long term effects of an enrichment program based on the Purdue Three-Stage Model. Gifted Child Quarterly, 38, 38-48.

Nash, D., & Treffinger, D. J. (1986/1993). The mentor. Waco, TX: Prufrock Press.

Neisser, U., Boodoo, G., Bouchard, T., Boykin, A., Brody, N., Ceci, S., Halpern, D., Loehlin, J., Perloff, R., Sternberg, R., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51 (2), 77-101.

Noller, R. B. (1997). Mentoring: A voiced scarf. Mt. Holly, NJ: Snedley Group.

Noller, R. B., & Frey, B. R. (1994). Mentoring: An annotated bibliography, 1982-1992. Sarasota, FL: Center for Creative Learning.

Passow, A. H. (1993). National/state policies regarding education of the gifted. In: K. Heller, F. Monks, & A. H. Passow (Eds.). International handbook of research and development of giftedness and talent. (pp. 29-46). New York: Pergamon.

Passow, A. H. & Rudnitski, R. A. (1993). State policies regarding education of the gifted as reflected in legislation and regulations. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.

Passow, A. H. & Rudnitski, R. A. (1994). Transforming policy to enhance educational services for the gifted. Roeper Review, 16 (4), 271-275.

Reis, S. M. (1983). Creating ownership in gifted and talented programs. Roeper Review, 5 (1), 20-23.

Reis, S. M. & Renzulli, J. S. (1982). A case for the broadened conception of giftedness. Phi Delta Kappan, 63, 619-620.

Renzulli, J.S. (1978) What makes giftedness? reexamining a definition. Phi Delta Kappan, 59, 180-184.

Renzulli, J. S. (1980). What we don't know about programming for the gifted and talented. Phi Delta Kappan, 61(9), 601-602.

Renzulli, J. S. (1982). Myth: the gifted constitutes 3-5% of the population; "Dear Mr. and Mrs. Copernicus: we regret to inform you..." Gifted Child Quarterly, 26 (1), 11-14.

Renzulli, J. S. (Ed.). (1986). Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S. (1993). Schools are places for talent development. Communicator: The Journal of the California Association for the Gifted, 23 (4), 4-13.

Renzulli, J. S. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield Center, CT: Creative Learning Press.

Schack, G. D. (1994). Authentic assessment procedures for secondary students' original research. Journal of Secondary Gifted Education, 6 (1), 38-43.

Schlichter, C. L. (1986). Talents Unlimited: Applying the multiple talent approach in mainstream and gifted programs. In: In J. S. Renzulli (Ed.) Systems and models for developing programs for the gifted and talented. (pp. 352-390). Mansfield Center, CT: Creative Learning Press.

Selby, E. C., & Treffinger, D. J. Giftedness, creativity, and learning style. In: R. Dunn (Ed.). Survey of research on the Dunn and Dunn learning styles model. Jamaica, NY: St. John’s University.

Selby, E. C., Treffinger, D. J., & Dunn, R. (1995). The importance of learning style for empowering at-risk students. In: K. McCluskey, P. Baker, S. O’Hagan, & D. J. Treffinger, (Eds.). Lost prizes: Talent development and creative problem solving for at risk students. (pp. 213-224). Sarasota, FL: Center for Creative Learning.

Selby, E. C., & Young, G. C. (2001, September). A harvest of talent. Parenting for High Potential, 8-11+25.

Selby, E. C., & Young, G. C. (2003). The levels of service approach to talent development: Parallels with existing programs. Gifted Child Today, 26 (4), 44-50+65.

Stanley, J. C. (1980). On educating the gifted. Educational Researcher, 9 (3), 8-12.

Sternberg, R. J. (1981). Intelligence as thinking and learning skills. Educational Leadership, 39 (1), 18-20.

Sternberg, R. J. (1981). Intelligence and nonentrenchment. Journal of Educational Psychology, 73 (1), 1-16.

Sternberg, R.J. (1982) Lies we live by: Misapplication of tests in identifying the gifted. Gifted Child Quarterly, 26 (4), 157-161.

Sternberg, R. (1984). A componential theory of intellectual giftedness. Gifted Child Quarterly, 25, 86-93.

Sternberg, R. J. (1984). Toward a triarchic theory of human intelligence. Behavioral and Brain Sciences, 7 (2), 269-316.

Sternberg, R. J. (1984). How can we teach intelligence? Educational Leadership, 42, 38-48.

Sternberg, R. J. (1996). What should we ask about intelligence? American Scholar, 65 (2), 205-217.

Sternberg, R. J., & Davidson, J. (Eds.). (1986). Conceptions of giftedness. New York: Cambridge University Press.

Taylor, C. W. (1968, December). Be talent developers as well as knowledge dispensers. Today's Education, 67-69.

Taylor, C. W. (1968). The multiple talent approach. The Instructor, 77, 27.

Taylor, C. W. (1969). The highest talent potentials of man. Gifted Child Quarterly, 13, 9-30.

Taylor, C. W. (1978) How many types of giftedness can your program tolerate? Journal of Creative Behavior, 12 (1), 39-51.

Taylor, C. W. (1985). Cultivating multiple creative talents in students. Journal for the Education of the Gifted, 8 (3), 187-198.

Taylor, C.W. (1986). Cultivating simultaneous student growth in both multiple talents and knowledge. In: In J. S. Renzulli (Ed.). Systems and models for developing programs for the gifted and talented. (pp. 306-351). Mansfield Center, CT: Creative Learning Press.

Taylor, C. W., & Ellison, R. (1983). Searching for student talent resources relevant to all USDE types of giftedness. Gifted Child Quarterly, 27 (3), 99-106.

Tomlinson, C. A., & Callahan, C. M. (1992). Contributions of gifted education to general education in a time of change. Gifted Child Quarterly, 36 (4), 183-189.

Torrance, E. P. (1974). Differences are not deficits. Teachers College Record, 75 (4), 471-487.

Treffinger, D. J. (1979). 50,000 Ways to create a gifted program. G/.C/T Magazine, #6. January-February, 18-19+.

Treffinger, D. J. (1982). Demythologizing gifted education: an editorial essay. Gifted Child Quarterly, 26 (1), 3-8.

Treffinger, D. J. (1982). Gifted children, regular classrooms: 60 ingredients for a better blend. Elementary School Journal, 82, 267-273.

Treffinger, D. J. (1982). Myth: we need to have the same scores for everyone. Gifted Child Quarterly, 26 (1), 20-21.

Treffinger, D. J. (1982). Myth: your sample must be the same as the population. Gifted Child Quarterly, 26 (1), 15-16.

Treffinger, D. J. (1986). Fostering effective, independent learning through individualized programming. In: J. S. Renzulli (Ed.). Systems and models for developing programs for the gifted and talented. (pp. 429-460). Mansfield Center, CT: Creative Learning Press.

Treffinger, D. J. (1988). Cultivating potentials: beyond "the gifted program." Teaching PreK-8, 18, (7), 54-57.

Treffinger, D. J. (1989). From potentials to productivity: designing the journey to 2,000 AD. G/C/T, 12(2: March-April), 17-21.

Treffinger, D. J. (1991). Critical issues in gifted education. Educating Able Learners, Spring, 4-8.

Treffinger, D. J. (1991). Future goals and directions. In: N. Colangelo and G. A. Davis (Eds.). Handbook of gifted education. (pp. 441-449). Boston, MA: Allyn and Bacon.

Treffinger, D. J. (1991). Gifted education and school reform- opportunities and issues. Gifted Child Quarterly, 35 (1), 6-11.

Treffinger, D. J. (1992). Programming for giftedness: Needed directions. Innotech Journal, 16 (1), 54-61.

Treffinger, D. J. (1993). Dealing with the challenges of reform and restructuring: Will gifted education survive? Communicator: The Journal of the California Association for the Gifted, 23 (4), 30-34.

Treffinger, D. J. (1994). Productive thinking: Toward authentic instruction and assessment. Journal of Secondary Gifted Education, 6 (1), 30-37.

Treffinger, D. J. (1995). Talent development through productive thinking. Creative Learning Today, 5 (2), 1+12.

Treffinger, D. J. (1995). How many ways are there to be talented? From A-Z! Creative Learning Today, 5 (1), 10-11.

Treffinger, D. J. (1995, March/April). Talent development: An emerging view. Understanding our gifted, 7 (4), 3.

Treffinger, D. J. (1995). School improvement, talent development, and creativity. Roeper Review, 18 (2), 93-97.

Treffinger, D. J. (1998). From gifted education to programming for talent development. Phi Delta Kappan, 79 (10), 752-755.

Treffinger, D. J. (2000). Exploring the impact of changing views on the purpose and practice of “identification.” Creative Learning Today, 9 (1), 8-9+12.

Treffinger, D. J. (2002). The role of mentoring in talent development. In: K. McCluskey & A. Mays (Eds.). Mentoring and talent development. (pp. 1-11). Sioux Falls, SD: Reclaiming Youth International.

Treffinger, D. J. (2003). Differentiation: A key to talent development. Creative Learning Today, 12 (3), 10-11.

Treffinger, D. J. (2003). Talent development and creativity. Creative Learning Today, 12 (4), 1-2.

Treffinger, D. J. (2003). Curriculum for creative learning: A checklist. Creative Learning Today, 12 (4), 4-6.

Treffinger, D. J. (2003). Authentic assessment, talent development, and creativity. Creative Learning Today, 12 (4), 10-11.

Treffinger, D. J. (2004). Gifted education and creativity: Three decades of inquiry and development. In: S. M. Reis (Ed.). Seminal articles in gifted education. Washington, DC: National Association for Gifted Children, in press.

Treffinger, D. J. (2004). Creativity and giftedness: An overview. In: D. J. Treffinger (Ed.). Creativity and giftedness. Thousand Oaks, CA: Sage/Corwin.

Treffinger, D. J. & Feldhusen, J. F.. (1995). On "inclusion." Creative Learning Today, 5 (2), 3.

Treffinger, D. J. & Feldhusen, J. F. (1996). Talent recognition and development: Successor to gifted education. Journal for the Education of the Gifted, 19 (2), 181-193.

Treffinger, D. J., & Feldhusen, J. F. (2000). Planning for productive thinking and learning. Waco, TX: Prufrock Press.

Treffinger, D. J. & Gilligan, M. (1981). The case of Billy: an exercise for considering the nature of gifted programming. G/C/T, September/October, #19, 49-52.

Treffinger, D. J., & McCluskey. K. (Eds.). (1998). Teaching for talent development. Sarasota, FL: Center for Creative Learning.

Treffinger, D. J. & Renzulli, J. S. (1986). Giftedness as potential for creative productivity: transcending IQ scores. Roeper Review, 8 (3), 150-154.

Treffinger, D. J. & Selby, E. C. (1993). Giftedness, creativity, and learning style: exploring the connections. In: Milgram, R., Dunn, R. & Price, G. (Eds.) Teaching and counseling gifted adolescents through their learning styles: an international perspective. (pp. 87-102). New York: Praeger.

Treffinger, D. J., Young, G. C., Nassab, C. A., & Wittig, C. V. (1999). Toward the next generation of programming for talent development. Texas Association for the Gifted and Talented: TEMPO, pp. 18+23.

Treffinger, D. J., Young, G. C., Nassab, C. A., & Wittig, C. W. (1999). Programming for talent development: What should be the desired outcomes for students? Creative Learning Today, 8 (2), 8.

Treffinger, D. J., Young, G. C., Nassab, C. A., & Wittig, C. V. (2002). Student action planning for talent development: Toward a new paradigm for identification. Creative Learning Today, 11 (1), 11.

U.S. Department of Education (1993). National excellence: the case for developing America's talent. Washington, D.C. Government Printing Office.

Van Tassel-Baska, J. (1991). Gifted education in the balance: Building relationships with general education. Gifted Child Quarterly, 35 (1), 20-25.

Van Tassel-Baska, J. (1993). The development of academic talent. Communicator: The Journal of the California Association for the Gifted, 23 (4), 14-21.

Van Tassel-Baska, J. (1995). The development of talent through curriculum. Roeper Review, 18 (2), 98-102.

Van Tassel-Baska, J. (1998). The development of academic talent: A mandate for educational best practice. Phi Delta Kappan, 79 (10), 760-763.

White, D., & Breen, M. (1998). Edutainment: Gifted education and the perils of misusing multiple intelligence. Gifted Child Today, 21 (2), 12-17.

White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66 (5), 297-333.

Young, G. (1994). Recognizing, nurturing, and celebrating talent through inventive thinking. In: L. Molotsky & E. Rowland (Eds.) NITA's resource book of classroom activities for inventive thinking. (pp. 3-7). Richardson, TX: National Inventive Thinking Association.

Young, G. (1995). Becoming a talent spotter. Creative Learning Today, 5 (1), 4-5.

Young, G. (1995). Celebrating creatively productive outcomes. Creative Learning Today, 5 (3), 6-7.

Young, G. (1995). Responding to and nurturing talent. Creative Learning Today, 5 (2), 4-5.

Young, G. (1995). Talent spotting: A practical approach. Creative Learning Today, 5 (4), 6-7.

Young, G. (1998). Recognizing, nurturing, and celebrating talent through inventive thinking. In: D. J. Treffinger & K. W. McCluskey (Eds.). Teaching for talent development. (pp. 71-78). Sarasota, FL: Center for Creative Learning.

Young, G. C., & Selby, E. C. (2001a, September). Recognizing and developing talent: Key elements of the journey for youth orchestra members. Parenting for High Potential, 18-24.

Young, G. C., & Selby, E. C. (2001b, September). Key elements of the talent development journey. Parenting for High Potential, 1-3.

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