{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/87240"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/87240","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The effects of structure in instructions and materials on preschoolers' creativity","abstract":"The purpose of this study was to assess the effects of structure in instructions and materials on preschoolers' creativity. Thirty-two children ranging in age from 41 to 59 months comprised four experimental conditions of Structured Instructions-Structured Materials, Structured Instructions-Unstructured Materials, Unstructured Instructions-Structured Materials, and Unstructured Instructions-Unstructured Materials. An effort was made to equalize the groups on intelligence and baseline creativity from scores obtained in Session 1 using the Information Task from the Wechsler Preschool and Primary Scale of Intelligence and a three-dimensional patterns task derived from Moran, Milgram, Sawyers, and Fu. In session two the children were administered the appropriate instructions and materials and two days later in session three given the same instructions with a reverse in materials. Session four was administered to determine any long term effects of session two and three and therefore consisted only of unstructured instructions and materials. Analyses which were used included a 2 (instructions) x 2 (materials) analysis of covariance performed separately for sessions two and three. All analyses were covaried on age, sex, intelligence and baseline creativity. The results did not reach statistical significance, although mean differences suggest that structure in instructions and materials limit ideational fluency.","abstract_html":"The purpose of this study was to assess the effects of structure in instructions and materials on preschoolers' creativity. Thirty-two children ranging in age from 41 to 59 months comprised four experimental conditions of Structured Instructions-Structured Materials, Structured Instructions-Unstructured Materials, Unstructured Instructions-Structured Materials, and Unstructured Instructions-Unstructured Materials. An effort was made to equalize the groups on intelligence and baseline creativity from scores obtained in Session 1 using the Information Task from the Wechsler Preschool and Primary Scale of Intelligence and a three-dimensional patterns task derived from Moran, Milgram, Sawyers, and Fu. In session two the children were administered the appropriate instructions and materials and two days later in session three given the same instructions with a reverse in materials. Session four was administered to determine any long term effects of session two and three and therefore consisted only of unstructured instructions and materials. Analyses which were used included a 2 (instructions) x 2 (materials) analysis of covariance performed separately for sessions two and three. All analyses were covaried on age, sex, intelligence and baseline creativity. The results did not reach statistical significance, although mean differences suggest that structure in instructions and materials limit ideational fluency.","abstract_has_math":false,"creators":["Moore, Amy Jo"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Family and Child Development","degree_department":"Family and Child Development","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1982,"date_issued":"1982","date_published":"1982","updated_at":"2026-07-22T22:19:19Z","subjects":[],"languages":["en_US"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/87240","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Family and Child Development"]},{"key":"dc:creator","label":"Author","values":["Moore, Amy Jo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-01-31T18:27:28Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-31T18:27:28Z"]},{"key":"dc:date.issued","label":"Date","values":["1982"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Family and Child Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/87240"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to assess the effects of structure in instructions and materials on preschoolers' creativity. Thirty-two children ranging in age from 41 to 59 months comprised four experimental conditions of Structured Instructions-Structured Materials, Structured Instructions-Unstructured Materials, Unstructured Instructions-Structured Materials, and Unstructured Instructions-Unstructured Materials. An effort was made to equalize the groups on intelligence and baseline creativity from scores obtained in Session 1 using the Information Task from the Wechsler Preschool and Primary Scale of Intelligence and a three-dimensional patterns task derived from Moran, Milgram, Sawyers, and Fu. In session two the children were administered the appropriate instructions and materials and two days later in session three given the same instructions with a reverse in materials. Session four was administered to determine any long term effects of session two and three and therefore consisted only of unstructured instructions and materials. Analyses which were used included a 2 (instructions) x 2 (materials) analysis of covariance performed separately for sessions two and three. All analyses were covaried on age, sex, intelligence and baseline creativity. The results did not reach statistical significance, although mean differences suggest that structure in instructions and materials limit ideational fluency."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The effects of structure in instructions and materials on preschoolers' creativity"]}]}],"canonical_facts":{"dc:contributor.department":["Family and Child Development"],"dc:creator":["Moore, Amy Jo"],"dc:date.accessioned":["2019-01-31T18:27:28Z"],"dc:date.available":["2019-01-31T18:27:28Z"],"dc:date.issued":["1982"],"dc:description.abstract":["The purpose of this study was to assess the effects of structure in instructions and materials on preschoolers' creativity. Thirty-two children ranging in age from 41 to 59 months comprised four experimental conditions of Structured Instructions-Structured Materials, Structured Instructions-Unstructured Materials, Unstructured Instructions-Structured Materials, and Unstructured Instructions-Unstructured Materials. An effort was made to equalize the groups on intelligence and baseline creativity from scores obtained in Session 1 using the Information Task from the Wechsler Preschool and Primary Scale of Intelligence and a three-dimensional patterns task derived from Moran, Milgram, Sawyers, and Fu. In session two the children were administered the appropriate instructions and materials and two days later in session three given the same instructions with a reverse in materials. Session four was administered to determine any long term effects of session two and three and therefore consisted only of unstructured instructions and materials. Analyses which were used included a 2 (instructions) x 2 (materials) analysis of covariance performed separately for sessions two and three. All analyses were covaried on age, sex, intelligence and baseline creativity. The results did not reach statistical significance, although mean differences suggest that structure in instructions and materials limit ideational fluency."],"dc:description.degree":["Master of Science"],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10919/87240"],"dc:language.iso":["en_US"],"dc:publisher":["Virginia Polytechnic Institute and State University"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:title":["The effects of structure in instructions and materials on preschoolers' creativity"],"dc:type":["Thesis"],"dc:type.dcmitype":["Text"],"thesis:degree_discipline":["Family and Child Development"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:19Z"}