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A substantive review of some of the recent validation studies in the area of creative thinking suggested that (a) investigators have not come to an agreement as to the most meaningful and practical immediate criteria of creative thinking; (b) every one of the easily obtainable measures including school grades, supervisor and teacher ratings, peer nominations, production records, and psychiatric diagnosis, has shortcomings as a suitable criterion; and (c) more validation studies are urgently needed to establish both empirical and conceptual validities of the current instruments. [ABSTRACT FROM AUTHOR]

The article focuses on the research literature of creative thinking. The study poses some problems and possibilities in creative thinking. According to the author, it is important for a researcher to clearly define his term for creativity and to deduce his hypotheses from the definition. The study defines creative thinking as the process of forming new ideas or hypotheses, testing these hypotheses and communicating the results. Several assumptions on the abilities involved in being creative are presented. The author stresses the importance of examining school environment to determine the development of creative thinking abilities of students.