The article begins from a cross-cultural study of creative thinking which showed Australian children as one of the least creative groups tested. A longitudinal study of this group is compared with its American equivalent showing the Australians as comparatively low creative achievers in adult life. A sample of Western Australian children is tested to see how they perform today, and a programme which selects highly able children for special advancement is examined to see if it bypasses the highly creative children. Finally, the value that teachers place on pupil characteristics that appear to be congruent with creativity is examined.
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