Abstract
In order to study environmental effects on creativity in children, 55 fourth graders were placed in one of three treatment groups: “frustration” and emotional release, “frustration” and no emotional release, control. Changes in fluency and originality were investigated, as well as correlations among these measures and with IQ. Significant results suggested that the “frustration” may have energized Ss, leading to greater fluency and originality. However, these conclusions are tentative, especially because of little correlation among the measures, in contrast to the finding of Eisenman (1969) for adults, but similar to the finding of O'Bryan and MacArthur (1969) who also tested young children and found no originality or fluency factors.
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