Author

Storm R. Ross

Date Approved

2005

Degree Type

Open Access Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Committee Member

Marilyn Bonem, PhD, Chair

Committee Member

Dennis Delprato, PhD

Committee Member

Elliott Bonem, PhD

Abstract

Previous research suggests a link between pretense and the creative behavior of children, such as associative fluency. Most results show that children who engaged in pretense prior to an associative fluency task gave more nonstandard uses for play objects than children who engaged in imitation play or coloring. However, the effect of pretense play on other forms of creativity has not been extensively researched. One such form of creativity is storytelling.

The present study examined the relationship between pretense and storytelling. It was hypothesized that the stories a child tells after engaging in pretense play would be ranked and rated by experts as more creative than the stories told after engaging in non-pretense activities. Teachers were used as subjective judges of creativity. The results of two experiments suggest that engaging in pretense play prior to storytelling does not lead to more creative stories. Suggestions for future research are given.

Included in

Psychology Commons

Share

COinS