ABSTRACT
1950 was no exception. J. P. Guilford's Presidential American Psychological Association address was a clarion call for research into the nature of creativity. J. P. Guilford's presidential address and later his Structure of the Intellect did much to influence the concept of intelligence, creativity, and the field of gifted education. While attempting to differentiate the highly intelligent from the highly creative, E. Paul Torrance found that Members of the highly creative group rated in the upper 20 per cent in their classes on the creativity measure but not in the upper per cent on traditional measures on Intelligent Quotient. School did not provide an encouraging outlook for highly creative children and their long-term outcomes. Studies of highly creative children in schools found they suffered from isolation. One indicator of the resoluteness with which researchers responded to Guilford's call was in the number of centers devoted to studying the different aspects of creativity.
