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In this project, 28 6‐year‐olds were taught skills involved in artistic claywork using principles of social modelling and cognitive learning in a classroom situation, over a series of six lessons. A further 28 students, serving as controls, were taught according to the normal art curriculum. The students’ clay models were photographed on pre‐test and post‐test, and rated by three expert judges (professional artists familiar with children's artwork) blind to treatment conditions. The cognitive social learning group evidenced strong gains on measures of creativity as defined by approximation to a three‐dimensional form, technical competency, decorative competency and aesthetic appeal. The control group students failed to evidence any significant change in rated creativity.
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Anderson et al. (1999) studied this question.
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