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It has been suggested that modifications of a person's cognitive style may be instrumental in facilitating creative behaviour. From this, it was hypothesized that effective creativity training programs, as well as improving abilities associated with creativity should necessarily influence particular aspects of an individual's cognitive style; in this case, stimulus preferences. 36 Ss participated: E Ss completed a creativity training program; controls were students who had enrolled for the creativity training program but not yet commenced it (C1), and students who had completed a developmental reading program (C2). The Alternate Uses Test was used to measure the effects of the training on fluency and flexibility; the Revised Art Scale was used to measure stimulus preferences of Ss. Description of the data by simple analyses of variance and Duncan's multiple-range test supported the hypothesis. The discussion presents suggestions for development of future creativity training programs.

Summary. The EPI was administered to 136 full‐time postgraduate Diploma in Education students. The relationships between personality, choice of method of assessment and achievement in four theory courses were investigated. Significant differences were found in each course favouring assessment totally by essay work (P < .05). In Theory of Education a significant interaction was found between neuroticism and assessment option, and in Educational Sociology extraverts achieved more highly than their relatively introverted peers. The hypotheses that introverts are more successful in structured courses and extraverts more so in relatively unstructured ones were tested and found to be supported.

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