Izvorni znanstveni rad Primljeno: 15. 7. 2015. This study focused on the domain, gender and age differences in the creative behavior of children. The questions on creativity model building were raised because of the significant implications of creativity for education and curricular development, as well as the improvement of creative teaching and teaching to develop creativity in children at the primary school level. The study participants were children aged 8-15, as well as prospective primary school teachers. The results showed the identifiable domain structure of children's creative behavior, gender-specific changes in the domain averages with age, and the close relationships of task commitment and knowledge acquisition with creativity. The findings of this study are discussed in relation to the definition and measurement of creativity construct and in the context of education.

Without a poem, a short story, a novel, an article, or any other literary product, there is no author -or reader, as Lindauer (2009) stated. Throughout history, writers were the beacons of literacy. Because contemporary societal dissemination of basic literacy is commonly bound to the role of a teacher, a teacher's role may overlap with that of a writer-and may extend beyond literacy into linguistic creative behaviors. This study aims to explore linguistic creative behavior in future teachers and its relationships with the objectively measured word knowledge and creativity selfassessments. This is of importance to psychology of creativity because there has been insufficient research directly examining the role of domain-relevant processes such as word knowledge, in the production of linguistic creative work.Consuming nonveridical literary representations is a major activity in developed nations. Nettle (2009) The aim of this study was to explore the predictive validity of word knowledge as one of the hypothesized domain-relevant components for linguistic creativity. The study included 99 students of university teacher studies in their fourth and fifth (final) year of study, aged 22 to 24, from one city in the Republic of Croatia. The instruments used in this study included a word knowledge test (VerT) and a questionnaire on general creativity self-assessments, as well as specific, behaviorally operationalized linguistic creativity focusing on productivity (Linguistic Creativity Scale, LCS-15; α = .84), and other reading and writing related measures. The results showed that the broad factors of self-assessed Artistic and Everyday Creativity combined with the corresponding tested verbal domain specific knowledge of the infrequent words descriptive of social statuses and processes, significantly predicted the behaviorally operationalized linguistic creativity score . This suggests that not only what one generally believed of oneself and one's creativity, but also what one objectively and specifically knew, significantly predicted the linguistic creative productivity. This study adds to the currently lacking knowledge on the role of domain-relevant processes, such as domain-specific verbal knowledge, in linguistic creative work.

The aim of this study was to explore relationships between one of the behavioral definitions of quality educational practice (ISSA's Definition of Quality) and the implicit theories on gifted teachers held by four groups of study participants (N=199). If giftedness is valued across different performance domains, including education, the question that needs to be addressed is whether there are gifted teachers, and how they can be identified. Using profile analysis, two groups of teachers, pre-service teachers (n=47), and experts (n=61), rated the proposed quality indicators as behaviors highly indicative of their exemplary gifted teachers. This offers support to the construct validity of operationalization of gifted teachers as those competently demonstrating consensually agreed upon indicators of quality at a high level, across different focus areas of educational practice. The results were interpreted in accordance with the contemporary, empirically proven influence of teachers on students' learning and the outcomes of this learning. Special emphasis was placed on the behavioral operationalization of quality in educational practice, and how it overlaps with the construct of giftedness as manifested in adulthood (in competence, in expertise, and finally, in eminence), suggesting inclusion of education as one of the giftedness performance domains.

Creative behaviour Educational objectivesCreative-productive giftedness Domain specificityThe aim of this study was to explore the education expert and non-expert consensually rated nature of creativity opera-

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