中英青少年科学创造力发展的比较

将中学生科学创造力测验施测于英国6所中学的1190名青少年及中国2所中学的1087名青少年的研究,得出如下结论：第一,青少年的科学创造力存在显著的年龄差异。随着年龄的增大,青少年的科学创造力呈持续上升趋势,但在14岁时要下降;11-13岁、14-16岁是青少年的科学创造力迅速发展的关键时期;第二,青少年的科学创造力存在性别差异。英国女生的科学创造力比男生强,差异显著;中国男生的科学创造力比女生强,差异不显著;第三,中英青少年的科学创造力存在显著的差异。在创造性的问题解决能力方面,中国青少年明显高于英国青少年,但中国青少年在其它方面的科学创造力及总成绩则明显低于英国青少年;第四,中国青少年的科学创造力存在显著的学校类型差异。重点中学学生的科学创造力显著高于普通中学学生的科学创造力。     

青少年科学创造力测验的编制

基于科学创造力的结构模型、青少年科学创造力的表现及托兰斯的创造性测验,编制了青少年科学创造力测验,并用该测验施测于英国的1087名中学生和中国的1087名中学生,结果表明:(1)《青少年科学创造力测验》具有较高的信度,Cronbachα系数、评分者信度、重测信度均达到心理测验学要求的水平;(2)《青少年科学创造力测验》具有较高的结构效度。     

青少年语文创造力的发展研究

采用自编的《青少年语文创造力测验》,研究了初一到大一750名青少年语文创造力的发展.结果表明:(1)青少年的语文创造力存在显著的年级差异,随着年级的升高,语文创造力呈波浪式持续发展的趋势;(2)青少年语文创造力存在显著的性别差异,初二到高二以及大一,女生的语文创造力显著的优于男生.     

亲子关系和移情对青少年社会创造力的预测：友谊质量的中介作用

采用儿童社会创造性倾向问卷、亲子亲密度量表、人际反应指针量表和友谊质量问卷,以588名初中生为被试,探讨亲子关系和移情对青少年社会创造力的影响及其作用机制,并检验了友谊质量的中介作用。结果表明：（1）父子关系、母子关系和移情显著正向预测青少年社会创造力;（2）青少年友谊质量在母子关系和移情预测青少年社会创造力中起中介作用。本研究揭示了父子关系、母子关系以及移情对社会创造力的预测作用及其作用机制,研究结果对培养青少年社会创造力具有一定的启发意义。     

青少年科学创造力的理论研究与实践探索

系统梳理了20年来青少年科学创造力的理论研究与实践探索,包括概念与结构、测量与发展、影响因素和机制、培养思路与模式等,分析了科学创造力研究的趋势,提出了若干重要的研究方向。在未来的研究中,要加强几个方面的研究工作,即科学创造力的认知神经机制研究,科学创造力的基因组学研究,基于情境和内容的科学创造力研究,教学活动或项目促进科学创造力发展的神经可塑性机制研究,以及基于聚合科技的科学创造力培养。     

不同科学创造力个体干扰抑制机制的比较*

选取《科学创造力量表》筛选出高、低科学创造力个体各20名,通过完成经典Stroop色字干扰抑制任务,探讨高、低科学创造力的个体抑制机制的差异。结果发现:在Stroop色字任务上,无论是高科学创造力组还是低科学创造力组,都出现了Stroop干扰效应,但低科学创造力组的Stroop效应更明显;高科学创造力组在字色不一致条件下的错误率显著低于低科学创造力组,但是两组被试在Stroop任务反应时上差异不显著。本研究结果提示高科学创造力个体的认知抑制能力强于低科学创造力个体。     

儿童青少年时期加工速度和执行功能在流体智力发展中的作用

以7~15岁儿童青少年为研究对象,考察加工速度和执行功能对流体智力的影响。研究结果表明,随着年龄的增长,感觉运动加工速度、知觉加工速度对流体智力从具有直接影响到只通过执行功能中的记忆更新成分产生间接影响,但这种影响存在年龄间的差异。在童年中期（7~9岁）,知觉加工速度对流体智力不仅具有直接的预测作用,还通过记忆更新对其产生间接的影响。童年晚期（10~12岁）,感觉运动加工速度和知觉加工速度不再对流体智力具有直接预测作用,都是通过记忆更新和抑制/转换合成成分间接对流体智力起作用。青春期（13~15岁）,知觉加工速度对流体智力只通过记忆更新产生间接影响。     

3~6岁儿童执行功能子成分发展的研究

执行功能是对目标指向活动进行信息整合和控制调节的一系列认知能力,在学前期发展迅速。研究使用执行功能任务组软件考察了210名3~6岁儿童（6组,组间年龄跨度6个月）执行功能各子成分（工作记忆、抑制控制和认知灵活性）的发展特征。结果表明：（1）随年龄增长,3~6岁儿童执行功能呈上升趋势发展,4岁左右为抑制控制与认知灵活性的高速发展期;（2）执行功能各子成分发展不同步,抑制控制最快,工作记忆最慢;（3）各子成分间呈中度正相关。结论：3~6岁执行功能能力发展迅速,但各子成分的发展进程并不一致;幼儿阶段执行功能测试的年龄分组最好精确到6个月。     

青少年心理韧性与恶意创造性行为倾向的关系

恶意创造力因其独特的“危害性”而与一般创造力有所区分。积极的人格特质如心理韧性由于可以促进一般创造力但对恶意有所抑制, 故其对恶意创造力的影响尚不清楚。通过2个研究考察心理韧性与恶意创造力的关系及其作用机制, 以及心理韧性与应激对恶意创造力的共同作用。结果表明：心理韧性水平能够显著负向预测青少年的恶意创造性行为, 且主要通过积极应对方式对恶意创造性行为起作用; 心理韧性对恶意创造性行为的影响也会受到应激环境的调节, 即相对于非应激条件, 应激条件下削弱了积极应对方式对恶意创造性行为的抑制作用。这些结果表明有必要注重培养青少年的心理韧性以抵御外界环境的不良影响, 并正确引导其创造力的发展。     

科学创造力与艺术创造力:启动效应及领域影响

如何有效地提升创造力,是创造力研究和实践领域的核心问题之一.而对创造力表达及其影响机制的把握则是创造力提升的必要前提.本研究计划通过实施科学创造力及艺术创造力的启动实验,以不同专业大学生为被试,来探索科学创造力和艺术创造力表达的个体心理机制,及外部影响的作用模式,从而厘清在动机启动、样例启动和自我启动之间,究竟何种启动模式对创造力的表达最为有效;进而,通过对来自理工科和艺术专业领域评分者对科学创造力及艺术创造力作品的评分比较,来考查两种创造力模式间可能存在的领域影响.经由以上的探究,试图为科学与艺术创造力的发展与促进提供科学依据和建构理论框架.     

General,Artistic and Scientific Creativity Attributes of Engineering and Music Students

ABSTRACT

The purpose of this research was to investigate similarities and differences in general, artistic, and scientific creativity between engineering versus music students, as 2 groups respectively representing scientific and artistic domains. One hundred music and 105 engineering students from a large, Northeastern university completed measures of general creativity, music creativity, engineering creativity, and a demographic questionnaire. Results indicated that musicians scored higher in general and artistic creativity, with no significant differences in scientific creativity. Participants had higher levels of creativity, compared with normative data from previous studies. Gender, age, and specialization within major yielded no significant differences. Implications for creativity measures are discussed, including cognitive risk tolerance.     

Innovation,illegitimacy, and individualism

Abstract

Simonton has reported an interesting set of findings concerning the relationship between creativity and what he terms social pathology. To speak of social or political pathology is to use a metaphor, the meaning of which would seem to be almost completely relative. For example, democracy is a pathological state for one who believes in the divine right of kings, but the latter belief seems delusional to one who holds democratic principles. Thus, creativity is related to certain social phenomena, but it is not clear if we should classify these phenomena as pathological. In my own research on British history, I have found that an egotistic and asocial emphasis in poetry consistently cooccurs with high rates of scientific and technological innovation, illegitimate births, and industrial productivity. In one way or another all of these phenomena have to do with individualism and independence or nonconformity. Whether such epochs of lessened social solidarity should be called pathological or healthy seems to be a matter of taste rather than fact. The gist of Simonton's explanations of how social factors influence the amount of creativity is reasonable, but some apparent flaws in the details of these explanations are pointed out in this commentary.     

Creative Knowledge Environments

The extent to which an individual's (or a group's) creative potential is expressed depends considerably on the environment in which that individual (or group) works. To understand scientific and technological creativity, one needs to analyze the interactions between individuals or groups and their environment. We put forward the concept of a creative knowledge environment (CKE) to examine the environmental influences on individual and group creativity. After reviewing the research literature relevant to creativity using the CKE framework, we identify the main influences promoting creativity at different levels of organization. The framework provides suggestions as to how best to stimulate CKEs to be more creative. The article concludes by identifying issues where further research is needed.     

The Optimal Age to Start a Revolution

Previous research on the relationship between age and creativity has shown that career age, rather than chronological age, correlates best with longitudinal changes in creative productivity. Recently, Dietrich (2004) proposed a new theoretical framework that integrates cognitive neuroscience with the findings of creativity research. By identifying distinct neural mechanisms that might underlie different types of creative mentation, this framework makes empirically testable predictions about the relationship between age and creativity. In this paper, we report the results of such a test and question the concept that creativity is a function of career age for a special, but crucial instance. In the case of revolutionary science or significant innovative discoveries, as opposed to paradigmatic science, discoveries are almost exclusively made by individuals who are young, both in terms of career and chronological age. These results remain robust even when taking into account the proportion of young scientists in the population of scientists. Neuroscientific data shows that a decline in prefrontal cortex function due to aging causes perseveration, the antithesis of creativity. Consequently, we interpret our findings that paradigm‐busting ideas occur overwhelmingly to people in their 20's and early 30's, as indication that a nimble prefrontal cortex, and thus chronological age, is a critical factor.     

Exploring the Assessment of and Relationship Between Elementary Students’ Scientific Creativity and Science Inquiry

The purposes of this study were to (a) develop and validate instruments to assess elementary students’ scientific creativity and science inquiry, (b) investigate the relationship between the two competencies, and (c) compare the two competencies among different grade level students. The scientific creativity test was composed of 7 open-ended items designed to assess divergent creativity and 2 open-ended items to assess convergent creativity. The science inquiry tests were composed of an open-ended inquiry (O-inquiry) test and a multiple-choice inquiry test (M-inquiry). The aforementioned instruments were verified with satisfactory validities and reliabilities in a pilot study. A total of 321 elementary students from grades 3, 4, 5 and 6 participated in the study to determine the performance differences detected by these instruments. It was found that both convergent and divergent creativity were significantly (p < .001) related with O-inquiry and M-inquiry. Analyses of variance revealed that there were significant grade-level main effects for scientific creativity and science inquiry. Post-hoc pair-wise comparisons revealed significant gaps between the 3rd graders’ performances on scientific creativity and science inquiry and the performances of 4th, 5th, and 6th graders. Implications for curricular design and science teaching are discussed.     

Qualitative Changes in Creativity in the Second Half of life: A Life-Span Developmental Perspective

ABSTRACT Research on the relationship between creativity and age has been based on two seemingly incompatible sets of assumptions. The deficit approach maintains and has demonstrated that creative productivity and age have a linear relationship—that is, creativity declines over the life-span. The alternate approach, upon which the present paper is founded, maintains that creative productivity and creative ability are not identical. Further, this life-span developmental approach posits that supposed declines in creativity actually may reflect qualitative changes in the underlying creative process. Thus, different stages of the life-span are characterized by different kinds of creativity. Empirical and theoretical literature on wisdom and mature forms of thinking will be used to further answer the central questions of this paper: what might creativity in the second half of life look like?     

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between-groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one-size-fits-all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity.     

Authoritarian–benevolent Leadership and its Effect on Graduate Student Creativity: The Mediating Role of Intrinsic Motivation

Despite numerous studies demonstrating that authoritarian leadership and benevolent leadership exert incompatible influence on an individual’s creativity, the combined effects of authoritarian leadership and benevolent leadership on an individual’s creativity and the related mechanisms have yet to be explained. This study tests a model that considers the combined effects of authoritarian and benevolent leadership on graduate student creativity in the universities in China, while also examining the mediating role of the intrinsic motivation of graduate students. Multisource data were collected from 297 graduate students in 60 university scientific research teams in China. The results show that when authoritarian leadership and benevolent leadership are in congruence, the intrinsic motivation of graduate students and their creativity increase as supervisor authoritarianism and benevolence increases. When authoritarian leadership and benevolent leadership are in discrepancy, the intrinsic motivation of graduate students is higher when low supervisor authoritarianism is combined with high benevolence; however, the findings also show that low authoritarian leadership combined with high benevolent leadership would not increase graduate student creativity. The relationship between authoritarian–benevolent leadership and graduate student creativity is partially mediated by intrinsic motivation. The theoretical and practical implications of the results are discussed.     

认知抑制对科学创造力和艺术创造力的影响

研究通过2个实验,考察不同高低抑制水平对科学创造力和艺术创造力的影响。通过安排不同难度的Simon任务（不一致试次占70%或10%）来消耗被试的认知资源,达到操纵被试的抑制水平,以侧抑制任务的前后测来评估被试抑制水平的变化情况,实验1和实验2分别以科学创造力测验和粘贴画任务测量被试的科学创造力和艺术创造力。结果发现,在科学创造力测验上,高抑制水平组被试的流畅性和灵活性得分显著高于低抑制水平组;在粘贴画任务中,低抑制水平组被试的创造性、可爱程度、综合印象得分以及总分均显著高于高抑制水平组。表明高认知抑制水平有利于科学创造力,低认知抑制水平有利于艺术创造力,认知抑制对科学创造力和艺术创造力的影响存在分离效应。