超常与常态儿童的兴趣、动机与创造性思维的比较研究

在超常儿童研究领域存在着许多争议的问题,超常儿童的智力与创造力的关系问题就是其中的一个。为了更好地解释超常儿童的创造力与智力的本质关系,我们曾提出了“创造性系统模型”。本研究的主要目的是进一步证实模型提出的假设。本研究以超常和常态儿童为被试对儿童的兴趣、动机与创造性思维的关系作了进一步的考察。结果发现：（１）超常儿童的图形、数字和实用创造性思维的流畅性和独创性成绩都明显高于常态儿童;（２）超常和常态儿童的创造性思维与兴趣、动机之间存在显著的相关;（３）兴趣和动机得分较高的被拭的创造性思维得分显著高于兴趣和动机得分较低的被试;（４）超常儿童中有相当部分处于低兴趣和低动机水平,而常态儿童中却有相当部分处于高兴趣和高动机水平。因此,本研究从一个侧面进一步支持了系统模型中提出的有关儿童创造性的假设     

Deductive reasoning and creativity: a cross-cultural study

The present cross-cultural study examined the relationship between deductive reasoning and creativity among college students (M age=20.4 yr., SD= .6) from Hong Kong (n=39) and the United States (n=38). Participants performed tasks designed to measure deductive reasoning, creative writing, and insight problem-solving, all in verbal form. No correlation was found between the performance for deductive reasoning and creativity as measured by creative writing. Insight problem-solving performance correlated significantly with that for both reasoning and creativity. Significant cultural differences favoring the American participants were only found on the creative writing and insight problem-solving tasks, both of which supposedly involve creative thinking. There seems to be cultural dependence for creativity but not for deductive reasoning which suggests a qualification of a strong cultural-relevance view positing pervasive cultural influences on human thinking processes.     

The Relationship between Creativity and Interpersonal Problem-Solving Skills in Adults

The present study evaluated whether creativity training and interpersonal problem-solving training reflect equivalent or complementary skills in adults. A sample of 74 undergraduates received interpersonal problem-solving training, creativity training, neither, or both. Dependent variables included measures of problem-solving and creative performance, and problem-solving and creative style. The results suggested that creativity and interpersonal problem-solving represent complementary skills, in that each training program specifically affected performance only on related measures of performance. A combination of programs affected both abilities. Creativity training and interpersonal problem-solving training are popular psychoeducational interventions that developed in isolation from each other. Originally thought of as a mysterious process, the empirical analysis of the creative act can be traced to the work of Wallas (1926). Under the assumption that creativity is a desirable trait, a number of scales and training programs have been developed to measure and enhance creative skills. Creativity training has been used primarily in educational and industrial settings (e.g., Basadur, 1981). The principles of interpersonal problem-solving training have emerged more recently, in the work of Spivack and Shure (1974; Spivack, Platt, & Shure, 1976) and D'Zurilla (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982). These authors conceptualized interpersonal problem-solving training in the context of behavior therapy, and for this reason the literature on interpersonal problem-solving is more closely associated with therapeutic settings. Creativity and interpersonal problem-solving skills can be conceptually distinguished on the basis of their goals. Interpersonal problem-solving refers to one's skill in determining the means by which to achieve a specific end or overcome a specific problem. Creativity, on the other hand, need not be oriented towards achieving specific ends; it is associated with the capacity for thinking in new and different ways. Koestler (1964) has even argued that these two goals can be inimical, at least in adults, in that the ability to combine information in unique ways may be. hindered when the individual focuses his or her thinking on a specific problem. At the same time, there are clear similarities between the two domains of skills. Guilford (1977) noted that “creative thinking produces novel outcomes, and problem-solving involves producing a new response to a new situation, which is a novel outcome” (p. 161). Edwards and Sproull (1984) saw creativity training as a method for improving the quality of solutions to problems and increasing personal effectiveness. They considered problem-solving synonymous with creativity, since both training programs offer a variety of techniques to help identify useful solutions to problems. Similarly, Noller (1979) and others (e.g., Isaksen, Dorval, & Treffinger, 1994) have discussed the concept of creative problem solving, which attempts to integrate principles in the literature on creativity and on problem solving. Isaksen et al. conceptualized the process of creative problem solving as consisting of six steps which fall within three stages. The first stage involves understanding the problem, consisting of three steps: mess-finding, data-finding, and problem-finding. This is followed by the stage of generating ideas, involving the idea- finding step. Finally, there is planning for action, which involves solution-finding and acceptance-finding. The most important difference between the various creativity training models and the interpersonal problem-solving model lies in their emphasis. Creativity training models focus primarily on enhancing skill at generating solutions. The interpersonal problem-solving model places equal emphasis on the implementation and evaluation of potential solutions. Although many authors have suggested that participation in creativity training will have positive effects on social and interpersonal functioning (e.g., Parnes, 1987), only two studies have been conducted examining the relationship between the interpersonal problem-solving training model and creativity skills. Miller, Serafica, and Clark (1989) and Shondrick, Serafica, Clark, and Miller (1992) found that interpersonal problem-solving training for children also enhanced creativity skills, and that children's creative abilities appear to be predictive of their interpersonal problem-solving skills. The question of whether creativity and interpersonal problem-solving are equivalent, complementary, or even inimical has not been adequately addressed in the existing literature. For one thing, there are no studies examining the relationship between the two constructs in adults. This is an important question, given Koestler's (1964) conclusion that they are potentially inconsistent among adults. Second, there are no studies at all regarding the impact of creativity training on problem-solving skills in adults. The purpose of the present study was to evaluate whether creativity and interpersonal problem-solving skills can be distinguished in an adult sample.     

对中学超常儿童的教育实验——北京八中首届超常实验班追踪研究

为期四年的超常儿童的教育实验,详细考察了超常儿童在特殊班级教育条件下的学习潜力、认知和个性发展及身体发育等情况。结果显示,这种教育形式既适应了超常儿童较大的学习潜力,促进了他们认知的进一步发展,激发了他们积极的个性特征,而且身体发育良好。从而证明,特殊班级的集体教育对中学阶段的超常儿童是一种有效的教育形式。     

Generality of creativity across performance domains

The existence of general creative‐thinking skills was investigated. In the first study, 50 eighth‐grade students wrote poems, stories, mathematical equations, and mathematical word problems, all of which were rated for creativity by experts. When the effects of IQ reading achievement, and math achievement were controlled through multiple regression analyses, creativity scores on the four tasks were not correlated. This suggests that general creative‐thinking skills did not contribute to creative performance in these different tasks. Subjects also responded to a brief verbal fluency test. Scores on this test correlated significantly with story‐writing creativity (r = .34) but not with the other three tasks. Three follow‐up studies were conducted with second‐, fourth‐, and fifth‐grade students, and adults. These studies also produced no significant correlations among creativity ratings of various products.     

A Longitudinal Study of Exceptional Giftedness and Creativity

This article summarizes a longitudinal study of exceptionally gifted boys, with particular emphasis on ,findings involving their creative potential. The longitudinal investigation began 2 decades ago with 2 exceptionally gifted samples. These samples represented equivalent levels of ability but different areas or domains of talent. One was exceptionally gifted in math and science, the other a high-IQ group (mean IQ = 155). Data were collected from the boys and their parents. The present article summarizes group differences in expectations of independence, California Psychological Inventory (CPI; Gough, 1975) scales, and divergent thinking (DT) test scores. Relations among predictors are also discussed, as are relations with indexes of creative potential. In addition to group differences, notable findings include the strong relation between mothers' expectations for their sons' independence and the DT of the sons and the high flexibility scores of the exceptionally gifted samples on the CPI.     

Créativité, haut potentiel et talent

Creativity (the capacity to realize original productions that fit the problem at hand) is increasingly considered as an important part of giftedness and talent. In this article, we first examine different points of view concerning the role of creativity in the phenomenon of giftedness and talent. Measures of creative potential and talent, as well as studies on the development of creativity are presented. We then consider the place of creativity in the education of gifted children. Finally, we discuss the implications of studying creativity in gifted children and propose possible lines of research and educational applications with a special focus on creativity.     

The development of creativity in Chilean kindergarten and school children / Desarrollo de la creatividad en párvulos y escolares chilenos

Abstract

The purpose of this study is to explore the development of creativity in Chilean kindergarten and school children. For this, we evaluated non-verbal divergent and convergent thinking skills in a sample of 320 Chilean kindergarten, second-, fourth- and sixth-grade school children. We found that kindergarten and second-grade children showed a lower performance in creative fluency and originality than fourth-grade and sixth-grade children. In addition, we found that kindergarten and second-grade children had a low performance in creative elaboration, which worsened in the fourth and sixth grades. We did not find differences between the different educational levels in convergent thinking skills. Our results contradict previous international studies that report a stable development of creativity throughout the first few years of schooling, with a transitory slump in the fourth or sixth grade, revealing an early slump of creative skills in Chilean children, which rebound after the fourth grade. We discuss the potential relationship between the academization and rigidization of Chilean early childhood education and the early slump in creativity.     

Meta‐Analyses of the Relationship of Creative Achievement to Both IQ and Divergent Thinking Test Scores

There is disagreement among researchers about whether IQ tests or divergent thinking (DT) tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT test scores (e.g., Runco & Albert, 1986; Wallach, 1970). The present study conducted meta‐analyses of the relationships between creative achievement and both IQ and DT test scores. The analyses included 17 studies (with 5,544 participants) that established the correlation coefficients between IQ and creative achievement and 27 studies (with 47,197 participants) that established the correlation coefficients between DT test scores and creative achievement. Marginal, but statistically significant, Fisher's Z‐transformed correlation coefficients were revealed. The analysis found a significantly higher relationship between DT test scores and creative achievement (r = .216) than between IQ test scores and creative achievement (r = .167). The differences in the correlation coefficients were explained by differences in DT tests, creative achievement types, predicted time periods, and creativity subscales. The significant independent moderator effect for different DT tests indicates that the Torrance Tests of Creative Thinking (TTCT) predict creative achievement better than any other DT test included in this study. Among the creative achievement types, music is predicted the best by IQ and all others are predicted best by DT tests. Among the time periods evaluated, the relationship between DT test scores and creative achievement had the highest correlation at the period of 11–15 years.     

Domain‐Specificity of Creativity in Young Children: How Quantitative and Qualitative Data Support It

One of the most controversial issues in contemporary research of creativity, whether a person's creativity is domain‐specific or domain‐general, was investigated in the present study. This study is composed of two parts, Study 1 and Study 2. In study 1, the relationships among 109 children's creative performances in three domains, and the relationships between those children's general creative thinking skills and their creative performances in three domains have been examined. Study 2 examines how the domain‐specificity and ‐generality issue is addressed in individual children via case studies of three highly creative children, hoping to provide enriching and qualitative specification to the quantitative data of the present study. In both studies, children's performances in language, art, and math domains were respectively judged by three experts who rated children's creativity on story‐telling, collage making, and math word‐problem creating tasks. Children's general creative thinking skills were assessed by a battery of two divergent thinking tests, including the Wallach‐Kogan Creativity Test (Wallach & Kogan, 1965) and the Real World Divergent Thinking Test adapted from Okuda, Runco, and Berger (1991). The findings of this study support the position that creative ability in young children is rather (but not absolutely) domain‐specific.     

Underachievement and Creativity: Are Gifted Underachievers Highly Creative?

This literature review synthesizes the available literature that suggests that the underachievement of gifted students may be tied to their inherent and unrecognized creativity. Apparently, many gifted students are underachievers and up to 30% of high school dropouts may be highly gifted. Beginning with the belief that these gifted underachievers may be highly creative, this article first reviews the view that creativity can be a gift, much like intelligence. It then reviews the typical characteristics of gifted underachievers and the similar characteristics of creative underachievers. Finally, it reviews the studies and theories that have shown that once underachievers are placed in an environment that fosters their needs, with motivation, mentors, understanding, freedom, and responsibility, they can become highly productive. Classrooms across the nation are facing ever-increasing pressure to educate every child, especially with the No Child Left Behind (2007) Act. There is a demand for those children who might normally “fall through the cracks” to receive closer attention and potentially greater accommodations than were previously required.     

应激影响创造力的神经生理机制

人类的很多创造性活动都在一定程度的应激状态下完成,探讨应激与创造力之间的关系成为当前的一个研究焦点。本文从神经内分泌的新视角,梳理了多巴胺、去甲肾上腺素与创造力之间的关系,以及二者在应激影响创造性认知加工过程中的内在神经调节机制,力图揭示应激如何通过神经递质调节大脑神经反应进而对创造力产生影响。未来研究应该综合运用多模态手段,继续探索HPA轴在应激影响创造力中的中介作用机制,并从神经内分泌系统动态平衡机制的视角构建神经科学分子水平-脑网络-行为的综合框架。     

Dissociative Experiences and Creativity in Fine Arts Students

Studies on creative personality have revealed that the relationship between personality and creativity remains unclear, and various types of creative thinking have been have been associated with various personality traits. To assess the influence of dissociative experiences on creativity in the context of fine arts education, in which the creative process plays a key role, a sample of fine arts students received a test of creative potential and the dissociative experiences test. The results revealed significant differences in creativity (creative imagination and creative experiences) between students scoring high or low in the number of dissociative experiences. High dissociative experiences scores were associated to high scores in creative imagination and creative experiences, and low scores in dissociative experiences were inversely related to creative imagination and creative experiences. Further studies are required to corroborate these findings.     

Creativity and Ethics: The Relationship of Creative and Ethical Problem-Solving

Students of creativity have long been interested in the relationship between creativity and deviant behaviors such as criminality, mental disease, and unethical behavior. In the present study we wished to examine the relationship between creative thinking skills and ethical decision-making among scientists. Accordingly, 258 doctoral students in the health, biological, and social sciences were asked to complete a measure of creative processing skills (e.g., problem definition, conceptual combination, idea generation) and a measure of ethical decision-making examining four domains, data management, study conduct, professional practices, and business practices. It was found that ethical decision-making in all four of these areas was related to creative problem-solving processes with late cycle processes (e.g., idea generation and solution monitoring) proving particularly important. The implications of these findings for understanding the relationship between creative and deviant thought are discussed.     

Creativity and Ethics: The Relationship of Creative and Ethical Problem-Solving

Students of creativity have long been interested in the relationship between creativity and deviant behaviors such as criminality, mental disease, and unethical behavior. In this study we wished to examine the relationship between creative thinking skills and ethical decision-making among scientists. Accordingly, 258 doctoral students in the health, biological, and social sciences were asked to complete a measure of creative processing skills (e.g., problem definition, conceptual combination, idea generation) and a measure of ethical decision-making examining four domains: data management, study conduct, professional practices, and business practices. It was found that ethical decision-making in all four of these areas was related to creative problem-solving processes with late-cycle processes (e.g., idea generation and solution monitoring) proving particularly important. The implications of these findings for understanding the relationship between creative and deviant thought are discussed.     

语义距离与创造性思维关系的元分析

自然语言处理的发展为探究语义距离与创造性思维的关系提供了可靠且有效的研究方法。近些年关于两者之间关系的研究逐渐增多,但研究结论并不一致。本研究基于创造力联想理论及扩散激活模型,通过元分析的方法探讨了语义距离与创造性思维的整体关系,并且分析了以往研究结论不一致的原因。本文经过文献检索和筛选后获得14项研究,提取r值作为效应值(共53个效应值,4729个独立样本),并使用随机效应模型进行了元分析。结果显示：语义距离与创造性思维存在中等程度的正相关(r=0.379, 95%CI [0.300, 0.452]);二者的相关强度受到被试年龄和创造性思维不同测量指标的调节。研究结果表明语义距离与创造性思维关系密切,同时解释了以往研究结论不一致的原因。上述结果不仅能为更深入地探讨创造性思维的认知神经机制提供新的研究视角和理论解释,而且有助于更全面地理解语义距离与创造性思维二者的关系及其边界条件,为更好地解释、预测和提升创造力提供科学依据和重要启示。     

师生关系对小学生创造性的作用:一个有调节的中介模型

以658名儿童为被试,采用测验法和问卷法考察师生关系与小学生创造性思维的关系,同时探析创新自我效能感的中介作用,以及该作用是否受到开放性人格的调节。结果发现:(1)师生关系对小学生创造性思维、创新效能感均有显著的正向预测作用;(2)创新效能感在师生关系与小学生创造性思维总分、流畅性和独特性得分之间起完全中介作用;(3)开放性可以调节创新效能感对小学生创造性思维的作用,开放性高时效能感的中介效应显著,而开放性低时该效应不显著。这些结果对于综合解释教育过程中环境与个体因素对创造性的作用路径与机制具有重要意义。     

科学发明中原型启发的创造性思维成分及其脑机制

目前对创造性思维的测量及神经机制的研究, 国际上大多采用发散思维任务、远距离联想测验、顿悟问题解决等任务。但这些测量工具大多停留在对非科学类问题解决的研究上, 因此生态效度和预测效度都不高。本项目在前面研究的基础上, 探讨更符合现实生活的科学发明中原型启发的创造性思维成分及机制。研究一通过两个行为实验探索原型启发能力的创造性思维成分测试的结构效度; 研究二运用大样本磁共振数据, 从脑机制上进一步验证创造性思维成分的结构效度; 研究三通过3个核磁任务态探索原型启发能力的主要创造性思维成分的脑机制; 研究四试图在高校和企业研发机构进行跟踪研究, 检验创造性思维成分测试的预测效度。通过本项目的开展, 希望开发具有更高预测效度和生态效度的用于发明创造领域的创造性测量工具。     

Autonomous Motivation and Chinese Adolescents’ Creative Thinking: The Moderating Role of Parental Involvement

The relationship between motivation and creativity has long been of interest and many studies have been conducted to demonstrate the role of intrinsic and extrinsic motivation on creativity. The autonomous/controlled distinction of motivation suggested by self-determination theory (SDT) provides a new perspective on the motivation issue. Based on both SDT and the confluence approach of creativity, this study attempted to examine the relationship between autonomous/controlled motivation and creative thinking as well as the moderating role of parental involvement/autonomy support on this relationship. Five hundred and fifty Chinese high school students participated in the study and their autonomous/controlled motivation, parental involvement/autonomy support, and creative thinking were measured. Results indicated that autonomous motivation positively predicted creative thinking, and this relationship was moderated by parental involvement. For both junior and senior high school students, autonomous motivation was more strongly related to creative thinking when there was high maternal involvement. The moderating role of paternal involvement, however, differed between junior and senior high school students and there existed a 3-way interaction effect. Implications of this study for cultivating creativity among Chinese adolescents are also discussed.     

The Effects of Leader Support for Creativity and Leader Gender on Subordinate Creative Problem-Solving Performance

Ample correlational research shows that leader support for creativity is related to subordinate creativity, yet research examining the causality of this relationship experimentally is scant. Furthermore, most studies that demonstrate support for this relationship have used relatively subjective creativity measures that do not tap as effectively into the creative problem-solving process. Thus, we experimentally examined whether leader support for creativity affects subordinate creative problem-solving performance. We also examined whether this relationship depends on leader gender. We used experimental vignette methodology and a sample of 247 working adults to test these relationships. We found that high (vs. low) leader support for creativity resulted in a significantly higher number of ideas generated. Additionally, posthoc analyses showed that high (vs. low) leader support for creativity resulted in a significantly higher number of original ideas and higher number of quality ideas generated. We also found that when the leader was a woman (vs. man), average originality of ideas was significantly higher. We found no significant interactive effects of leader support for creativity and leader gender. We discuss how this study further elucidates our understanding of leader support for creativity, as well as avenues for future creativity research involving leader gender.