学业成就、创造力与跨学科概念图创作能力的关系

为了从知识基础和创造性思维视角探讨跨学科知识整合的条件,以125名高二学生为被试采用相关研究设计考察了学业成就、创造力与跨学科概念图创造能力的关系。结果发现：（1）学业成就与跨学科概念图创作能力正相关;高成就组在命题、交叉和总分维度上的表现优于低成就组;而中成就组在命题和总分维度上的表现优于低成就组;（2）创造力与跨学科概念图创作能力正相关;创造力的流畅性和独创性与跨学科概念图的所有维度正相关;灵活性与概念图创作的命题、交叉、范例和总分正相关;（3）学业成就与创造力能够中等程度地预测跨学科概念图创作不同能力组被试的分布。这表明学业成就和创造力是跨学科知识整合的基础。     

采用跨学科概念图推进中学生跨学科学业成就

为了检验跨学科概念图在跨学科知识整合中的作用,设计了跨学科概念图干预计划,以180名中学生为被试,采用实验组与控制组对比实验方法,探讨了跨学科概念图对跨学科学业成就的影响。结果表明:(1)跨学科概念图干预计划显著提高了实验组被试的跨学科学业成绩;(2)对于不同成就者而言,干预计划显著提高了中低成就者的跨学科学业成绩,而对高成就者跨学科学业成绩的影响不显著。这意味着跨学科概念图作为跨学科知识整合领域的智力适应工具能够有效提高学习者的跨学科学业成就,但是其对不同层次学习者跨学科学业成就的影响具有适应性差异。     

自主性动机对创造力的预测：认知抑制的调节作用

执行功能和动机是构成创造力个体差异的重要因素。本研究采用Stroop任务、自主性动机和创造力量表对372名大学生进行问卷调查及实验室研究,以考察认知抑制在自主性动机预测创造力中的调节作用。结果发现：（1）自主性动机显著正向预测流畅性/灵活性/独创性。（2）认知抑制调节自主性动机对流畅性与灵活性的预测作用。具体表现为,对高认知抑制能力者,自主性动机显著正向预测流畅性和灵活性,对低认知抑制能力者这一预测作用不显著。该研究深化了自主性动机与创造力关系的研究。     

创造力成就问卷的中文修订

为验证Carson等人的创造力成就问卷（Creative Achievement Questionnaire,CAQ）在中国成人群体的适用性,对其进行翻译、回译和文化调适后转换为中文版（C-CAQ）。以59名成人为被试,间隔3周的重测信度为斯皮尔曼相关系数ρ=0.77（p<0.01）;以107名成人为被试,施测C-CAQ、托伦斯创造性思维测验（TTCT）的非常规用途任务（UUT）和补全图画任务（PCT）、中国大五人格简式版考察C-CAQ的聚合效度,结果发现与TTCT两个任务的多个指标及大五人格的开放性相关显著（与UUT任务各指标相关为：流畅性0.22、灵活性0.19、独创性0.26,与PCT任务的精致性相关为0.24,与大五人格的开放性维度相关0.29）;用瑞文标准推理测验考察C-CAQ和智力的区分效度,结果显示二者为弱相关且不显著;以324名成人为被试对C-CAQ的10个领域进行探索性因子分析,结果支持问卷的领域特殊性构想;以122名成人为被试施测考夫曼创造力领域量表（K-DOCS）和C-CAQ以考察C-CAQ的效标效度,结果显示二者的科学、艺术领域及总分相关均显著（ρ=0.62, 0.47和0.41）。研究表明,CAQ问卷中文版在我国的成人群体具有较好的信度和效度。     

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。     

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。     

大学生创造力的实验研究

对大学生创造力的流畅性、变通性和独创性进行研究。结果表明：(1)男女在创造力的流畅性、变通性、独创性上有显性别差异。(2)大学生在创造力三个特征上的个体差异大小顺序分别为：独创性、流畅性、变通性。(3)大学生创造力的流畅性与变通性不相关，变通性与独创性有显负相关，流畅性与独创性存在显正相关。     

小学儿童家庭环境、创意自我效能与创造力的关系

该文采用问卷法对473名小学五、六年级儿童的家庭环境、创意自我效能与创造力（创造性个性倾向和创造性思维）的关系进行调查,运用SPSS、AMOS等软件,进行数据的处理与分析。结果表明,家庭环境的知识性、创意自我效能与创造力之间显著正相关。创意自我效能在家庭环境、创造性个性倾向间,家庭环境的知识性与创造性思维的独创性间,家庭环境的知识性与创造力间起完全中介作用。     

逻辑、语言和哲学讲习班与研讨会综述

2011年6月13-18日,清华大学人文学院哲学系举办了逻辑、语言和哲学讲习班与研讨会。本次活动的主旨是：对逻辑学、自然语言和哲学的交叉研究领域中的一些课题进行深入的介绍,交流最新的研究成果,展示逻辑学在跨学科研究领域中的重要作用。本次活动分为两个部分：为期五天的讲习班与为期一天的研讨会。活动的参加者有：阿姆斯特丹大学与斯坦福大学的范丙申（Johan vanBenthem）教授,阿姆斯特丹大学的斯托科霍夫（Martin Stokhof）教授,哥德堡大学与斯德哥尔摩大学的威斯特斯达（Dag Westerstahl）教授,     

父母教养方式对小学高年级学生社会创造力的影响：自尊的中介作用

采用整群抽样法选取548名小学高年级学生为被试,考察父母自主支持、心理控制与社会创造力间的关系以及自尊在其中的中介作用。结果发现：（1）女生社会创造力水平明显高于男生,农村学生社会创造力适宜性水平高于城市学生。（2）典型相关分析发现,在父母教养方式和社会创造力的关系上,交换意见、收回爱能够解释适宜性,自主选择能够解释独创性;（3）父母自主支持正向预测子女的社会创造力（γ=0.27）,心理控制则负向预测子女的社会创造力（γ=-0.29）;自主支持通过自尊的完全中介作用影响社会创造力（中介效应值为0.12）,心理控制则通过自尊的部分中介作用影响社会创造力（中介效应值为0.05）,模型的总解释率R²=0.27。     

Nurturing and Enhancing Creativity of Nursing Students in Taiwan: A Quasi-Experimental Study

Creativity and innovation are considered important measures of core competence in Taiwan for students of all levels, including nursing students. Integrating creativity with interdisciplinary teaching modules could increase creativity for nursing students; however, this has not been empirically determined. The purpose of this study was to determine if incorporating interdisciplinary teaching into a teaching for creativity module (TCM) could enhance creative thinking and creative abilities of nursing students. Students enrolled in a capstone nursing course for the development of healthcare-related products were divided into 2 groups. Both groups participated in the 18-week course; however, one group received creativity training with interdisciplinary teaching during the course, which was taught by nursing faculty who completed a TCM workshop. Students who received the interdisciplinary TCM intervention scored significantly higher than controls on measures of creative thinking. Our findings suggest a TCM program, which incorporates interdisciplinary teaching, and instruction in techniques for creativity, such as brainstorming, attribute listing, assessment matrix, and paired comparison, can stimulate divergent thinking abilities of nursing students.     

The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes

The field of creativity has largely focused on individual differences in divergent thinking abilities. Recently, contemporary creativity researchers have shown that intelligence and executive functions play an important role in divergent thought, opening new lines of research to examine how higher-order cognitive mechanisms may uniquely contribute to creative thinking. The present study extends previous research on the intelligence and divergent thinking link by systematically examining the relationships among intelligence, working memory, and three fundamental creative processes: associative fluency, divergent thinking, and convergent thinking. Two hundred and sixty five participants were recruited to complete a battery of tasks that assessed a range of elementary to higher-order cognitive processes related to intelligence and creativity. Results provide evidence for an associative basis in two distinct creative processes: divergent thinking and convergent thinking. Findings also supported recent work suggesting that intelligence significantly influences creative thinking. Finally, working memory played a significant role in creative thinking processes. Recasting creativity as a construct consisting of distinct higher-order cognitive processes has important implications for future approaches to studying creativity within an individual differences framework.     

The link between dispositional pride and creative thinking depends on current mood

Pride has long been considered a characteristic of creative geniuses, but the link between pride and creative thinking has yet to be systematically examined. In Study 1, we found that authentic pride related positively, whereas hubristic pride related negatively to creative thinking, assessed using the Unusual Uses Task, a behavioral measure of creative thinking. In Study 2, we found that the relation between pride and creativity depends on current mood. Specifically, authentic pride was most strongly related to creativity in the happiness condition, whereas hubristic pride was most strongly related to creativity in the anger condition. We discuss implications for understanding the affective processes underlying creativity and the adaptive and maladaptive consequences of pride.     

才思泉涌“举步”间：体育运动对创造性思维的影响

创造性思维是运用独特且新颖的观点解决问题的思维形式,发散与聚合思维是两种常见的类型。体育运动对发散与聚合思维具有不同的影响,且受到运动强度、方式、时长以及个体差异等因素的调节。目前解释体育运动如何影响创造性思维的理论有情绪假说、执行功能假说与身心隐喻理论。未来的研究需要在进一步重视研究规范性的基础上,加强神经科学研究并拓宽群体覆盖面,关注体育运动与创造性成就的关系,为开具创造性思维运动处方提供有力的科学支持。     

Seventh Graders' Academic Achievement,Creativity, and Ability to Construct a Cross‐domain Concept Map — A Brain Function Perspective

This study proposes an interactive model of cross‐domain concept mapping with an emphasis on brain functions, and it further investigates the relationships between academic achievement, creative thinking, and cross‐domain concept mapping. Sixty‐nine seventh graders participated in this study which employed two 50–minute instructional sessions. The findings suggest that (a) the seventh graders may lack the awareness or ability to integrate knowledge and make connections between their learning and life experiences; (b) creative thinking, academic learning and concept mapping share similar capacities; and (c) cross‐domain concept mapping, which fosters cross‐domain information integration and connections between learning and life experiences, can be an efficient mental tool in understanding a student's creative thinking and academic learning.     

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self-Efficacy

This study explores the relationship between critical thinking disposition and scientific creativity and examines the hypothesized mediating role played by creative self-concept (trait-like creative self-efficacy). A large sample (N = 1,153) of Chinese high school students filled the Critical Thinking Disposition Inventory and revised trait-like creative self-efficacy scale, and then solved Scientific Creativity Test for Adolescent. Structural equation modeling has demonstrated that students’ critical thinking disposition was positively related to their creative self-concept and scientific creativity, and creative self-concept fully mediated the link between critical thinking disposition and scientific creativity. We discuss these findings in terms of the hypothetical role played by creative self-concept for creative functioning.     

不同学业成就中学生创造性思维的差异研究

本研究采用创造力量表对990名不同学业成就中学生的创造性思维进行研究,结果发现:(1)高学业成就组中学生的创造性思维、发散思维和聚合思维显著高于低学业成就组.(2)高低学业成就组中学生创造性思维、发散思维和聚合思维表现出年级差异性.(3)高低学业成就组中学生的创造性思维都随着年级发展而上升,但是两组的高峰期却出现差异,高学业成就组创造力高峰出现在初二和高二,而低学业成就组出现在高一.(4)发散思维的发展趋势上,高学业成就组呈现出曲折上升的趋势,而低学业成就组整体的发展趋势平稳.(5)高低学业成就组中学生聚合思维的发展趋势相似,都呈现出在初中阶段上升到高中阶段趋于稳定,并且在高中阶段两组的水平接近.     

Openness to Experience and Intellect Differentially Predict Creative Achievement in the Arts and Sciences

The Big Five personality dimension Openness/Intellect is the trait most closely associated with creativity and creative achievement. Little is known, however, regarding the discriminant validity of its two aspects—Openness to Experience (reflecting cognitive engagement with perception, fantasy, aesthetics, and emotions) and Intellect (reflecting cognitive engagement with abstract and semantic information, primarily through reasoning)—in relation to creativity. In four demographically diverse samples totaling 1,035 participants, we investigated the independent predictive validity of Openness and Intellect by assessing the relations among cognitive ability, divergent thinking, personality, and creative achievement across the arts and sciences. We confirmed the hypothesis that whereas Openness predicts creative achievement in the arts, Intellect predicts creative achievement in the sciences. Inclusion of performance measures of general cognitive ability and divergent thinking indicated that the relation of Intellect to scientific creativity may be due at least in part to these abilities. Lastly, we found that Extraversion additionally predicted creative achievement in the arts, independently of Openness. Results are discussed in the context of dual‐process theory.