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.     

Strategy Induction Enhances Creativity in Figural Divergent Thinking

Instructional effects in creative‐thinking tasks are important to understand in order to promote creative performance of individuals. In divergent‐thinking tasks, for example, instructional and strategic enhancement effects have been extensively studied for verbal tasks. However, while studies on instructional enhancement effects on creative drawing tasks exist, it is surprising that strategy enhancement in figural divergent thinking is still underresearched. In this study, we used a strategy manipulation approach to reassess the role of executive strategy implementation and the moderating role of an indicator of fluid intelligence, figural analogical reasoning, in two types of figural divergent‐thinking tasks (abstract vs. concrete). The sample comprised N = 75 high‐school students. Importantly, we found strategic enhancement effects by combining strategy instructions with a prompt to “be creative.” This combined instruction was contrasted with a standard instruction, and main effects were found for overall, concrete, and abstract creativity. Moreover, we found in a regression analysis a main effect for figural analogical reasoning on overall creativity and creativity for only the concrete object tasks. An expected interaction effect of instruction and figural analogical reasoning was not found. As another addition, the role of current motivation in figural divergent thinking was explored.     

Sex, ethnic, and social differences in test anxiety among Israeli adolescents

The effects of sex, ethnicity, and social class on levels of test anxiety were examined among a sample of 416 adolescent students in Israel. Significant sex differences in mean levels of test anxiety were found, with girls scoring consistently higher than boys across ethnic, social, and grade categories. Pupils of low socioeconomic status (SES) also scored consistently higher than pupils of high SES across grades. Nevertheless, this study provides little support for the commonly held view that sociocultural or sex group differences in school achievement are due, in any meaningful way, to differences in test anxiety. The group differences, though significant for SES and sex, were of negligible magnitude, and the correlation between test anxiety scores and grade point average was minimal for the group as a whole and nonsignificant for students of Eastern background, who have been purported to be particularly affected by high levels of test anxiety. The findings do support other cross-cultural studies, which have found only a modicum of shared variance between test anxiety and grades. It is concluded that test anxiety is not a particularly valid predictor of achievement or ability.     

Convergent and divergent thinking in verbal analogy

Individual differences in convergent and divergent thinking may uniquely explain variation in analogical reasoning ability. Across two studies we investigated the relative influences of divergent and convergent thinking as predictors of verbal analogy performance. Performance on both convergent thinking (i.e., Remote Associates Test) and divergent thinking (i.e., Alternative Uses Task) uniquely predicted performance on both analogy selection (Studies 1 and 2) and analogical generation tasks (Study 2). Moreover, convergent and divergent thinking were predictive above and beyond creative behaviours in Study 1 and a composite measure of crystallised intelligence in Study 2. Verbal analogies in Study 2 also varied in semantic distance, with results demonstrating divergent thinking as a stronger predictor of analogy generation for semantically far than for semantically near analogies. Results thus further illuminate the link between analogical reasoning and creative cognition by demonstrating convergent and divergent thinking as predictors of verbal analogy.     

逻辑训练对不同理性思维方式大学生三段论推理的影响

采用理性—经验思维方式量表对105名大学生进行测量,选出高、低理性思维方式各35名大学生进行实验,探讨了逻辑训练对不同理性思维方式大学生三段论推理的影响。结果表明：(1)高理性思维方式个体三段论推理的平均反应时快于低理性思维方式个体;非冲突类型题目推理的平均正确率高于冲突类型题目;逻辑训练可以提高个体三段论推理的平均反应时和正确率;(2)逻辑训练后非冲突任务类型题目的平均正确率高于冲突任务类型题目;(3)逻辑训练对低理性思维方式个体冲突任务类型题目平均正确率的提高效果更明显。这意味着逻辑训练可以显著提升个体的推理成绩,但不能完全消除信念偏差对推理的影响,而且逻辑训练对低理性思维方式个体推理成绩的提升效果更加明显。     

Information processing and reasoning with premises that are empirically false: Interference,working memory,and processing speed

In this study, we looked at the contributions of individual differences in susceptibility to interference and working memory to logical reasoning with premises that were empirically false (i.e., not necessarily true). A total of 97 university students were given a sentence completion task for which a subset of stimuli was designed to generate inappropriate semantic activation that interfered with the correct response, a measure of working memory capacity, and a series of logical reasoning tasks with premises that were not always true. The results indicate that susceptibility to interference, as measured by the error rate on the relevant subset of the sentence completion task, and working memory independently account for variation in reasoning performance. The participants who made more errors in the relevant portion of the sentence completion task also showed more empirical intrusions in the deductive reasoning task, even when the effects of working memory were partialed out. Working memory capacity was more clearly related to processes involved in generating uncertainty responses to inferences for which there was no certain conclusion. A comparison of the results of this study with studies of children's reasoning suggests that adults are capable of more selective executive processes than are children. An analysis of latency measures on the sentence completion task indicated that high working memory participants who made no errors on the sentence completion task used a strategy that involved slower processing speed, as compared with participants with similar levels of working memory who did make errors. In contrast, low working memory participants who made no errors on the sentence completion task had relatively shorter reaction times than did comparable participants who did make errors.     

Individual differences in deductive reasoning

Three studies are reported, which examined individual differences in deductive reasoning as a function of intellectual ability and thinking style. Intellectual ability was a good predictor of logical performance on syllogisms, especially where there was a conflict between logic and believability. However, in the first two experiments there was no link between ability and performance on indicative selection tasks, in sharp contrast to previous research. This correlation did, however, return in the final study. Our data are consistent with the claim that the correlation with logical accuracy on abstract selection tasks is found primarily with participants of relatively high ability. At lower levels, pragmatically cued responses are given but those of slightly higher ability divorce the rule from the scenario and respond consistently (though incorrectly) across problems. Self-report questionnaires were generally poor predictors of performance, but a measure of the ability to generate alternative representations proved an excellent predictor. These results are consistent with a mental models approach to reasoning and also have implications for the debate about human rationality.     

An “intelligent” program to teach logical thinking skills

An “intelligent” program was developed on a microcomputer to help students improve their logical reasoning skills. The program is based on the popular two-person game of “Mastermind” and provides feedback for less than optimal performance. In addition to playing the game with a student, the program checks to see if he or she is using all available information. If not, the program indicates the information that is being overlooked. High performance at successive levels of difficulty produces reliable improvement on equivalent forms of standardized tests of logical thinking skills.     

高二理科生物理问题创造性解决的表象特征研究

物理问题创造性解决是一个发散思维和聚合思维交替运行的过程,而表象对问题的创造性解决具有重要作用。本研究通过自编的物理问题对天津市某中学109名高二理科学生进行物理问题创造性解决测验,探讨高中理科学生物理问题创造性解决中的表象特征。验证了表象与物理问题创造性解决中的发散思维具有显著的正相关,与聚合思维无显著相关。对109名高二理科学生K聚类分析发现：物理问题解决过程中,高创造性和中等程度创造性的学生人数较少,而低创造性的学生人数较多;表象丰富性很高和较高的学生较少,表象丰富性较低的学生较多。     

比例推理的过度使用及其认知机制:一项发展性的负启动研究

从抑制控制模型出发,采用负启动范式探究过度使用比例推理的认知机制。研究包括3个实验,以小学生、中学生和大学生为被试,分别考察了抑制控制在解决缺值应用题、图片推理任务中的作用,以及数字比(整数比、非整数比)是否对抑制控制过程有影响。结果发现:小学生、中学生和大学生在两类实验任务中均出现了负启动效应,但负启动量不存在年级差异;在图片推理任务中,不同数字比类型下的负启动量具有显著差异。研究结果支持了抑制控制模型的观点,即成功解决问题不仅需要掌握问题的内在逻辑,更需要对不恰当策略进行抑制;在解决问题的过程中,无论是儿童、青少年还是成人都需要抑制控制的参与,三者在抑制控制效率上没有差异;数字比类型对抑制过程有影响,但仅限于图片推理问题。     

The interrelationship between speeded and unspeeded divergent thinking and reasoning, and the role of mental speed

The relationship between intelligence and creativity is still subject to substantial debate in the research literature. In the present study, we focused on core dimensions of both constructs, that is divergent thinking and reasoning. We hypothesized their relationship to depend both on the speededness of test tasks and on the subject's mental speed, positing that with increasing speededness of the tasks, mental speed would have a stronger impact on task outcomes. We disentangled the effects of task speededness and mental speed experimentally, testing 261 participants (mean age 14.48 years) with 12 divergent thinking and 12 reasoning tasks, 6 of each under power conditions, 6 time-constrained. In addition, we assessed mental speed with 6 tasks. We analyzed the data through structural equation modeling. Results confirmed our expectations: test speededness contributed significantly to mental speed variance in divergent thinking task performance. Divergent thinking assessed under time constraints was fully explained by divergent thinking assessed under power conditions and by mental speed. Divergent thinking and reasoning showed no correlation when controlling for mental speed. Our findings suggest that the correlations between divergent thinking and reasoning are mainly the result of variance both constructs share with mental speed, and that timed versus untimed test-taking plays a minor role.     

Person-oriented profiles of originality and fluency in divergent thinking responses

Researchers often use divergent thinking tasks to assess creative potential and find a positive inter-individual relation between fluency and originality. But are there different within-person patterns of originality and fluency? Study 1: undergraduates completed an alternate uses task and the NEO-FFI. Three profiles emerged: (1) low originality and fluency; (2) above average originality, moderate fluency; and (3) average originality, high fluency. Study 2: high school students completed a divergent thinking task and 10 facets of the IPIP NEO-PI. Four profiles emerged: (1) average originality, moderate fluency; (2) above average originality, high fluency; (3) low originality and fluency; and (4) high originality, low fluency. Profile differences in personality and maximum originality, and implications of these findings are discussed.     

Createativity and Mood: Towards a Model of Cognitive Mediation

Empirical and biographical evidence reveals that the highly creative are more likely to experience mental health problems; most commonly depression and particularly within artistic fields. Cognitive theories of creative thinking suggest that artistic creativity may be associated with a divergent style of thinking, which is distinguished by specific differences with respect to logical appraisal skills. As similar patterns of appraisal are frequently found in those experiencing depression, it is suggested that appraisal may be a mediating feature between creativity and affect. This hypothesis is tested in the present study. Creativity, cognitive appraisal patterns and mood were measured in 104 undergraduate students (N = 36 art and 68 science) by standardised assessments. In keeping with predictions, art students were found to be more creative, experienced lower mood, and displayed greater degrees of distortion and bias in their appraisals.     

Convergent Thinking Moderates the Relationship between Divergent Thinking and Scientific Creativity

Creativity plays an important role in human society as well as in individual development, and creativity in the domain of science is a specific form. A body of research had demonstrated the role of divergent thinking in creativity. The role of convergent thinking had also been recognized, but more empirical evidence was needed. To investigate the interaction between convergent and divergent thinking on adolescent scientific creativity, the current study tested 588 high school students. The results showed that convergent thinking interacted with fluency/flexibility of divergent thinking on scientific creativity. In particular, divergent thinking predicted creativity in those high in convergent thinking. Findings suggested a threshold-setting effect of convergent thinking, which meant only when convergent thinking capacity reached a certain level, divergent thinking could play a role in scientific creativity. Implications for future research and educational practice were discussed.     

Tremor Frequencies

In an attempt to improve logical reasoning performances, 64 introductory psychology students were randomly assigned to experimental and control groups. The experimental condition involved solving logic syllogisms when the obvious “logical error” was not included as a possible answer. Control subjects solved the same problems with the “logical error” included as a choice. An analysis of variance procedure applied to the subjects' logic pretest-posttest gain scores indicated that the experimental group did significantly better than the control group on invalid principles. The results were discussed in terms of Piaget's theory of logical thinking and the possibility of performance rather than competence problems in adult reasoning. The need to develop more effective instructional techniques to enhance transfer of learning was underscored.     

Efficiency of retrieval correlates with "logical" reasoning from causal conditional premises

In two experiments, we examined the prediction that there should be a relation between the speed with which subjects can retrieve potential causes for given effects and their reasoning with causal conditional premises (if cause P, then effect Q). It was also predicted that when subjects are given effects for which there exists a single strongly associated cause, speed of retrieval of a second potential cause should be particularly related to reasoning with invalid logical forms--namely, affirmation of the consequent and denial of the antecedent. In the first experiment, 49 university students were given both retrieval tasks and conditional reasoning problems. The results were generally consistent with the predictions. The second experiment, involving 57 university students, replicated the first, with some methodological variations. The results were also consistent with the predictions. An analysis of the combined results of the two experiments indicated that individual differences in efficiency of retrieval of information from long-term memory did predict performance on the invalid logical forms in the predicted ways. These results strongly support a retrieval model for conditional reasoning with causal premises.     

The (Dis)Pleasures of Creativity: Spontaneous Eye Blink Rate during Divergent and Convergent Thinking Depends on Individual Differences in Positive and Negative Affect

Previous research has demonstrated that individual differences in affect and motivation predict divergent and convergent thinking performance, two thinking processes involved in creative idea generation. Individual differences in affect and motivation also predict spontaneous eye blink rate (sEBR) during divergent and convergent thinking; and sEBR predicts divergent and convergent thinking performance. This study investigates experimentally whether the relationship between sEBR and divergent and convergent thinking depends on individual differences in affect and motivation. Eighty-two participants completed the Emotion/motivation-related Divergent and Convergent thinking styles Scale (EDICOS; G. Soroa et al., 2015), performed the alternative uses task (AUT; divergent thinking) or the remote associates task (RAT; convergent thinking), while their sEBR was captured with an eye-tracker. The results showed that individual differences in positive affect positively correlated with sEBR for the AUT, whereas individual differences in negative affect positively correlated with sEBR for the RAT. Furthermore, the interaction between individual differences in positive and negative affect and sEBR predicted divergent and convergent thinking performance. The contribution of our study is therefore that individual differences in positive and negative affect can both positively correlate with sEBR during divergent and convergent thinking; and that this predicts divergent and convergent thinking performance.     

Enhancing Digital Fluency through a Training Program for Creative Problem Solving Using Computer Programming

The purpose of this paper is to propose a training program for creative problem solving based on computer programming. The proposed program will encourage students to solve real‐life problems through a creative thinking spiral related to cognitive skills with computer programming. With the goal of enhancing digital fluency through this proposed training program, we investigated its effects. Two sets of experiments were performed in which 119 typical students and 30 younger, gifted students participated. Two synthetic creative problem solving tests, which had a high correlation with logical ability, scientific problem solving ability and divergent thinking ability, were developed to measure creative problem solving ability. We provided the treatment group with a paper‐based booklet with relevant problems developed specifically for that group. ANCOVA statistical procedures were used to analyze the pre‐ and post‐synthetic creative problem solving tests. The findings of our study are as follows: with typical students, the originality of the treatment group outperformed the control group, a result that was compatible with previous research. With gifted students, the fluency of the treatment group outperformed the control group, and overall creative problem solving ability was enhanced. Remarkably, fluency increased significantly, a notable difference from the results of prior studies. In conclusion, we inferred that, given the definition of digital fluency, if creative problem solving ability is enhanced by a training program for creative problem solving based on computer programming, digital fluency will ultimately be improved. In this paper, we discuss the result of fluency enhancement that contradicts prior research. We suggest that this training program could be a new learning environment for the students who have grown up with digital media.     

School socio-economic status and student socio-academic achievement goals in upper secondary contexts

In recent years motivational researchers have spent considerable time examining race/ethnicity and gender differences in academic and social achievement goals, but little time examining the influence of socioeconomic status (SES). This lack of attention is surprising given that both student motivation and SES have been shown to predict academic attainment. This study surveyed the academic and social achievement goal orientations of 16–17 year old students (n = 130) attending two schools with markedly different socioeconomic profiles. Analyses showed significant differences between the schools on the academic achievement goal scales, with students at the low SES school less likely to endorse adaptive combinations of mastery and performance goals than their high SES counterparts. Students who did not expect to finish senior high school also endorsed social goals that may manifest as disruptive behaviours in the classroom. The findings suggest that SES may influence the adoption of academic achievement goals but not necessarily social achievement goals. Implications for theory and research are discussed.