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语义网络是主要的知识表征方式之一,对创造性研究具有重要意义。近年来不断发展的网络科学方法为相关研究提供了强大的方法论框架及量化工具,研究者得以分别从语义网络结构及语义相关认知操作的角度探讨语义网络与创造性的内在联系。已有证据表明语义网络中所储存的概念越丰富、概念间的连接通路越多元化或越灵活,则个体创造性水平越高;而个体创造性水平亦受制于个体对概念的检索、抑制、选择、整合及扩展等认知能力。在此方向上,未来研究工作应当更多地思考如何在一个相对整合的认知框架中深入探讨语义网络结构及相关认知过程对创造性的交互作用,并结合神经影像等技术手段,将语义网络之于创造性的认知机制嵌套于神经科学体系中进行解释。 相似文献
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对315名初中生施测Kirton适应–创新认知风格问卷、Williams创造性倾向量表和Torrance创造性思维测验任务,以考察创造性认知风格、创造性人格与创造性思维之间的关系。相关分析表明,在创造性认知风格中,效率性、规则性均与创造性思维呈显著负相关;在创造性人格中,冒险性、好奇心及挑战性均与创造性思维显著正相关。回归分析进一步表明,在创造性认知风格中,创新性、效率性分别正向、负向预测创造性思维,在创造性人格中,好奇心正向预测创造性思维;对回归系数的逐步检验发现,创新性维度通过创造性人格而对创造性思维具有间接的积极影响。结构方程模型结果则显示,创新性维度、规则性维度以创造性人格为中介分别对创造性思维发生间接的积极、消极影响。可见,创新认知风格有利于创造性思维,而适应认知风格不利于创造性思维;创造性人格有利于创造性思维;创造性人格在创造性认知风格与创造性思维之间具有一定的中介作用,创新性认知风格通过创造性人格而促进创造性思维,规则性认知风格通过创造性人格而抑制创造性思维。 相似文献
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通过描绘发散性思维测验(物品多用途, AUT)中答案生成在累积函数和语义相似性等一系列参数上的量化特征, 揭示创造性思维的语义搜索过程。结果发现：(1)新颖AUT条件中, 语义搜索呈现与自由联想类似的负加速特点, 但搜索速度较寻常AUT条件更慢。(2)新颖AUT条件中所生成的答案与题目(即物品)均具有较低的语义相似性, 且显著小于寻常AUT条件。(3)新颖AUT条件中生成的答案比寻常AUT条件表现出显著更低的聚类程度, 其中可聚类答案和未聚类答案与题目的语义相似度均较低, 且不存在显著差异, 二者在新颖性上也不存在显著差异。以上结果说明了创造性思维的语义信息搜索过程具有与自由联想类似的激活扩散特征, 但总体搜索速度较慢。新颖性要求使得个体在最初搜索时便开始摆脱题目的语义限制而进行远距离搜索(避免就近搜索), 并倾向于在每个语义场中只生成一个答案(避免局部搜索), 但也可能会在远离题目的语义场中生成多个同类别答案。 相似文献
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抑制是创造性思维过程中的一种重要的认知加工机制。创造性思维与认知抑制的关系主要有三种观点：创造性思维的认知去抑制假说、认知抑制假说和适应性认知抑制假说。本文系统评述了创造性思维与认知抑制关系的相关理论、研究新进展和神经机制。未来研究应加强创造性思维与认知抑制关系的理论整合与构建,分析创造性思维的不同阶段的认知抑制机制,采用无意抑制与有意抑制研究范式,对创造性思维与认知抑制的关系、影响因素及神经机制进行深入研究。 相似文献
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心钠素的发现与创造性思维四川省南充卫生学校（６３７０００）刘巧玲重庆医科大学附属第一医院（６３００４２）李法琦思维是人类特有的一种精神活动,传统的思维方式是带着传统的或固有观念去看待、分析事物,是一种较古老的思维模式。创造性思维与之正好相反,是人在创... 相似文献
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反刍思维与社交焦虑的关系一直存在争议,为探究这些研究结论不一致的原因,本研究采用元分析技术研究反刍思维与社交焦虑的关系.综合国内国外研究42篇,中文文献8篇,英文文献34篇,共53个独立样本,总样本23032人.研究结果显示,反刍思维与社交焦虑呈高度正相关(r=0.42),反刍思维与社交焦虑的关系受到年龄段、反刍思维使... 相似文献
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创造力的核心包括两个方面,一个是创造性思维能力,第二是创造性思维品质。创造性思维的能力并不是天生的,是可以通过后天的训练得到提高的。创造性思维的品质,也不是先天决定的,也是可以通过后天的训练得到提高的。 相似文献
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浅论临床医生的创造性思维 总被引：1，自引：0，他引：1
浅论临床医生的创造性思维北京军区第２６６医院（承德０６７０００）潘义民刘振华高忠显医生的智力开发,无论是对整个医学的发展或医生临床能力的提高,都是一个关键的环节。一名医生只有具备博深的知识、多方位的思维、独特的见解及不同于过去那种单纯依赖经验的思维方... 相似文献
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The major objectives of this study were to determine the characteristics of creativity development of Chinese children, the creative organizational climate of Chinese schools, and the relations among them. The results provided evidence that the creativity scores of children in elementary school were significantly higher than those of children in middle school. The teachers' evaluation of the creative organizational climate of the elementary school was significantly higher than that of the middle school. When the two variables were analyzed together, both the creative organizational climate of schools and the creative thinking development of children decreased during the children's development. Moreover, the creativity and climate scores were highly correlated, and the results from a path analysis suggested that a school's creative organizational climate has a significant impact on all seven dimensions of creativity measured in this study. 相似文献
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《创造性行为杂志》2017,51(4):308-313
This Commentary examines where the creativity research has been and where it is going. They key points include evolving definitions of creativity, interdisciplinarity in the creativity research, divergent thinking as a reliable index of creative potential, improvements in testing, the impact of technology, the inclusion of political, moral, and everyday creativity in the research, the use of semantic networks and conceptual maps, the creative economy, and the need to extricate personal creativity from social recognition. 相似文献
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小学三～五年级儿童创造性思维训练的实验研究 总被引：4，自引：0，他引：4
研究表明学龄儿童已具有一定的创造力 ,因此要重视并激发儿童的创造活动。本研究在前人研究的基础上 ,自编了一套创造性思维训练题 ,并设计了传统讲授教学法和促进、诱导学生自我发现的发现法二种训练方法 ,同时与未经训练的对照组比较 ,考察了小学三～五年级儿童创造性思维的几个维度和总体水平上在训练前后的变化。结果表明 :经过一个学期的短期训练 ,无论在创造性思维的不同维度上还是在总体水平上 ,都对小学儿童产生了显著的影响 ,而所设计的二种训练方法在短期效果上没有明显差异。 相似文献
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大学生创造力特点的研究 总被引：10，自引：0，他引：10
运用问卷法对我国八大行政区10所不同类型学校的1008名大学生进行调查研究。从创造性思维和创造性人格多侧面认识大学生创造力的特点,研究发现:大学生有较强的创造潜能,突出表现为创造性人格富有挑战性;创造性思维核心品质的新颖性表现突出,创造性思维能力的典型表现中投射未来、评估力和通感特点较为明显;专业类别对大学生创造力的发展有显著影响,艺术类大学生的创造力较为突出,社科类大学生的创造力较差;大学生创造性人格和创造性思维的年级差异明显。 相似文献
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Across three experiments, we show that a change in the levels of physical activity increases creative thinking, whereas inactivity or repetitive activity lowers it. Participants walking forward were more creative the first few minutes of initiating physical activity than those sitting, or those merely watching changing scenery, and these effects dissipated when they continued the forward movement over time (within 8 minutes). Furthermore, merely anticipating a change in physical activity, for example, when participants were aware a task is coming to its conclusion, also increased creative thinking. We hypothesize that a change in physical activity cues the need to navigate new situations, and thus, can increase mental flexibility and creative thinking to deal with new circumstances. But once people habituate to their physical state, either of being at rest or being in motion, their level of creative thinking also returns to baseline levels. We confirm that mood, feelings of achievement, and energy are not responsible for the observed effects. 相似文献
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Vassiliki Beloyianni;Dimitrios Zbainos;Maria-Paraskevi Karagianni; 《The British journal of developmental psychology》2024,42(2):215-233
In the previous psychoeducational literature, many theorists have argued that creativity and originality require the ability to make predictions and assumptions regarding other individuals' ideas. Thus, it has been widely hypothesized that social cognition and theory of mind (ToM) might be a fundamental component or even a prerequisite of creativity. Despite their common grounds, the empirical evidence examining the potential link between ToM and creative thinking throughout their development seems to be indirect, limited, and fragmented. In this respect, this scoping review aimed to collect and synthesize the existing knowledge about the relationship between ToM and creativity at different ages to identify significant literature gaps and generate updated research questions that might guide future research. The search process led to the inclusion, analysis, and collation of 6 relevant studies only, indicating that this research topic has been poorly investigated. Results demonstrated that ToM and creativity are strongly correlated even after partialling out significant mediators, such as age and intelligence. Such a strong association should be further investigated and explained. 相似文献
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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. 相似文献
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青海大学生创造性思维及其相关因素研究 总被引：2，自引：0，他引：2
本文采用创造性思维问卷、推理能力测验问卷和Y—G量表对青海省四所高校的548名大学生的创造性思维及其相关因素进行研究。结果显示：(1)青海省大学生发散性思维三个特征的发展水平与青海省的经济发展和教育条件与水平密切关联。(2)创造性思维是逻辑和非逻辑思维有机结合。(3)学科性质不同、上大学起点不同对大学生创造性思维的发展有着重要影响。(4)推理能力与语词创造性的发展密切联系,但与图形创造性无显著性相关。(5)性格特征通过认知方式对创造性思维产生影响。 相似文献
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《创造性行为杂志》2017,51(4):317-322
For more than one hundred years, students of creativity, including seminal efforts published in the Journal of Creative Behavior , have sought to identify the key processes people must execute to produce creative problem solutions. In recent years, we have seen a consensual model of key creative thinking processes being accepted by the field. In the present effort, we review the evidence bearing on the eight core processes proposed in this consensual model. Subsequently, directions for future research on creative thinking processes are discussed. 相似文献
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Jiaqi Wu;Yongqiang Yang;Xiaofei Wu;Ziyi Li;Jing Luo; 《PsyCh Journal》2024,13(2):252-264
Although reducing students' aggressive behaviors and improving their creativity are both important commitments of educators, they are usually treated independently as unrelated tasks. However, cumulative evidence suggests potential links between aggression and creativity, not only from the perspectives of personality traits and psychological development, but also from their shared cognitive mechanisms. This implies that there may be an approach to achieving these two goals through a single intervention. Moreover, this new approach may overcome the limitation of the usually adopted aggression intervention, which is limited in its regulatory effectiveness and might bring about some disadvantageous impacts on creativity that are closely associated with aggression. To test this possibility, the present study implemented a four-session, 2-week creative thinking training (CTT) intervention for students with high aggression scores to examine whether it could simultaneously downregulate aggression and increase creativity. Our results demonstrate that, compared to the control group, the intervention group experienced significant improvements in creativity and a reduction in aggression following the CTT intervention. Furthermore, our findings suggest that this regulatory effect can persist for up to 6 months. The CTT-induced creativity change (increase) could significantly correlate with and predict the CTT-induced aggression decrease, thus suggesting that the CTT could transform aggression into creativity. 相似文献