小学生创造性人格教师评定问卷的编制及信效度检验

为探索小学生创造性人格结构,本研究编制了小学生创造性人格教师评定问卷。按照问卷编制标准化流程对全国14个城市、5141名小学生进行大样本测查,经过项目分析、探索性因素分析、验证性因素分析对初始问卷进行验证,最终编制的正式版问卷包含七个维度：独立性、合作性、自信心、成就感、敏感性、新异性、好奇心。小学生创造性人格教师评定问卷具有良好的信效度,可以作为我国小学生创造性人格的有效测评工具。     

The effects of phencyclidine and chlordiazepoxide on target biting of confined male mice

Target-biting of confined mice increases following delivery of tail shock and decreases during a tone that precedes the shock. Both phencyclidine and chlordiazepoxide reduced biting (dose dependently) following shock and had no effect on biting during the tone. These observations are discussed in reference to previous reports, which infer that the effects of phencyclidine and chlordiazepoxide on aggression might depend upon the baseline rate of the behavior.     

思维风格与创造性倾向关系的研究

本研究运用斯腾伯格编制的思维风格问卷与威廉斯编制王木荣等修订的创造性倾向问卷对大学生进行测量 ,比较了不同思维风格创造性倾向的高低 ,以及思维风格对创造性倾向的预测。发现可以从思维风格这种认知方式的角度对创造力作定性、定量的阐述 ,高创造性倾向者在某些风格上显著高于低创造性倾向者。本研究还探讨了大学生思维风格的特点 ,比较了不同专业及性别在思维风格上的差异 ,为了解我国大学生思维风格特点提供了一些资料。     

系统教育在创造性人才塑造中的作用的质性研究

本研究以中国本土现阶段人文社会和艺术领域已经被公认取得了创造性成就的高创造群体作为研究对象,探讨教育和人才成长的关系.方法:采用质性研究的方法,通过深度访谈获得访谈资料,再对其主题分析,进行规范的开放编码、主轴编码、选择编码、历程编码.结果:发现人文社会科学与艺术创造者成长关键影响事件按重要程度从大到小依次为:系统的教育,时代特征,自身,环境和机遇,家庭.人文社会科学与艺术创造关键影响源按重要程度从大到小依次为:老师,家庭成员,密切交往对象,虚体人物,政治人物,思想引领者.结论:系统教育在个体成长过程中占据了主导地位,尤其是教师对个体创造性成就取得产生了及其重要的影响.     

The double-edged pen: Omnipotent fantasies in the creativity and addictions of Stephen King

The legendary debate over whether a connection between creativity and addictions exists is one that is shrouded in mystery and intrigue, but also one that continuously returns to the circuitous metaphor of the chicken and the egg. In an effort to better understand nuances in the relationship between creativity and addictions, this paper examines the life of Stephen King, and the omnipotent fantasies from which both his creative processes and addictive behaviours emerged. Since the early twentieth century, psychodynamic thinkers have highlighted omnipotent fantasies as a psychological force driving creative processes as efforts towards personal transformation. Similarly, numerous psychodynamic theories have highlighted omnipotent fantasies as playing a cardinal role in the psychological processes that propel substance abuse. And yet, the construct of omnipotence has yet to be examined as a theoretical bridge to bind such theories of creativity and substance abuse together. While fostering personal meaning and self-transformation when manifested in his creative writing processes, omnipotent fantasies have also lead Stephen King down a precarious path of addictive behaviours. Through a narrative analysis of the life of Stephen King, who has written in great depth about both his creativity and substance abuse, I will illustrate how omnipotent fantasies often shape and foster both healthy, creative processes towards growth and maladaptive, addictive impulses towards self-destruction.     

Facing Ourselves

At the time of this writing, a widely publicized, waived-consent trial is underway. Sponsored by Northfield Laboratories, Inc. (Evanston, IL) the trial is intended to evaluate the emergency use of PolyHeme^®, an oxygen-carrying resuscitative fluid that might prevent deaths from uncontrolled bleeding. The protocol allows patients in hemorrhagic shock to be randomized between PolyHeme^® and saline in the field and, still without consent, randomized between PolyHeme^® and blood after arrival at an emergency department. The Federal regulations that govern the waiver of consent restrict its applicability to circumstances where proven, satisfactory treatments are unavailable. Blood—the standard treatment for hemorrhagic shock—is not available in ambulances but is available in hospitals. The authors argue that the in-hospital stage of the study fails to meet ethical and regulatory standards.     

How to get radical creative ideas into a leader’s mind? Leader’s achievement goals and subordinates’ voice of creative ideas

In the present research we investigated when and why leaders tend to oppose or adopt radical creative ideas voiced by their subordinates. In a field study (Study 1, N = 127) we showed that leaders’ performance goals were positively related to their tendency to oppose radical creative ideas, whereas leaders’ mastery goals were positively related to their tendency to adopt them. We replicated these findings in an experimental study (Study 2, N = 90), in which we showed that performance goal leaders were more likely to oppose radical creative ideas voiced by their subordinates than mastery goal leaders, whereas mastery goal leaders were more likely to adopt those ideas than performance goal leaders. In Study 2, we further showed that the effects of leaders’ achievement goals on their oppose and adopt responses were mediated by the leaders’ interest in exploration. Finally, in Study 3 (N = 91), we experimentally demonstrated that oppose and adopt responses of performance goal leaders, rather than mastery goal leaders, were sensitive to the behavioural mode by which subordinates voiced their radical creative ideas. That is, performance goal leaders were less likely to oppose and more likely to adopt radical creative ideas when subordinates voiced them in a considerate mode rather than an aggressive mode.     

L’auto efficacité créative,la flexibilité cognitive et le soutien à l’innovation comme antécédents du comportement innovant

The necessity to innovate is a concern for many practitioners and researchers. This research aims to demonstrate the role of cognitive flexibility and of the climate of support for innovation in developing innovative behavior at work. The mediating role of creative self-efficacy is tested. The results confirm that cognitive flexibility and the climate for work group innovation are antecedents of the innovative behavior.     

Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention

This feasibility study investigated teachers’ assessment of Move-Into-Learning (MIL), an eight-week school-based Mindfulness-based intervention (MBI), designed to reduce stress and improve behavior in at-risk elementary students. MIL was implemented with two classrooms of third-grade students (n?=?41) in a low income, urban neighborhood using a pretest to posttest single group design. One of the two classrooms (n?=?20) completed a two-month follow-up measure examining sustainability of results. The program included mindfulness meditation, yoga movement with breathing exercises, and Appreciative Inquiry (AI) exercises that invited students to express themselves in the written and visual arts. MIL was evaluated via semi-structured teacher interviews and the Connors’ Behavior Rating Scale. Pre/post intervention showed significant improvement in behaviors, such as hyperactivity (t[1,39?=?3.1; p?=?0.002), and highly significant differences in the attention-deficit/hyperactivity disorder index (t[1,39]?=?5.42; p?<?0.001) and cognitive/inattentiveness (t[1,39]?=?5.56; p?<?0.001) subscales. Teacher interview data supported these findings suggesting MIL as a feasible and acceptable MBI that can be implemented in a third-grade classroom.     

Is There a Developmental Slump in Creativity in China? The Relationship Between Organizational Climate and Creativity Development in Chinese Adolescents

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.