Creativity from Start to Finish: A “Straight-A” Model of Creative Process and Its Relation to Intelligence

This article describes a “straight-A” model of the creative process. It characterizes the creative process in five overlapping phases, with the variables most affecting those phases characterized as: (1) activators, (2) abilities, (3) amplifiers, (4) appeal to audience, and (5) assessment by audience. The creative process does not complete itself often, in part because all five phases rarely work in the right direction. For example, at Phase 1, there are deactivators as well as activators and at Phase 3, there are attenuators of creativity as well as amplifiers. I further discuss in the article the implications of the model for the relation between creativity and intelligence. In particular, whereas aspects of intelligence (according to the triarchic theory of successful intelligence) involve some degree overlap among creative, analytical, and practical skills, true creativity involves a true conjunction of these skills and is therefore much rarer.     

Preference or ability: Exploring the relations between risk preference,personality, and cognitive abilities

Key issues in the behavioral sciences are if there exist stable risk preferences that generalize across domains and if these are best measured by revealed risk preference (RRP) in behavioral decision tasks or by surveys eliciting stated risk preference (SRP). We applied network analysis to data from a representative Swedish sample to investigate the relations between RRP, SRP, personality characteristics, and cognitive abilities, using in total over 70 measurements. The results showed that different measures of RRP were poorly intercorrelated and formed a community together with measures of numerical and cognitive abilities. Measures of SRP were weakly correlated with measures of RRP and identified in a distinctly separate community, along with personality characteristics and gender. The ensuing analyses provided support for a model suggesting that RRPs are contaminated by demands on numerical and cognitive abilities. RRPs may thus suffer from poor construct validity, whereas SRPs may better capture people's everyday risk preferences because they are related to more stable traits.     

On an Unidentified Fixed-Effects Three-Parameter Logistic Model

For the fixed-effects three-parameter logistic model in item response theory, the necessary and sufficient condition of the model identification is presented synthesizing known results. An optimal transformation of parameters for model identification in Maris's unidentified case to remove or reduce the skewness of abilities is shown. In many cases, the vanishing skewnesses are obtained in the possible range of transformation for parameters with some improvements in the test response and information functions.     

语言能力的老化机制：语言特异性与非特异性因素的共同作用

语言能力的衰退是由于一般认知能力衰退引起的, 还是由于语言加工系统的衰退引起的, 抑或是两者的共同作用?研究中测量了青年组和老年组的一般认知能力(加工速度、工作记忆和抑制能力), 以及在词汇、句子和语篇三个水平上的语言理解能力和语言产生能力。结果发现, 一般认知能力、语言理解和语言产生能力都存在年老化现象。分层回归分析表明, 一般认知能力对语言能力的贡献, 以及语言理解能力和产生能力之间的相互贡献在青年组和老年组中是不同的, 且存在词汇、句子和语篇水平上的差异。在词汇水平上, 青年人的成绩能够被一般认知能力和另一种语言能力所显著预测, 而老年人的成绩却不受一般认知因素影响; 在句子水平上, 青年人的成绩仍能被一般认知能力或另一种语言能力所解释, 但这两类变量都无法预测老年人的任务成绩; 在语篇水平上, 青年人理解任务的成绩显著地受到产生能力影响, 而老年人的理解和产生任务成绩则分别可以被一般认知能力和语言理解能力所解释。对组间差异的回归分析表明, 一般认知能力和另一种语言能力对组间差异都有显著贡献, 且前者的贡献大于后者。上述研究结果表明, 语言能力的老化是语言特异性因素和非特异性因素共同作用的结果。     

写作心理学理论研究概况

当今写作心理研究的重点已从写作作品的研究转向写作过程的研究,主要有三种观点表达观点,社会观点和认知观点.Hayes和Flower建构的写作模型(1980,1996)是最有影响的写作模型,为写作心理的研究提供了理论框架.写作心理研究随着研究方法的提高,将会取得更大的进步.     

图式教学对阅读理解能力、推理能力与自我效能感的影响

本研究采用自然实验法对吉林省松原市逸夫实验小学160名四、五年级的学生进行了对比实验研究,探讨图式教学对阅读理解能力、推理能力和自我效能感的影响。结果表明:(1)四、五年级实验班学生的阅读理解能力普遍提高,五年级明显。(2)仅五年级实验班学生的推理能力有了显著提高,相对而言,图式教学对五年级学生推理能力的影响要优于四年级。(3)四、五年级实验班学生的自我效能感均明显增强。这说明图式教学比常规教学更能有效地提高学生的阅读理解能力和自我效能感。     

语言书写机制的研究进展：来自失写症的证据

近年来人们采用认知神经心理学方法,通过研究失语症病人的选择性语言功能损伤取得了许多理论成果。该文主要介绍了当前比较认可的书写模型,简要阐述了书写过程中所涉及的认知成分,以及从刺激呈现到拼写出单词的简单动态过程,并回顾了模型建立的实验证据和逻辑思想     

Improving argumentative writing skills: Effect of two types of aids

Young children have difficulties writing argumentative texts which contain well-linked arguments and counterarguments even though they are capable of arguing by oral. Two main explanations have been provided to account for those difficulties: a) The writer has to manage alone two different points of view, whereas each of the two (or more) speakers can take charge of one of the points of view. b) The inability of young children to attribute an argumentative valence to statements.In order to improve the ability of 8-year-old writers (skilled or less skilled) to manage the dialogical dimension of the argumentative text, two types of aids were tested. 1) A collaborative writing in which the children worked in twos to recompose an experimental argumentation. 2) A classification task was presented before the text recomposition task. The results show that 8-year-old children are capable of processing the argumentative valence of statements. However, only skilled writers take advantage of the two types of aids to compose a text comparable to the standard argumentative schema.     

Behavioral self-management in story writing with elementary school children

The effect of self-management procedures on objective writing responses and on the subjectively assessed quality of children's writing was investigated. All experimental procedures were applied to each of the 37 children in a regular Grade 3 class, and 14 of these children were randomly selected for data collection. Following baseline conditions, self-assessment plus self-recording of writing responses was introduced. This did not increase the number of sentences, number of different action words, or number of different describing words, or improve the quality of the stories. Self-determined and self-administered reinforcement was added to the self-assessment and self-recording procedures contingent on each of the writing responses in turn. Rates of responding were substantially increased and the stories received higher subjective ratings of quality from two independent judges. An increase in on-task behavior was correlated with self-reinforcement of writing responses.