| 911 | 1 | 115 |
| 下载次数 | 被引频次 | 阅读次数 |
随着国家创新驱动发展战略的持续推进，创造性人才的培养逐渐成为国内研究者关注的焦点。儿童阶段是个体创造力发展的关键期之一，探讨对儿童创造力更为敏感的测量任务和评估指标是研究者们必须面对的问题。本研究以60名5-6岁儿童为对象，在探讨球罐任务之于国内儿童群体适用性的同时，分析和比较关注过程和关注结果两类评估指标以及球罐任务和多用途任务两类测量任务对儿童创造力的敏感性。结果表明，探索行为中的功能性操作和操作链能够显著正向预测儿童在球罐任务上的成功次数；球罐任务中的功能性操作和发散性行为的独特性与多用途任务的流畅性和独特性之间均存在显著正相关；操作链与多用途任务的流畅性之间存在显著正相关。因此，关注过程的评估指标比关注结果的评估指标对儿童的创造力更为敏感。儿童创造力测量方面应更多采用类似球罐任务这样关注过程的测量任务。
Abstract：With the continuous development of innovation-driven strategy in China, the cultivation of creative talents has gradually become the focus of Chinese researchers. Since childhood is one of the critical periods of individual creativity development, it is necessary for researchers to explore more sensitive assessment tasks and indicators of children's creativity. In this study, 60 children aged between 5-6 years were involved in the exploration of the applicability of the Ball-Jar task among Chinese children, while comparing the sensitivity of two types of indicators(i.e. the process-focused indicator and the product-focused indicator) and two kinds of tasks(i.e. the Alternative Use Task and the Ball-Jar task), in assessing children's creativity. The results showed that the functional operation and operation chains could significantly and positively predict the number of successes on the Ball-Jar task. There was both a significant positive correlation between the functional operation and the fluency and uniqueness of the Alternative Use Task, as well as the uniqueness of divergent behavior in the Ball-Jar task and the fluency and uniqueness of the Alternative Use Task. There was also a significant positive correlation between the operation chains and the fluency the Alternative Use Task. Thus, compared to the product-focused indicator, the process-focused indicator was more sensitive in assessing children's creativity. In measuring children's creativity, more attention should be paid to the process-focused task, such as the Ball-Jar task.
[1][5] 姚海娟.创造性思维与认知抑制：机制和影响因素[D].天津：天津师范大学，2014.
[2] Sternberg,R.J.& Lubart,T.I.The Concept of Creativity:Prospects and Paradigms[A].Sternberg,R.J.(Ed.).Handbook of Creativity[C].Cambridge:Cambridge University Press,1999:3-15.
[3] Reiter-Palmon,R.,Forthmann,B.,& Barbot,B.Scoring Divergent Thinking Tests:A Review and Systematic Framework[J].Psychology of Aesthetics,Creativity,and the Arts,2019(2):144-152.
[4] Runco,M.A.& Jaeger,G.J.The Standard Definition of Creativity[J].Creativtiy Researh Journal,2012(1):92-96.
[6][7][54] 叶超群.创造性思维产生过程中认知抑制的神经机制[D].曲阜：曲阜师范大学，2021.
[8] Hongdizi,J.,Cui,Y.X.,Zhou,X.,et al.Influence of Analytic Processing on Divergent and Convergent Thinking Tasks:The Role of Rational and Experiential Thinking Styles[EB/OL].https://doi.org/10.3390/ jintelligence11020023,2023-01-21/2023-06-16.
[9] Zhang,W.T.,Sjoerds,Z.,& Hommel,B.Metacontrol of Human Creativity:The Neurocognitive Mechanisms of Convergent and Divergent Thinking[EB/OL].http://doi.org/10.1016/j.neuroimage,2020.116572,2020-04-15/2023-06-16.
[10] Zmigrod,S.,Colzato,L.S.,& Hommel,B.Stimulating Creativity:Modulation of Convergent and Divergent Thinking by Transcranial Direct Current Stimulation (tDCS)[EB/OL].http://doi.org/10.1080/10400419.2015.1087280,2015-11-13/2023-06-16.
[11] 沈汪兵.联想类顿悟：心—身—脑机制的联合研究[D].南京：南京师范大学，2014.
[12] Shen,W.,Yuan,Y.,Liu,C.,et al.The Development and Validity of a Chinese Version of the Compound Remote Associates Test[J].American Journal of Psychology,2016(3):245-258.
[13] 刘淑芳.自我控制对创造力影响的实验研究[D].苏州：苏州大学，2015.
[14] Yang,W.J.,Green,A.E.,Chen,Q.L.,et al.Creative Problem Solving in Knowledge-rich Contexts[EB/OL].http://doi.org/10.1016/j.tics.2022.06.012,2022-07-19/2023-06-16.
[15] 白红红.儿童创造力培养项目开发及实验研究[D].西安：陕西师范大学，2015.
[16] 邓玉静.儿童创造力的测评与促进[D].天津：天津师范大学，2015.
[17] 葛操，白学军.训练方法对不同创造力水平儿童创造力发展的影响[J].心理与行为研究，2007(1):13-17.
[18] 苏淑英，等.教师和家长对幼儿创造力的评价与儿童创造力表现的关系研究[A].第十九届全国心理学学术会议摘要集[C].陕西：陕西师范大学出版社，2016.
[19] 王帅帅.不同奖励方式对儿童创造力的影响[D].长春：东北师范大学，2013.
[20][21] 叶平枝，马倩茹.2-6岁儿童创造性思维发展的特点及规律[J].学前教育研究，2012(8):36-41.
[22][27][28][53] 崔梦舒，张向葵.幼儿创造力的发展特点及培养策略——基于心理学的实验研究[J].教育导刊，2016(6):25-28.
[23] Vaisarova,J.& Carlson,S.M.When a Spoon Is Not a Spoon:Examining the Role of Executive Function in Young Children's Divergent Thinking[EB/OL].https://doi.org/10.1016/ j.tine.2021.100161,2021-09-15/2023-06-16.
[24] Wang,J.,Sakata,C.,& Moriguchi,Y.The Neurobehavioral Relationship between Executive Function and Creativity during Early Childhood[EB/OL].https://doi:10.1002/dev.22191,2021-09-14/2023-06-16.
[25][29][31][36][37][38][40][41][42][43][51] Evans,N.S.,Todaro,R.D.,Schlesinger,M.A.,et al.Examining the Impact of Children's Exploration Behaviors on Creativity[EB/OL].http://doi.org/10.1016/j.jecp.2021.105091,2021-03-04/2023-06-16.
[26][30][32][35][44] Simone,B.V.D.B.& Hoicka,E.Individual Differences and Age-related Changes in Divergent Thinking in Toddlers and Preschoolers[J].Developmental Psychology,2014(6):1629-1639.
[33][34][45] Gopnik,A.& Wellman,H.M.Reconstructing Constructivism:Causal Models,Bayesian Learning Mechanisms,and the Theory[J].Psychological Bulletin,2012(6):1085-1108.
[39] Kaufman,J.C.& Beghtto,R.A.Beyond Big and Little:The Four C Model of Creativity[J].Review of General Psychology,2009(1):1-12.
[46][55] Benedek,M.,K?nen,T.,& Neubauer,A.C.Associative Abilities Underlying Creativity[J].Psychology of Aesthetics Creativity & the Arts,2012(3):273-281.
[47][56] Beaty,R.E.,Benedek,M.,Silvia,P.J,et al.Creative Cognition and Brain Network Dynamics[J].Trends in Cognitive Sciences,2016(2):87-95.
[48][57] Kleinkorres,R.,Forthmann,B.,& Holling,H.An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking[EB/OL].https://doi.org/ 10.3390/jintelligence9010003,2021-01-07/2023-06-16.
[49][58] Nusbaum,E.C.,Silvia,P.J.,& Beaty,R.E.Ready,Set,Create:What Instructing People to “Be Creative” Reveals about the Meaning and Mechanisms of Divergent thinking[J].Psychology of Aesthetics Creativity & the Arts,2014(4):423-432.
[50][59] 潘旋.转换能力在创造性思维中的作用：流体智力的中介效应[D].南京：南京师范大学，2014.
[52] An,D.,Song,Y.,& Carr,M.A Comparison of Two Models of Creativity:Divergent Thinking and Creative Expert Performance[J].Personality and Individual Differences,2016(3):78-84.
基本信息:
DOI：
中图分类号:G610
引用信息:
[1]韩迎春,熊焰,朱诺蕾.儿童创造力评估，关注过程还是结果?——基于球罐任务的实证研究[J].全球教育展望,2024,53(01):62-73.
基金信息:
广东省2021年度教育科学规划课题(高等教育专项)“大学生创造性表现的提升机制研究：认知抑制的视角”(项目编号：2021GXJK253)的研究成果