中华行为医学与脑科学杂志
中華行為醫學與腦科學雜誌
중화행위의학여뇌과학잡지
CHINESE JOURNAL OF BEHAVIORAL MEDICINE AND BRAIN SCIENCE
2015年
2期
166-168
,共3页
发散思维%创造力%结果任务%举例任务%非常规用途任务
髮散思維%創造力%結果任務%舉例任務%非常規用途任務
발산사유%창조력%결과임무%거례임무%비상규용도임무
Divergent thinking%Creativity%Consequence task%Instance task%Unusual use task
目的 通过发散思维任务和创造力倾向测试,探讨大学生创造力的特点和心理机制.方法 采用简单随机抽样方法,选取150名在校大学生进行三种发散思维任务(非常规任务、举例任务、结果任务)和威廉斯创造力倾向测验.结果 同种发散思维任务流畅性、灵活性和独创性的得分呈正相关(P＜0.01),不同发散思维任务在流畅性和灵活性上呈正相关(流畅性:r=0.22,P＜0.01;r=0.47,P＜0.01;r=0.26,P＜0.01;灵活性:r=0.26,P＜0.01;r=0.28,P＜0.01;r=0.18,P＜0.05),但在独创性上相关不显著;不同任务的流畅性或灵活性得分多与想象力和冒险性相关(P＜ 0.05),但独创性却分别与不同创造力倾向相关(举例任务的独创性与想象力:r=0.18,P＜0.05;结果任务的独创性与冒险性:r=0.26,P＜0.01;非常规用途任务的独创性与挑战性:r=0.17,P＜0.05).结论 流畅性和灵活性反映了发散思维的一般特点,与创造力人格中的想象力和冒险性相关;独创性则反映了发散思维的特殊性质,与创造力人格四个子维度的关系依据任务的不同而不同.
目的 通過髮散思維任務和創造力傾嚮測試,探討大學生創造力的特點和心理機製.方法 採用簡單隨機抽樣方法,選取150名在校大學生進行三種髮散思維任務(非常規任務、舉例任務、結果任務)和威廉斯創造力傾嚮測驗.結果 同種髮散思維任務流暢性、靈活性和獨創性的得分呈正相關(P＜0.01),不同髮散思維任務在流暢性和靈活性上呈正相關(流暢性:r=0.22,P＜0.01;r=0.47,P＜0.01;r=0.26,P＜0.01;靈活性:r=0.26,P＜0.01;r=0.28,P＜0.01;r=0.18,P＜0.05),但在獨創性上相關不顯著;不同任務的流暢性或靈活性得分多與想象力和冒險性相關(P＜ 0.05),但獨創性卻分彆與不同創造力傾嚮相關(舉例任務的獨創性與想象力:r=0.18,P＜0.05;結果任務的獨創性與冒險性:r=0.26,P＜0.01;非常規用途任務的獨創性與挑戰性:r=0.17,P＜0.05).結論 流暢性和靈活性反映瞭髮散思維的一般特點,與創造力人格中的想象力和冒險性相關;獨創性則反映瞭髮散思維的特殊性質,與創造力人格四箇子維度的關繫依據任務的不同而不同.
목적 통과발산사유임무화창조력경향측시,탐토대학생창조력적특점화심리궤제.방법 채용간단수궤추양방법,선취150명재교대학생진행삼충발산사유임무(비상규임무、거례임무、결과임무)화위렴사창조력경향측험.결과 동충발산사유임무류창성、령활성화독창성적득분정정상관(P＜0.01),불동발산사유임무재류창성화령활성상정정상관(류창성:r=0.22,P＜0.01;r=0.47,P＜0.01;r=0.26,P＜0.01;령활성:r=0.26,P＜0.01;r=0.28,P＜0.01;r=0.18,P＜0.05),단재독창성상상관불현저;불동임무적류창성혹령활성득분다여상상력화모험성상관(P＜ 0.05),단독창성각분별여불동창조력경향상관(거례임무적독창성여상상력:r=0.18,P＜0.05;결과임무적독창성여모험성:r=0.26,P＜0.01;비상규용도임무적독창성여도전성:r=0.17,P＜0.05).결론 류창성화령활성반영료발산사유적일반특점,여창조력인격중적상상력화모험성상관;독창성칙반영료발산사유적특수성질,여창조력인격사개자유도적관계의거임무적불동이불동.
Objective To investigate characteristics and psychological mechanisms of creativity of college students by using divergent thinking tasks and creativity potential test.Methods Totally 150 college students were selected and assessed with three types of open-ended divergent thinking tasks (unusual uses task,instances task,consequences task) and the Williams Scale of the Creativity Assessment Packet (CAP) in this study.The divergent productions were scored by two independent raters on fluency,originality,flexibility dimension,and the CAP results were analyzed on risk-taking,curiosity,imagination and complexity.Results (1) The results showed that scores on fluency,flexibility,and originality correlated with each other on each of the three different divergent thinking tasks (P＜0.01).(2) Scores on fluency and flexibility among the three different divergent thinking tasks significantly correlated with each other (fluency:r=0.22,P＜0.01; r=0.47,P＜0.01 ; r=0.26,P＜0.01 ;flexibility:r=0.26,P＜0.01 ; r=0.28,P＜0.01 ; r=0.18,P＜0.05),while the correction coefficients of scores on originality among the three tasks were not significant.(3) Most scores of fluency or flexibility of different tasks were significandy correlated with risk-taking and imagination (P＜0.05),while originality was correlated with different creativity potentials on each task (originality of instances task and imagination:r=0.18,P＜0.05 ; originality of consequences task and risk-taking:r=0.26,P＜0.01 ; originality of unusual uses task and complexity:r=0.17,P＜0.05).Conclusion The results suggest that fluency and flexibility are the general characteristics of divergent thinking,which are associated with imagination and adventure,while originality is specific nature of divergent thinking,which is associated with various creative potentials according to the tasks.
