本文選題：獎勵方式　切入點：幼兒創(chuàng)造力　出處：《東北師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：獎勵作為一種外部刺激，在關(guān)于它對創(chuàng)造力影響的研究歷史中，存在兩種相對立的觀點：即行為主義認(rèn)為獎勵會增進(jìn)個體創(chuàng)造力行為的出現(xiàn)及提升，而認(rèn)知主義學(xué)派則指出增加外部控制（獎勵）將破壞個體的創(chuàng)造性。雖然兩學(xué)派都得到了大量的實證證明，但也因一些研究不足，其結(jié)論受到了一定的質(zhì)疑。 因此，本研究在基于這些不足的基礎(chǔ)上，以幼兒為被試通過2×2的實驗設(shè)計來探討哪種信息指導(dǎo)基準(zhǔn)下，獎勵的效用最大；并在此基準(zhǔn)水平下來探討不同的獎勵方式對幼兒創(chuàng)造力的影響。 具體結(jié)果如下： （1）獎勵組的幼兒創(chuàng)造力成績顯著高于非獎勵組的幼兒創(chuàng)造力成績。 （2）信息提示組的創(chuàng)造力成績也顯著高于非提示組的成績。 （3）有信息提示有獎勵組別的創(chuàng)造力成績最高。 （4）獎勵進(jìn)程（任務(wù)中、任務(wù)后）與獎勵類別（物質(zhì)型、口頭類表揚獎勵）對幼兒創(chuàng)造力的影響是相互獨立的，不存在交互作用。 （5）在獎勵進(jìn)程一定的情況下，物質(zhì)類獎勵組幼兒創(chuàng)造力的成績要顯著高于口頭類表揚精神組的成績。 （6）在獎勵類型一定的情況下，在任務(wù)中給予幼兒獎勵能對他們的創(chuàng)造力成績起到更好地提升作用。 （7）在同一信息提示的條件下，不同獎勵方式對幼兒創(chuàng)造力的影響在年級及性別因素上不存在顯著性的差異。
[Abstract]:Reward as an external stimulus, in the history of research on its impact on creativity, there are two opposing views: behaviorism believes that reward can promote the emergence and enhancement of individual creative behavior. The cognitive school points out that increasing external control (reward) will destroy the creativity of individuals. Although both schools have obtained a lot of empirical evidence, their conclusions have been questioned because of some lack of research. Therefore, on the basis of these deficiencies, this study takes young children as subjects to explore which information guidance benchmark is the most effective under the experimental design of 2 脳 2; And at this benchmark level to explore the impact of different incentives on the creativity of young children. The results are as follows:. 1) the score of creativity in the reward group was significantly higher than that in the non-reward group. (2) the creativity score of the information prompting group was significantly higher than that of the non-prompting group. The creativity score of the reward group was the highest. (4) the effect of reward process (task, post task) and reward category (material type, oral type praise reward) on the creativity of young children is independent and there is no interaction. 5) in the case of certain reward process, the score of creativity of children in the material reward group was significantly higher than that in the oral praise spirit group. 6) in the case of a certain reward type, giving reward to young children in the task can improve their creativity better. (7) under the condition of the same information, there was no significant difference in grade and sex factors between different reward ways on the creativity of young children.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G612

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

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本文編號：1611231