【摘要】：創(chuàng)新思維是指生成兼具新穎性和適用性思維產(chǎn)品的過程(Sternberg,1999; Mumford,2003),它以個體的已有知識為基礎(chǔ)Weisberg,1999)。諸多研究結(jié)果表明,個體己有知識的激活程度對創(chuàng)新觀念的生成具有重要影響(Rietzschel, NijstadStroebe,2007),但是對于已有知識的寬度及深層加工程度如何作用于創(chuàng)造性過程以及是否影響生成產(chǎn)品的創(chuàng)造性,目前尚缺乏充分和完整的實證研究。本研究旨在通過兩個實驗初步探討知識多元性和激活深度對創(chuàng)造性思維的影響。 本研究主要分為兩個部分：在研究1中,被試為136名預(yù)備班學(xué)生,隨機分為六個組,采用被試間實驗設(shè)計,通過比較刺激性質(zhì)(文字、圖片、文字和圖片)和刺激關(guān)系(刺激相關(guān)和不相關(guān))對于生成故事創(chuàng)造性的影響,來探討知識多元性對創(chuàng)新思維過程的作用。在研究2中,被試為68名八年級學(xué)生,隨機分為三個組,通過采用不同的指導(dǎo)語引導(dǎo)學(xué)生繪制概念圖來激活個體己有的知識,隨后進行故事創(chuàng)作,來探究知識加工深度對創(chuàng)造性思維的影響。 結(jié)果顯示： (1)知識多元性能夠提高產(chǎn)品的創(chuàng)造性,即多領(lǐng)域知識并行啟動能夠促進創(chuàng)新。不同領(lǐng)域概念之間的關(guān)系越遠,所生成的產(chǎn)品或結(jié)果更具創(chuàng)造性。 (2)刺激性質(zhì)對于創(chuàng)新沒有顯著性影響。在不同的呈現(xiàn)方式下(文字、圖片、文字和圖片),不同小組生成故事的創(chuàng)造性沒有顯著差異。 (3)概念圖的結(jié)構(gòu)反映了個體的知識網(wǎng)絡(luò)和激活程度。不同組在概念圖的各個維度存在顯著差異,其中概念圖的層級越多,個體在單領(lǐng)域內(nèi)的激活越深。 (4)知識基礎(chǔ)和激活程度影響創(chuàng)新。缺乏相關(guān)的知識基礎(chǔ),容易導(dǎo)致思維固著。因此,在單領(lǐng)域內(nèi)個體的激活越深,所作故事的創(chuàng)造性越低。 本研究在一定程度上證明了多領(lǐng)域知識能夠促進創(chuàng)造性觀念的生成,增強觀念生成寬度有利于創(chuàng)新。但是,增強觀念生成的深度有可能導(dǎo)致固著,降低創(chuàng)新。
[Abstract]:Innovative thinking refers to the process of producing thinking products with both novelty and applicability (Sternberg,1999; Mumford,2003), which is based on the existing knowledge of individuals (Weisberg,1999). Many studies have shown that the degree of activation of individual knowledge has an important impact on the formation of innovation ideas (Rietzschel, NijstadStroebe,2007). However, there is still a lack of sufficient and complete empirical research on how the width of existing knowledge and the degree of deep processing affect the creative process and whether it affects the creativity of product generation. The purpose of this study is to explore the effects of knowledge diversity and activation depth on creative thinking through two experiments. This study is divided into two parts: in study 1, 136 preparatory class students were randomly divided into six groups. The effects of text and pictures and stimuli (stimuli related and irrelevant) on the creation of stories to explore the role of knowledge diversity in the process of creative thinking. In study 2, 68 eighth graders were randomly divided into three groups. They used different guides to guide students to draw conceptual maps to activate their own knowledge, and then to create stories. To explore the depth of knowledge processing on the impact of creative thinking. The results show that: (1) knowledge diversity can improve product creativity, that is, multi-domain knowledge parallel priming can promote innovation. The farther the relationship between concepts in different domains, the more creative the product or result is. (2) the nature of stimulation has no significant effect on innovation. In different presentation ways (text, picture, text and picture), the creativity of different groups to generate stories is not significantly different. (3) the structure of concept map reflects the knowledge network and activation degree of individual. There are significant differences between different groups in each dimension of the concept map, where the more levels of the concept map, the deeper the individual activation in a single domain. (4) knowledge base and activation degree influence innovation. Lack of relevant knowledge base, easy to lead to fixed thinking. As a result, the deeper the individual activation in a single field, the less creative the story. To a certain extent, this study proves that multi-domain knowledge can promote the formation of creative ideas, and that increasing the width of concept generation is conducive to innovation. However, enhancing the depth of the formation of ideas may lead to fixation and reduce innovation.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842

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