小学五年级儿童创造性想象的实验研究
|
摘要
儿童的创造性活动主要表现为创造性想象活动。对儿童创造性想象的研究很早
就开始了，人们运用各种方法探讨了儿童创造性想象的特点。但是，对儿童创造性
想象的认知过程的实验研究至今还几乎是一个空白。Finke（1990）以成人为被试进
行了一系列创造性想象的实验研究，发现在想象的材料一定的情况下，限制想象的
范围或限制解释想象结果的范围能促进创造性发现的产生。Finke等（1992）提出
了创造性认知的“生成——探索”模型（Geneplore Model），用以描述创造性想象
的认知过程。
本研究借鉴Finke等人的研究方法，并根据儿童的特点加以适当的修改，以探
讨儿童创造性想象的认知过程。研究假设，儿童的创造性想象活动包括两个阶段，
即生成阶段和探索阶段，儿童首先根据一定的材料想象出某种形式，然后探索这一
形式的各种可能的解释；限定儿童想象的范围、不限定儿童解释所想象的物体的范
围以及不限定儿童想象的范围、限定儿童在某一范围内解释所想象的物体有利于促
进儿童的创造性；儿童的创造性想象活动存在性别差异。本研究不但可以丰富创造
性的有关理论，而且为儿童创造性能力的培养提供理论依据和实践指导。
本研究以北碚中山路小学5年级87名小学生为被试，分为不受限制组（不限
制想象范围和对想象结果的解释范围）、限制想象范围组（限制想象范围，不限制
对想象结果的解释范围）、限制解释范围组（不限制想象范围，限制对想象结果的
解释的范围）。不限制组被试30名，其中女生19名，男生11名；限制想象范围组
被试31名，其中女生16名，男生15名；限制解释范围组被试26名，其中女生13
名，男生13名。被试年龄在10岁到12岁之间，平均年龄10.9岁。在本研究条件
下获得以下结果：
（1）限制想象范围组和限制解释范围组被试的创造性想象成绩都高于不受限
制组，限制解释范围组的被试的创造性想象成绩极其显著地高于不受限制组的被试
的创造性想象成绩（p＜.01）。
（2）如果用于限制想象和解释的范围是被试不怎么熟悉的，更有利于促进被
试创造性的发现。
（3）男生的创造性想象成绩显著高于女生（p＜.01），原因可能是男女生的知
识经验存在差异，男生在某些想象范围或解释范围上较女生具有优势造成的。
Children's creative acts are usually behaved as creative
i~nagery. Studies on children's
creative imagery started a very long time ago. Researchers have
discussed the characteristics
of children's creative imagery in kinds of methods. But there is
almost a blank on the study of
the cognitive processes of children's creative imagery. Finke
(1990) has studied the creative
imagery of adults. He found that people's creativity would be
promoted when the categories
people imaged or interpreted were constraint if the imagery
materials were limited. Finke e t
(1992) have used Geneplore Model of creative cognition to
interpret these results.
In this research, we planned to investigate the cognitive
processes of children's creative
imagery using methods modified from Finke's methods. We predicted
that children's creative
imagery was consist of generative phrase and interpretive phrase.
When they began to
imagine, children first generated one form using certain
materials, then explored its possible
interpretations; if the categories children imaged or interpreted
were limited, children's
creative inventions would increase, and there would be sexual
difference in children's creative
imagery.
Eighty-seven 5-grade pupils in Beibei zhongshan Street Primary
School were
participated in this experiment. The subjects were divided into
three groups. The I St group
was unconstrained group, the categories of subjects imaged and
interpreted were
unconstrained, and there were 11 boys and 19 girls in this group.
The 2nd grOup was
imagery-constrained group, the categories subjects imaged were
constrained but the
categories subjects interpreted were unconstrained, and there
were 15 boys and 16 girls in this
group. The 3rd group was interpretation-constrained group, the
categories subjects imaged
were unconstrained but the categories subjects interpreted were
constrained, and there were
13 boys and 13 girls in this group. The subjects' mean age was
10.9. We got the following
findings in this experimental condition:
(1) The total creative scores of the imagery-constrained group and
the
interpretation-constrained group were higher than the
unconstraint group, furthermore the
total creative scores of the interpretation-constraint group was
significantly higher than the
unconstraint group (p< .01).
(2) If the categories that subjects imaged or interpreted are not
very familiar to subjects,
they would promote children's creative founding.
(3) The total creative scores of boys were significantly higher
than girls (p< .01), but it
maybe caused by the categories that subjects imagined or
interpreted.
就开始了，人们运用各种方法探讨了儿童创造性想象的特点。但是，对儿童创造性
想象的认知过程的实验研究至今还几乎是一个空白。Finke（1990）以成人为被试进
行了一系列创造性想象的实验研究，发现在想象的材料一定的情况下，限制想象的
范围或限制解释想象结果的范围能促进创造性发现的产生。Finke等（1992）提出
了创造性认知的“生成——探索”模型（Geneplore Model），用以描述创造性想象
的认知过程。
本研究借鉴Finke等人的研究方法，并根据儿童的特点加以适当的修改，以探
讨儿童创造性想象的认知过程。研究假设，儿童的创造性想象活动包括两个阶段，
即生成阶段和探索阶段，儿童首先根据一定的材料想象出某种形式，然后探索这一
形式的各种可能的解释；限定儿童想象的范围、不限定儿童解释所想象的物体的范
围以及不限定儿童想象的范围、限定儿童在某一范围内解释所想象的物体有利于促
进儿童的创造性；儿童的创造性想象活动存在性别差异。本研究不但可以丰富创造
性的有关理论，而且为儿童创造性能力的培养提供理论依据和实践指导。
本研究以北碚中山路小学5年级87名小学生为被试，分为不受限制组（不限
制想象范围和对想象结果的解释范围）、限制想象范围组（限制想象范围，不限制
对想象结果的解释范围）、限制解释范围组（不限制想象范围，限制对想象结果的
解释的范围）。不限制组被试30名，其中女生19名，男生11名；限制想象范围组
被试31名，其中女生16名，男生15名；限制解释范围组被试26名，其中女生13
名，男生13名。被试年龄在10岁到12岁之间，平均年龄10.9岁。在本研究条件
下获得以下结果：
（1）限制想象范围组和限制解释范围组被试的创造性想象成绩都高于不受限
制组，限制解释范围组的被试的创造性想象成绩极其显著地高于不受限制组的被试
的创造性想象成绩（p＜.01）。
（2）如果用于限制想象和解释的范围是被试不怎么熟悉的，更有利于促进被
试创造性的发现。
（3）男生的创造性想象成绩显著高于女生（p＜.01），原因可能是男女生的知
识经验存在差异，男生在某些想象范围或解释范围上较女生具有优势造成的。
Children's creative acts are usually behaved as creative
i~nagery. Studies on children's
creative imagery started a very long time ago. Researchers have
discussed the characteristics
of children's creative imagery in kinds of methods. But there is
almost a blank on the study of
the cognitive processes of children's creative imagery. Finke
(1990) has studied the creative
imagery of adults. He found that people's creativity would be
promoted when the categories
people imaged or interpreted were constraint if the imagery
materials were limited. Finke e t
(1992) have used Geneplore Model of creative cognition to
interpret these results.
In this research, we planned to investigate the cognitive
processes of children's creative
imagery using methods modified from Finke's methods. We predicted
that children's creative
imagery was consist of generative phrase and interpretive phrase.
When they began to
imagine, children first generated one form using certain
materials, then explored its possible
interpretations; if the categories children imaged or interpreted
were limited, children's
creative inventions would increase, and there would be sexual
difference in children's creative
imagery.
Eighty-seven 5-grade pupils in Beibei zhongshan Street Primary
School were
participated in this experiment. The subjects were divided into
three groups. The I St group
was unconstrained group, the categories of subjects imaged and
interpreted were
unconstrained, and there were 11 boys and 19 girls in this group.
The 2nd grOup was
imagery-constrained group, the categories subjects imaged were
constrained but the
categories subjects interpreted were unconstrained, and there
were 15 boys and 16 girls in this
group. The 3rd group was interpretation-constrained group, the
categories subjects imaged
were unconstrained but the categories subjects interpreted were
constrained, and there were
13 boys and 13 girls in this group. The subjects' mean age was
10.9. We got the following
findings in this experimental condition:
(1) The total creative scores of the imagery-constrained group and
the
interpretation-constrained group were higher than the
unconstraint group, furthermore the
total creative scores of the interpretation-constraint group was
significantly higher than the
unconstraint group (p< .01).
(2) If the categories that subjects imaged or interpreted are not
very familiar to subjects,
they would promote children's creative founding.
(3) The total creative scores of boys were significantly higher
than girls (p< .01), but it
maybe caused by the categories that subjects imagined or
interpreted.
引文
[1] J. A. Glover, R. R. Ronning and C. R. Reynolds (Eds.). Handbook of Creativity. New York: Plenum Press. 1989． 3-32．
[2] 汪安圣等著，思维心理学，华东师范大学出版社，1992，181-186。
[3] Sternberg R. J., Amabile T. M., Lubart T. I. et al. Handbook of Creativity. New York: Cambridge University Press,1999, 3-15,
[4] Gruber, H. E., Wallace, D. B.. Special issue: Creativity in the moral domain. Creativity Research Journal, 1993,6(1) :1-200．
[5] Feist, G. J.. A structure model of scientific eminence. Psychological Science, 1993, 4(2) : 366-371．
[6] [19] [21] [32] [40] [41] 董奇著，儿童创造力发展心理,浙江教育出版社．1993，1-149．
[7] [36] 徐展，创造性测试维度的初步构建，硕士论文，2000，5-6。
[8] Sternberg, R. J. (ed.).The nature of creativity: Contemporary psychological perspectives. New York: Cambridge University Press. 1988．
[9] [27] Steven M Smith, Thomas B Ward, R. A. Finke. The Creative Cognition Approach. The MIT Press, Massachusetts. London, England. 1995． 1-326．
[10] [26] [30] [34] [35] R. A. Finke, Thomas B. Ward, Steven M. Smith. Creative cognition: theory, research, and applications. Cambridge, MA:MIT Press, 1992,17-112．
[11] Ward, T. B. Structured imagination: The role of conceptual structure in exemplar generation. Cognitive Phycology. 1994,27,1-40．
[12] Ward, T. B., &Sifonis, C. M. Task demands and generative thinking: what changes and what remains the same? Journal of Creative Behavior, 1997, 31, 245-259．
[13] Marsh, R. L., Landau, J. D., &Hicks, J.L. How examples may (and may not) constrain creativity. Memory & Cognition, 1996,24,669-680．
[14] [28] T. B. Ward, Steven M. Smith, and R. A. Finke. Creative cognition. In Sternberg R. J., Amabile T. M., Lubart T. I. et al. Handbook of Creativity. New York: Cambridge University Press, 1999． 189-211．
[15] 张庆林，王永明，张仲明。假设检验思维过程中的启发式策略研究。心理学报，1997，29， 29-35。
[16] 张庆林，杨春燕。假设检验思维策略的发展研究。心理科学，1998． 21，13-16。
[17] 张庆林，司继伟。大学生形成析取概念的假设检验策略研究。心理学报，1999，31，397-403。
[18] 张庆林，儿童创新思维能力的发展与培养，国家自然科学基金中报书，2001。
[24] Finke, R. A., &Slayton, K.(1988) . Explorations of creativity visual synthesis in mental imagery. Memory &Cognition, 16,252-257．
[25] Finke, R. A. Creative imagery: Discoveries and inventions in visualization. Hillsdale, NJ: Erlbaum. 1990．
[29] [39] Cacciari, C., Levorato, M. C., &Cicogna, P.(1997) . Imagination at work: Conceptual ang linguistic creativity in children. In T. B. Ward, S. M. Smith, &J. Vaid(Eds.), Creative thought: An investigation of conceptual structures and processes(pp. 145-177) . Washington, DC: APA.
[20] 陈帼眉著，学前心理学，人民教育出版社,1989年版。
[22] 俞国良著，创造力心理学,浙江教育出版社，1996，100-110。
[23] 北仑区柴桥小学课题组，农村镇小学生心理健康教育的思考与实践，北仓教育科学，2000 年第4期，柴桥小学，转引自北仓教育网(www．bledu．net．cn)。
[31] F. J. Costello, M. T. Keane. Efficient creativity: Constraint-Guided conceptual Combination. Cognitive Science. 2000, 24 (2) : 299-349．
[33] 陈龙安著，创造性思维与教学，中国轻工业出版社，1999年版。
[37] T. B. Ward, S. M. Smith, &J. Vaid, (Eds.).Creative thought: an investigation of conceptual structures and process. Washington DC: APA. 1997． 129-177．
[38] Sifonis, C.M. (1995) . Scene schemas and creativity: Examining the influence of schema based knowledge on the creative process. Unpublished master's thesis, Texas A &M University, College Station, TX. From T. B. Ward, Steven M. Smith, and R. A. Finke. Creative cognition.
[2] 汪安圣等著，思维心理学，华东师范大学出版社，1992，181-186。
[3] Sternberg R. J., Amabile T. M., Lubart T. I. et al. Handbook of Creativity. New York: Cambridge University Press,1999, 3-15,
[4] Gruber, H. E., Wallace, D. B.. Special issue: Creativity in the moral domain. Creativity Research Journal, 1993,6(1) :1-200．
[5] Feist, G. J.. A structure model of scientific eminence. Psychological Science, 1993, 4(2) : 366-371．
[6] [19] [21] [32] [40] [41] 董奇著，儿童创造力发展心理,浙江教育出版社．1993，1-149．
[7] [36] 徐展，创造性测试维度的初步构建，硕士论文，2000，5-6。
[8] Sternberg, R. J. (ed.).The nature of creativity: Contemporary psychological perspectives. New York: Cambridge University Press. 1988．
[9] [27] Steven M Smith, Thomas B Ward, R. A. Finke. The Creative Cognition Approach. The MIT Press, Massachusetts. London, England. 1995． 1-326．
[10] [26] [30] [34] [35] R. A. Finke, Thomas B. Ward, Steven M. Smith. Creative cognition: theory, research, and applications. Cambridge, MA:MIT Press, 1992,17-112．
[11] Ward, T. B. Structured imagination: The role of conceptual structure in exemplar generation. Cognitive Phycology. 1994,27,1-40．
[12] Ward, T. B., &Sifonis, C. M. Task demands and generative thinking: what changes and what remains the same? Journal of Creative Behavior, 1997, 31, 245-259．
[13] Marsh, R. L., Landau, J. D., &Hicks, J.L. How examples may (and may not) constrain creativity. Memory & Cognition, 1996,24,669-680．
[14] [28] T. B. Ward, Steven M. Smith, and R. A. Finke. Creative cognition. In Sternberg R. J., Amabile T. M., Lubart T. I. et al. Handbook of Creativity. New York: Cambridge University Press, 1999． 189-211．
[15] 张庆林，王永明，张仲明。假设检验思维过程中的启发式策略研究。心理学报，1997，29， 29-35。
[16] 张庆林，杨春燕。假设检验思维策略的发展研究。心理科学，1998． 21，13-16。
[17] 张庆林，司继伟。大学生形成析取概念的假设检验策略研究。心理学报，1999，31，397-403。
[18] 张庆林，儿童创新思维能力的发展与培养，国家自然科学基金中报书，2001。
[24] Finke, R. A., &Slayton, K.(1988) . Explorations of creativity visual synthesis in mental imagery. Memory &Cognition, 16,252-257．
[25] Finke, R. A. Creative imagery: Discoveries and inventions in visualization. Hillsdale, NJ: Erlbaum. 1990．
[29] [39] Cacciari, C., Levorato, M. C., &Cicogna, P.(1997) . Imagination at work: Conceptual ang linguistic creativity in children. In T. B. Ward, S. M. Smith, &J. Vaid(Eds.), Creative thought: An investigation of conceptual structures and processes(pp. 145-177) . Washington, DC: APA.
[20] 陈帼眉著，学前心理学，人民教育出版社,1989年版。
[22] 俞国良著，创造力心理学,浙江教育出版社，1996，100-110。
[23] 北仑区柴桥小学课题组，农村镇小学生心理健康教育的思考与实践，北仓教育科学，2000 年第4期，柴桥小学，转引自北仓教育网(www．bledu．net．cn)。
[31] F. J. Costello, M. T. Keane. Efficient creativity: Constraint-Guided conceptual Combination. Cognitive Science. 2000, 24 (2) : 299-349．
[33] 陈龙安著，创造性思维与教学，中国轻工业出版社，1999年版。
[37] T. B. Ward, S. M. Smith, &J. Vaid, (Eds.).Creative thought: an investigation of conceptual structures and process. Washington DC: APA. 1997． 129-177．
[38] Sifonis, C.M. (1995) . Scene schemas and creativity: Examining the influence of schema based knowledge on the creative process. Unpublished master's thesis, Texas A &M University, College Station, TX. From T. B. Ward, Steven M. Smith, and R. A. Finke. Creative cognition.