训练方法对不同创造力水平儿童创造力发展的影响  

EFFECTS OF TRAINING METHODS ON CHILDREN WITH DIFFERENT CREATIVITY LEVELS

作　　者：葛操[1] 白学军[1] 

机构地区：[1]天津师范大学心理与行为研究院

出　　处：《心理与行为研究》2007年第1期13-17,共5页Studies of Psychology and Behavior

基　　金：国家社会科学基金"十一五"规划(教育学)国家重点课题ABA060004项目;天津市科技发展计划项目;教育部新世纪优秀人才支持计划项目的资助

摘　　要：采用修订的威廉斯创造性思维量表筛选出创造力水平低和创造力水平高的两组儿童,随机分配到头脑风暴法训练组、强制联想法训练组和控制组,分别进行5周的创造力训练。结果显示,在创造力的开放性和精密性维度上,头脑风暴法对创造力水平低的儿童的创造力提高具有显著的效应;两种训练方法对高创造力水平儿童的创造力成绩提高不起作用。儿童的创造力训练应考虑个体原有的创造力水平之间的差异和方法的有效性。Adopted Williams Creativity Assessment Pocket-R （CAP-R） , children with higher creativity level and lower creativity level were selected and assigned to one of 3 different conditions： brainstorming training, forced relation training and a control group. After 5 weeks＇ creativity training, the results were as follows： To the lower creativity level group, brainstorming training had great effects on the dimensions of openness and elaboration. Two training methods had no significant effects on higher creativity level children. When creativity training was involved, we should care more about individuals＇ differences and the effects of methods.

关 键 词：创造力 头脑风暴法 强制联想法 训练 

分 类 号：B844.1[哲学宗教—发展与教育心理学]