高低创造性思维水平者定向遗忘效应的差异研究  

The Differences between High Creative Persons and Low Creative Persons in Directing Forgetting Effects

作　　者：张克[1,2] 杜秀敏[3] 仝宇光[3] 

机构地区：[1]中国科学院心理健康重点实验室,中国科学院心理研究所,北京100101 [2]中国科学院大学,北京100049 [3]河北大学教育学院,保定071002

出　　处：《心理科学》2017年第3期514-519,共6页Journal of Psychological Science

基　　金：河北省社会科学基金(HB15JY078)的资助

摘　　要：采用单字法定向遗忘范式,考察远距离联想任务得分高低者在中性和负性词语定向遗忘效应上的差异,来探讨创造性思维水平高低与主动抑制的关系。实验采用2(高/低创造性思维水平)×2(中性/负性词汇)×2(记住/忘记指令)×2(2s/5s时间间隔)混合设计,发现高低创造力组,在材料不同呈现时间下,对不同情绪材料的定向遗忘效应分别不同。低创者在2s和5s以及高创者在5s时间间隔时,均对中性词语表现出定向遗忘效应,而对负性词汇没有表现出明显的定性遗忘效应。高创者在2s时间间隔下,对中性和负性词语均表现出定向遗忘效应。结果表明较短时间内高创者对负性情绪的主动抑制能力优于低创者。Numerous studies show that creativity is related to attention, memory, language, thinking and other cognitive processes. According to previous research, there are three different views on the cognitive psychological mechanism of creative performance levels during the problem solving process. The first view is that cognitive inhibition is critical to creative performance. The second view is that t cognitive inhibition prevents useless information and is beneficial to creative performance. The third view, the adaptive cognitive inhibition hypothesis, claims that the attention of the highly creative person is not always focused, but changes according to the creative task and the different stages of problem solving. All the past research pays attention to the automatic inhibition, which occurs at the unconscious level. Compared with less creative persons, the performance of highly creative persons during intentional inhibition tasks remains questionable. Since directed forgetting paradigm （DF） can explore one＇s intentional cognitive inhibition with regard to memory, it is used to investigate the different ability in intentional inhibition between people with different levels of creative performance. This study conducted one experiment involving 48 college students. The experiment employed a 2×2×2×2 mixed model design. The four manipulated variables were as follows： （a） For the creative level： high creative performance or less creative performance; Co） For the emotion valence： neutral or negative; （c） For the cue： remember or forget; （d） For the duration time before cue presented： 2s or 5s. In the learning stage, 40 words （20 neutral, 20 negative） were presented randomly one by one in 2s or 5s intervals, followed by a cue ＂remember＂ or ＂forget＂ to ask the participants to remember or forget the word. Then the participants were asked to do distraction task immediately by adding two-digit numbers in their heads for 2 minutes. After the distraction task, they were given a reco

关 键 词：创造性思维水平 定向遗忘 主动抑制 负性情绪 

分 类 号：B842.3[哲学宗教—基础心理学]