Pretend Play and Creative Processes.
Pretend Play and Creative Processes.
复制标题
假装游戏和创意过程。
作者：
S. Russ;C. E. Wallace
作者认为，许多对创造力很重要的认知能力和情感过程也发生在假装游戏中，儿童时期的假装游戏影响成年期创造力的发展。他们讨论了各种各样的理论和观察，试图解释假装游戏对创造力的重要性。他们认为，严格的研究支持两者之间的联系，但他们指出，由于一些原因，实验研究很难进行。他们总结说，一些有希望的、做得很好的研究表明，参与假装游戏可以促进创造力的发展。他们呼吁进一步的研究——相关的、实验性的和纵向的——来关注玩耍和创造力的具体过程。他们认为，由研究人员从不同角度规划的大规模、多地点研究将是最理想的。关键词：创造力中的情感；创造力：发散思维；假装游戏是一种创造性的行为。在假装游戏中，我们可以一分钟一分钟地观察创造力的产生。儿童发展、儿童心理治疗、创造力、个性和进化等领域的理论家和研究人员已经得出结论，假装游戏和创造力是联系在一起的。我们相信这些研究人员证实了这种联系，因为假装游戏为孩子们提供了表达许多不同过程的机会——认知、情感和人际关系——对创造力很重要。假装游戏是一种开放式的活动，是孩子们用于各种创造性目的的工具。例如，她可以使用这种游戏来操纵物体、心理图像和表征；编故事：编故事；探险：探索一个想象中的洞穴（或一个真实的洞穴）；为去医院做准备；回忆起一段带有许多情感的记忆；表达积极或消极的影响。这种多样的可能性对孩子个体来说是有利的，但却让研究者感到困惑。这种多样性是游戏和创造力领域研究分散的原因之一：不同的孩子以不同的方式使用不同的过程来开发他们的创造潜力。假装游戏和创造力的过程什么是假装游戏？什么是创造力？假装游戏和创造力都是多维度的，两者的过程有许多相似之处（Russ 1993,2004, 2014）。从1950年的Guilford开始，创造力研究者已经确定了认知能力对创造力尤其重要，其中许多认知能力也是假装游戏的特征——发散思维、广泛联想技能、洞察力、认知灵活性和视角（Russ 2004, 2014）。发散性思维是创造性生产的重要组成部分，涉及产生各种想法的能力（Runco 1991）。例如，为了发明一种新的创造性产品，生产者可能首先产生许多想法并建立远程联系。产生多种想法、广泛搜索记忆和灵活思考的能力，会增加制作者创造性地解决问题或创作出艺术作品的几率。这些认知能力发生在游戏中，正如Singer和Singer（1990）所建议的那样，它们是在假装游戏的安全舞台上练习的。最近，研究考察了创造性生产中的情感过程（Bass, DeDreu, and Nijstad 2008; Isen, Daubman, and Nowicki 1987; Russ 1993; Shaw and Runco 1994）。在假装游戏和创造力中发生的重要情感过程包括在幻想和记忆中产生情感主题，体验情感（尤其是积极情感），情感的认知整合，以及在创造性表达中体验快乐。创造的许多途径涉及到这些认知能力和情感过程的不同特征，这增加了个人产生创造性产品的可能性，一个原创的，高质量的，适合任务的产品（Sternberg, Kaufman, and Pretz 2002）。…
The authors contend that many cognitive abilities and affective processes important in creativity also occur in pretend play and that pretend play in childhood affects the development of creativity in adulthood. They discuss a variety of theories and observations that attempt to explain the importance of pretend play to creativity. They argue that rigorous research supports the association between the two but note that experimental studies are difficult to conduct for a number of reasons. A few promising, well-done studies, they conclude, suggest that engaging in pretend play fosters the development of creativity. And they call for further research-correlational, experimental, and longitudinal-to focus on specific processes in both play and creativity. They suggest that large-scale, multisite studies planned by researchers from different perspectives would be optimal. Key words: affect in creativity; creativity: divergent thinking; pretend playPretend play is a creative act. In pretend play, we can observe the creativity as it occurs, minute by minute. Theorists and researchers in the fields of child development, child psychotherapy, creativity, personality, and evolution have reached the conclusion that pretend play and creativity are linked. We believe these researchers confirm the connection because pretend play affords children opportunities to express many different processes-cognitive, affective, and interpersonal-important for creativity.Pretend play constitutes an open-ended event and serves as a tool that a child uses for a variety of creative purposes. She can use such play, for example, to manipulate objects, mental images, and representations; to compose stories; to explore an imaginary cave (or a real one); to rehearse for a trip to the hospital; to recall a memory with many imbedded emotions; and to express positive or negative affect. This variety of possibilities offers an advantage to an individual child, but it confounds the individual researcher. This very variety is one of the reasons for the scattered nature of research in the field of play and creativity: Different children use different processes in different ways to develop their creative potential.Processes in Pretend Play and CreativityWhat is pretend play? What is creativity? Both pretend play and creativity are multidimensional, and there are many similarities between the processes that occur in both of them (Russ 1993, 2004, 2014). Creativity researchers, beginning with Guilford in 1950, have identified cognitive abilities especially important for creativity, and many of these also characterize pretend play-divergent thinking, broad associative skill, insight, cognitive flexibility, and perspective taking (Russ 2004, 2014). Divergent thinking, an important ingredient of creative production, involves the ability to generate a variety of ideas (Runco 1991). To invent a new creative product, for example, producers might first generate a number of ideas and make remote associations. The ability to produce many ideas, to search one's memory broadly, and to think flexibly increases the odds that the producers will solve a problem creatively or produce a work of art. These cognitive abilities occur in play, and they are, as Singer and Singer (1990) have suggested, practiced in the safe arena of pretend play.More recently, research has examined affective processes in creative production (Bass, DeDreu, and Nijstad 2008; Isen, Daubman, and Nowicki 1987; Russ 1993; Shaw and Runco 1994). Important affective processes that occur in both pretend play and creativity include producing affect themes in fantasy and memory, experiencing emotion (especially positive emotion), cognitive integration of affect, and experiencing joy in creative expression.The many routes to creativity involve different profiles of these cognitive abilities and affective processes, which increases the probability of an individual generating a creative product, one that is original, of good quality, and appropriate to the task (Sternberg, Kaufman, and Pretz 2002). …