Theoretical and experimental research on the genesis mechanism of creative cognition

当前认知发展心理学中最重要和最迫切的问题是探讨儿童获得新概念或知识并对其进行修正和重构的机制。本研究基于以下假设：对立思想、对立人物、对立观点的对抗或体验，以及直接操作具体事物进行自由实验的机会，对于他们所获得的知识的深化和扩展（深度和广度）是不可缺少的。为了探讨这一假设，社会互动情境（SIS）被用于实验背景下，其中被试被引导探索和推断的具体对象的用途或功能和因果关系/机制提出的问题，通过互动和讨论与同行的相反的观点。本研究的目的是从定性和定量两个方面探讨推理的监控过程，并阐明导致推理的原因 ...更多信息 有助于儿童知识的深化和拓展。本文在讨论了前人关于创造性认知的研究中存在的问题后，采用4个实验，主要结果如下：（1）创造性认知的深度和广度（CC-WD），特别是思维的流畅性和独创性，以及对可见和不可见世界中因果关系的认知（Exp.（1），（2）因子3对CCWD最重要，尽管假设3个因子参与SIS产生的效应：因素1-允许受试者自由思考和讨论而不关心他人对他/她或他/她的结果的评价的氛围，因素2-与相反观点的遭遇和对抗，和因素3-迭代或回避的讨论和审查或集会的自我产生的想法或观点与他人的批评和反馈作为线索或指导改进（实验。（3）当同伴之间的集会持续到被试完全理解时，无论是高水平被试还是低水平被试，其CC-WD均显著增强（Exp.而在SIS情境中，当两个不同知识水平的同伴（高、低水平）相互作用时，高水平被试主动采取疏远策略，并在解决问题时监控与低水平被试的关系时，两个水平的被试在CC-WD中都出现了增强效应（实验3）。4）。少

The most important and urgent problems in recent cognitive developmental psychology are to explore the mechanisms on how children acquire new concepts or knowledges and modify and/or reconstruct them. The present study is based on the following hypothesis: confrontations or experiences of opposing ideas or persons or perspectives and opportunities to freely experiment concrete objects by directly operating them are indispenable for the deepening and extending (depth and width) of their knowledges acquired. To explore the hypothesis, the social interaction situation (SIS) was employed for an experimental context, where the subjects were led to explore and infer usages or functions of given concrete objects and causal relation/mechanism of presented problems through the interactions and discussions with a peer of opposing perspectives. The purposes of present study were to qualitatively, as well as quantatively, explore the monitoring processes of the inferences and elucidate causes lead … More ing to the deepening and extending of children's knowledges. In the present article, 4 experiments were reported after the problems of the previous literatures on the SIS were discussed.The main results were as follows: (1) SIS training was shown to be effective for the deepth and width of creative recognition (CC-WD), especially of fluency and originality of thinking, and also of recognition of causalities embedded in the unvisible, as well as visible, world (Exp. 1), (2) Factor 3 was most important for CCWD, though 3 factors were assumed to be involved in the effects produced by the SIS: Factor 1--the atmosphere where subjects were allowed to freely think and discuss without caring about other persons' evaluation to him/her or his/her resulting consequences, Factor 2--encounters and confrontations with opposing perspectives, and Factor 3--iterative or recussive discussion and scrutinies or rallies of self-generated ideas or perspectives with other's criticisms and feedbacks as cues or guides for improvement (Exp. 2), and (3) when the rallies between peers were continued until subjects reach their feeling of ful-understaning, instruction-induced high level subjects as well as instruction-induced low level subjects, revealed enhancement in CC-WD (Exp. 3), but for the SIS condition where two peers who possess different knowledg level (high and low level) interact, the enhancing effects in CC-WD appeared in subjects of both levels when high-level subjects actively took distancing strategy to and monitored the problems and the relation with low level subjects in solving (Exp. 4). Less