Theoretical and experimental research on the genesis mechanism of creative cognition

近年来认知发展心理学中最重要和最紧迫的问题是探索儿童如何获得新概念或新知识并对其进行修改和重建的机制。本研究基于以下假设：对立的思想、人物或观点的对抗或经验，以及通过直接操作自由实验具体物体的机会，对于他们所获得的知识的深化和扩展（深度和宽度）是必不可少的。为了探究这一假说，我们采用社会互动情境（SIS）作为实验情境，引导被试通过与持相反观点的同伴的互动和讨论来探索和推断给定具体物体的用法或功能以及所呈现问题的因果关系/机制。本研究的目的是定性和定量地探讨推理的监测过程，阐明导致儿童知识的加深和延伸的原因。在讨论了前人研究中存在的问题后，本文报道了4个实验。主要结果如下：(1)SIS训练被证明对创造性认知（CC-WD）的深度和广度有效，特别是思维的流畅性和原创性，以及对无形世界和可见世界中嵌入的因果关系的识别（实验1）；(2)对于CCWD来说，因素3是最重要的，尽管假设SIS产生的效果涉及3个因素：因素1——允许受试者自由思考和讨论的氛围，而不关心其他人对他/她的评价或他/她的结果；因素2——与相反观点的遭遇和对抗；因素3——迭代或回避讨论和审查，或将自我产生的想法或观点与他人的批评和反馈作为改进的线索或指导（实验2）。(3)当同伴之间的集会持续到被试达到完全理解的感觉时，指示诱导的高水平被试和指示诱导的低水平被试的CC-WD均有增强（实验3），但对于具有不同知识水平（高水平和低水平）的同伴互动的SIS条件，CC-WD均有增强（实验3）。当高水平被试对问题及其与低水平被试的解决关系采取积极的距离策略时，两种水平被试的CC-WD均出现增强效应（实验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