Theoretical and experimental research on the genesis mechanism of creative cognition

当代认知发展心理学最重要和最迫切的问题是探索儿童如何获得新的概念或知识并对其进行修改和/或重构的机制。本研究基于以下假设：对立的观念或人物或观点的对抗或经历，以及通过直接操作来自由实验具体对象的机会，是他们所获得的知识的深化和扩展(深度和广度)所不可或缺的。为了探索这一假设，我们将社会互动情境(SIS)应用于实验情境中，通过与持相反观点的同伴的互动和讨论，引导被试探索和推断特定对象的用法或功能，以及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索推理的监控过程，并阐明导致…的原因更多是为了加深和拓展孩子们的知识。(1)SIS训练对创造性再认(CC-WD)的深度和广度，尤其是思维的流畅性和独创性，以及对隐藏在看不见和看得见的世界中的因果关系的再认(Exp.1)，(2)因素3对CCWD来说是最重要的，尽管假设有3个因素参与了SIS产生的影响：因素1--允许受试者自由思考和讨论的氛围，而不关心他人对他/她所造成的后果的评价；因素2--与相反观点的相遇和对抗；以及因素3--以他人的批评和反馈作为改进的线索或指南，对自己产生的想法或观点进行反复或反省的讨论和审查或集会(Exp.2)和(3)当同伴之间的反弹持续到被试达到充分理解的感觉时，指导诱导的高水平受试者和指导诱导的低水平受试者在CC-WD(实验.3)，但在具有不同知识水平(高水平和低水平)的同龄人相互作用的SIS条件下，高水平被试主动采取疏远策略并监控与低水平被试在解决问题上的关系时，两个水平的被试都出现了CC-WD的增强效应(Exp。4)。较少

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