國中學生認知能力與創造力的關系研究

A Study of Junior High Students' Cognitive Developmental Ability and Creativity

陳李綢(Li-Chou Chen)

《教育心理學報》 19期 (1986/05) Pp. 85-104

https://doi.org/10.6251/BEP.19860601.6

摘要

本研究是根據布魯納認知發展觀點，探討國中生在年級性別及段別不同下，學生認知表徵能力及創造力之差異性；並進一步探討認知能力與創造力之間的關係。利用一、二年級前後段班男女生共160名爲受試；以認知表徵能力測驗，拓弄思圖形創造思考測驗，及拓弄思語文創造思考測驗等爲工具。所得資料以三因子多變項變異數分析、皮爾遜積差相關分析，及典型相關分析等統計方法進行處理，結果發現：
(1)國中二年級學生的認知表徵能力（尤其在符號表徵及影像表徵能力上）優於國中一年級學生。男生在符號表徵及影像表徵能力上亦優於女生。前段班學生的三種認知表徵能力（符號、影像及動作）皆優於後段班學生。
(2)在圖創造力及語文創造力方面，年級與性別間都沒有差異，但是前後段學生則有顯著不同，以前段班學生的各項創造力皆優於後段班學生。
(3)各種認知能力與創造力之間有相關存在，但是認知能力與創造力是不同能力，認知能力不能有效解釋創造力各變項變異。

並列摘要

The purpose of this study was to test the applicability of the Bruner’s theory of representation and to explore the relationship between cognitive developmental ability and Creativity, 160 Junior High Students in different grades, sexes and ability groupings were served as subjects. A battery of instruments including the test of Cognitive Representation, the Torrance Tests of Creative Thinking, Figural Form A, and Verbal Form B. The obtained data were statistically treated by MANOVA, Pearson product-moment correlation and Canonical correlation. The main findings were as follows:
(1) There were signifcant differences among grades sexes, and ability groups in symbolic representational and iconic representational ability.
(2) There were no significant differences in grades, and sex on the Creativity. Nevertheless, the students in the first section ability grouping were superior to the students in the second section ability grouping.
(3) There were relationship between cognitive developmental ability and creativity. However, there was no significant influence of cognitive ability on Creativity.