藉由眼動追蹤儀器探討平均掃視幅度大小與創造力之關係

陳學志; 彭淑玲; 曾千芝; 邱皓政

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P127 - 149

Social Sciences > Psychology
Social Sciences > Education

DOI： 10.6251/BEP

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藉由眼動追蹤儀器探討平均掃視幅度大小與創造力之關係

An Exploratory Study of the Relation between the Average Saccade Amplitude and Creativity under the Eyetracker Mechanism

陳學志(Hsuch-Chih Chen) ；彭淑玲(Shu-Ling Peng) ；曾千芝(Chian-Chih Tseng) ；邱皓政(Ha-Wjeng Chiou)

教育心理學報； 39卷測驗與評量專刊 (2008 / 02 / 01) ， P127 - 149

繁體中文

平均掃視幅度大小；眼動追蹤儀器；創造力； creativity ； eyetracker ； the average saccade amplitude

Abstract │ Reference (48) │ Times Cited (8) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The purpose of this study was to examine the relation between the Average Saccade Amplitude (ASA) and Creativity under the eye tracker mechanism. The original concept is from Friedman, Fishbach, Förster, and Werth (2003). This study proposed that the principle of the ASA collected by eye tracker is similar to the scope of perceptual attention, and there is a positive relationship between the ASA and creativity. Furthermore, the ASA would affect the scope of conceptual attention, and in turn affect creative performance. According to the above description, there are four designed studies to test the relation between the ASA and creativity. Participants were Taiwanese students. In Studies 1, 2, and 3, participants watched 8 pictures for gathering the ASA data. We also collected scores of creative personality traits in CPAI-2, the test of Divergent Feeling and CRAT from the above participants. Pearson's correlations were used in the study. Results suggested that the correlations among the ASA, creativity (including personality trait of divergent thinking and curiousness), and CRAT were significantly positive or close to positive. In Study 4, we manipulated participants' ASA scope, and then observed their performance in insight problem solving. t-test was used to analyze the data. The results showed that the ASA had no effect on the performance in insight problem solving. Based on these findings, we argued that the ASA is related to some specific problem-solving in creativity rather than insight problems, or the relation between the ASA and creativity were spurious. Suggestions for further studies are proposed.

Reference ( 48 ) 〈TOP〉

王精文、洪瑞雲、范凱棠、陸佳瑩(2006)。創造力訓練及群體決策支援系統對問題解決能力的影響。交大管理學報，26(2)，1-20。
連結：
任純慧、陳學志、練竑初、卓淑玲(2004)。創造力測量的輔助工具：中文遠距聯想量表的編製。應用心理研究，21，195-218。
連結：
江美惠(2005)。創造性問題解決教學方案對資優學生創造力及問題解決能力影響之研究。資優教育研究，5(2)，83-106。
連結：
余嬪、吳靜吉、林偉文、楊潔欣(2003)。成人玩興量表與組織玩興氣氛量表之發展。測驗學刊，50(1)，73-110。
連結：
汪精文、許碧慧、李珍玫(2007)。創造力人格、領導型態與績效關係之探討。臺大管理叢論，17(2)
連結：

Times Cited ( 8 ) 〈TOP〉

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