题名

青少年封閉式創造力潛能測量：「青少年版中文詞彙遠距聯想測驗」之編製及信、效度研究

并列篇名

Assessing Adolescent's Closed-Ended Creative Potential: The Development of Chinese Word Remote Associates Test for Adolescent

作者

陳姵臻(Pei-Zhen Chen)；黃博聖(Po-Sheng Huang)；陳學志(Hsueh-Chih Chen)；林緯倫(Wei-Lun Lin)

关键词

中文詞彙 ； 青少年 ； 封閉式創造力 ； 遠距聯想測驗 ； adolescent ； Chinese words ； closed-ended creativity ； remote associates test

期刊名称

測驗學刊

卷期/出版年月

67卷3期（2020 / 09 / 01）

页次

167 - 190

内容语文

繁體中文
中文摘要

創造力為二十一世紀中不可或缺的關鍵技能之一，世界各國逐漸重視學校教育中的創造力潛能測量與培養。然而，創造力測量具多面向特性，國內開放式創造力測驗雖已完整發展適合所有年齡層的題目與常模，但封閉式創造力測驗僅限於成人與兒童。本研究即根據Mednick所提出創造力連結理論的觀點，以「中文詞彙遠距聯想測驗」為基礎，擬發展一套具有良好心理計量特性、適合國內青少年之封閉式創造力測驗──「青少年版中文詞彙遠距聯想測驗」（Chinese Word Remote Associates Test-Adolescent version, CWRAT-A）。研究中經過對93題預試量表之前測與項目分析，挑選出50題作為CWRAT-A正式量表，分為難易度相同的甲、乙式（各25題），於北部、中部、南部、東部的國中與高中蒐集六個年級共1,649名參與者資料，進行信、效度之檢驗。結果顯示，在信度方面，甲、乙式的內部一致性分別為.80與.81，複本信度為.60。在效度方面，以「頓悟問題作業」作為效標關聯效度，有顯著正相關，相關係數分別為.17 與.25（ps ＜ .05）；以「竹筷子的不尋常用途」作為區辨效度，結果顯示與各指標皆無顯著相關，相關係數介於.00～.13。上述結果說明CWRAT-A具有良好的信、效度，是適合作為青少年封閉式創造力潛能測量之工具。
英文摘要

Creativity is one of the crucial skills in the 21st century. Many countries start focusing on the measurement and cultivation of creativity potential in school education. Nevertheless, creativity measurement should be multidimensional. The open-ended creativity test has been well developed and set up norms for all ages. However, the closed-ended creativity test is still limited to measurements for only adults and children. Based on Mednick's associative theory for creativity and the adult's version on Chinese Word Remote Associates Test, the present study develops a closed-ended creativity test for adolescent-the Chinese Word Remote Associates Test-Adolescent version (CWRAT-A)-and inspect its psychometric characteristics. According to the item analysis results of the pretest, 50 items were chosen from 93 items and were divided into Form A and Form B, which were equal in difficulty level. 1,649 participants in six grades (Grade 7 to Grade 12) were recruited from different areas in Taiwan to exam the reliability and validity of this test. In the reliability, the Cronbach's of Form A and Form B was .80 and .81, indicating a great internal consistency. The correlation coefficient between Form A and Form B was .60, indicating a good alternate from reliability. In the criterion-related validity, the correlations between two Forms and the insight problem task were .17 and .25 (ps ＜ .05). In the discriminant validity, there were no significant correlations between two Forms and the Unusual Uses of the Chopsticks Test (rs between .00~.13, ps ＞ .05). In conclusion, CWRAT-A has good reliability and validity and could be an effective measurement for assessing adolescent's closed- ended creative potential.
主题分类 社會科學 > 心理學
社會科學 > 教育學
参考文献
  1. 林緯倫,連韻文,任純慧(2005)。想得多是想得好的前提嗎？探討發散性思考能力在創造力問題解決的角色。中華心理學刊，47，211-227。
    連結：
  2. 邱發忠,陳學志,徐芝君,吳相儀,卓淑玲(2008)。內隱與外顯因素對創造作業表現的影響。中華心理學刊，50，125-145。
    連結：
  3. 黃博聖,陳學志,劉政宏(2012)。「中文詞彙遠距聯想測驗」之編製及其信效度報告。測驗學刊，59，581-607。
    連結：
  4. 劉珈妤,林緯倫,蔡秉勳(2016)。對的風格遇上對的人，謂之創意：人格特質、認知風格與兩類創造力之關係探討。教育心理學報，48(2)，211-228。
    連結：
  5. 蔡秉勳,林緯倫,林烘煜(2013)。心情對了，創意就來了：情緒對發散性思考與頓悟問題解決的不同影響。教育心理學報，45，19-38。
    連結：
  6. 羅珮文,游勝翔,黃博聖,陳學志,施依伶,林緯倫(2017)。兒童封閉式創造力潛能測量：「兒童版中文詞彙遠距聯想測驗」之編製及信、效度研究。測驗學刊，64(3)，237-258。
    連結：
  7. Abdulla, A. M.,Cramond, B.(2017).After six decades of systematic study of creativity: What do teachers need to know about what it is and how it is measured?.Roeper Review,39(1),9-23.
  8. Acar, S.,Runco, M. A.(2014).Assessing associative distance among ideas elicited by tests of divergent thinking.Creativity Research Journal,26(2),229-238.
  9. Baer, J.(2010).Is creativity domain-specific?.Cambridge handbook of creativity,New York, NY:
  10. Barbot, B.,Lubart, T. I.,Besancon, M.(2016).“Peaks, slumps, and bumps”: Individual differences in the development of creativity in children and adolescents.New Directions for Child and Adolescent Development,151,33-45.
  11. Beaty, R. E.,Silvia, P. J.,Nusbaum, E. C.,Jauk, E.,Benedek, M.(2014).The roles of associative and executive processes in creative cognition.Memory and Cognition,42(7),1186-1197.
  12. Benedek, M.,Könen, T.,Neubauer, A. C.(2012).Associative abilities underlying creativity.Psychology of Aesthetics, Creativity, and the Arts,6(3),273-281.
  13. Bjorkland, D. F.(1987).How changes in knowledge base contribute to the development of children’s memory.Developmental Review,7,93-130.
  14. Bowden, E. M.,Jung-Beeman, M.(2003).Normative data for 144 compound remote associate problems.Behavior Research Methods, Instruments, and Computers,35(4),634-639.
  15. Bowden, E. M.,Jung-Beeman, M.(2003).Aha! Insight experience correlates with solution activation in the right hemisphere.Psychonomic Bulletin and Review,10(3),730-737.
  16. Chai, X. J.,Ofen, N.,Jacobs, L. F.,Gabrieli, J. D.(2010).Scene complexity: Influence on perception, memory, and development in the medial temporal lobe.Frontiers in Human Neuroscience,4,21.
  17. Chermahini, S. A.,Hickendorff, M.,Hommel, B.(2012).Development and validity of a Dutch version of the remote associates task: An item-response theory approach.Thinking Skills and Creativity,7(3),177-186.
  18. Cortes, R. A.,Weinberger, A. B.,Daker, R. J.,Green, A. E.(2019).Re-examining prominent measures of divergent and convergent creativity.Current Opinion in Behavioral Sciences,27,90-93.
  19. Craig, M.,Manis, M.(1962).Prediction of scores on the Remote Associates Test by size of response repertoire. Unpublished manuscript, 1960, cited in S. A. Mednick, The associative basis of the creative process.Psychological Review,69(3),220-232.
  20. Crone, E. A.(2009).Executive functions in adolescence: Inferences from brain and behavior.Developmental Science,12(6),825-830.
  21. Dallob, P. I.,Dominowski, R. L.(1993).Erroneous solutions to verbal insight problems: Effects of highlighting critical material.73rd annual meeting of the Western Psychological Association,Portland, OR:
  22. Davelaar, E. J.(2015).Semantic search in the remote associates test.Topics in Cognitive Science,7(3),494-512.
  23. Dietrich, A.,Kanso, R.(2010).A review of EEG, ERP, and neuroimaging studies of creativity and insight.Psychological Bulletin,136(5),822-848.
  24. Evans, J. S. B.,Stanovich, K. E.(2013).Dual-process theories of higher cognition advancing the debate.Perspectives on Psychological Science,8(3),223-241.
  25. Evans, J. St. B. T.(2007).Hypothetical thinking: Dual processes in reasoning and judgement.New York, NY:Psychology Press.
  26. Ghetti, S.,Angelini, L.(2008).The development of recollection and familiarity in childhood and adolescence: Evidence from the dual-process signal detection model.Child Development,79(2),339-358.
  27. Guilford, J. P.(1967).The nature of human intelligence.New York, NY:McGraw-Hill.
  28. Herlitz, A.,Yonker, J. E.(2002).Sex differences in episodic memory: The influence of intelligence.Journal of Clinical and Experimental Neuropsychology,24(1),107-114.
  29. Hong, J. C.,Hwang, M. Y.,Tai, K. H.,Lin, P. H.(2019).The effects of intrinsic cognitive load and gameplay interest on flow experience reflecting performance progress in a Chinese remote association game.Computer Assisted Language Learning,1-21.
  30. Hyde, J. S.,Linn, M. C.(1988).Gender differences in verbal ability: A meta-analysis.Psychological Bulletin,104(1),53-69.
  31. Jones, T.,Caulfield, L.,Wilkinson, D.,Weller, L.(2011).The relationship between non-clinical schizotypy and handedness on divergent and convergent creative problem-solving tasks.Creativity Research Journal,23(3),222-228.
  32. Kaufman, J. C.,Beghetto, R. A.(2009).Beyond big and little: The four C model of creativity.Review of General Psychology,13(1),1-12.
  33. Kaufman, J. C.,Plucker, J. A.,Baer, J.(2008).Essentials of creativity assessment.New York, NY:John Wiley & Sons.
  34. Kleibeuker, S. W.,De Dreu, C. K.,Crone, E. A.(2013).The development of creative cognition across adolescence: Distinct trajectories for insight and divergent thinking.Developmental Science,16(1),2-12.
  35. Kowalski, J.(1960).Ann Arbor, MI,University of Michigan.
  36. Li, Y. H.,Tseng, C. Y.,Tsai, A. C. H.,Huang, A. C. W.,Lin, W. L.(2016).Different brain wave patterns and cortical control abilities in relation to different creative potentials.Creativity Research Journal,28(1),89-98.
  37. Lin, W. L.,Hsu, K. Y.,Chen, H. C.,Wang, J. W.(2012).The relations of gender and personality traits on different creativities: A dual-process theory account.Psychology of Aesthetics, Creativity, and the Arts,6(2),112-123.
  38. Lin, W. L.,Lien, Y. W.(2013).The different role of working memory in open-ended versus closed-ended creative problem solving: A dual-process theory account.Creativity Research Journal,25(1),85-96.
  39. Lin, W. L.,Lien, Y. W.(2013).Exploration of the relationships between retrieval induced forgetting effects with open-ended versus closed-ended creative problem solving.Thinking Skills and Creativity,10,40-49.
  40. Lin, W. L.,Shih, Y. L.(2016).The developmental trends of different creative potentials in relation to children’s reasoning abilities: From a cognitive theoretical perspective.Thinking Skills and Creativity,22,36-47.
  41. Lin, W. L.,Shih, Y. L.(2016).Designing EEG neurofeedback procedures to enhance open-ended versus closed-ended creative potentials.Creativity Research Journal,28(4),458-466.
  42. Lin, W. L.,Tsai, P. H.,Lin, H. Y.,Chen, H. C.(2014).How does emotion influence different creative performances? The mediating role of cognitive flexibility.Cognition and Emotion,28(5),834-844.
  43. Maker, C. J.,Jo, S.,Muammar, O. M.(2008).Development of creativity: The influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach.Learning and Individual Differences,18(4),402-417.
  44. Mednick, M. T.(1963).Research creativity in psychology graduate students.Journal of Consulting Psychology,27(3),265-266.
  45. Mednick, S. A.(1962).The associative basis of the creative process.Psychological Review,69(3),220-232.
  46. Mednick, S. A.(1968).Remote associates test.Journal of Creative Behavior,2(3),213-214.
  47. Metcalfe, J.,Wiebe, D.(1987).Intuition in insight and non-insight problem solving.Memory and Cognition,15(3),238-246.
  48. Millar, G. W.(2002).The Torrance kids at mid-life.Connecticut, NJ:Ablex.
  49. Mills, K. L.,Tamnes, C. K.(2014).Methods and considerations for longitudinal structural brain imaging analysis across development.Developmental Cognitive Neuroscience,9,172-190.
  50. Morrison, R. G.,McCarthy, S. W.,Molony, J. M.(2017).The experience of insight follows incubation in the compound remote associates task.The Journal of Creative Behavior,51(2),180-187.
  51. Mueller, N.,Kohn, N.,Van Buuren, M.,Klijn, N.,Emmen, H.,Berkers, R. M.,Fernandez, G.(2019).,未出版
  52. Peláez-Alfonso, J. L.,Pelegrina, S.,Lechuga, M. T.(2020).Normative data for 102 Spanish remote associate problems and age-related differences in performance.Psicológica Journal,41(1),39-65.
  53. Plucker, J. A.,Makel, M. C.(2010).Assessment of creativity.Cambridge handbook of creativity,New York, NY:
  54. Plucker, J. A.,Waitman, G. R.,Hartley, K. A.(2011).Education and creativity.Encyclopedia of creativity,San Diego, CA:
  55. Rhodes, M.(1961).An analysis of creativity.Phi Delta Kappan,42(7),305-310.
  56. Robelen, E. W.(2012).States mulling creativity indexes for schools.Education Week,31(19),1-2.
  57. Runco, M. A.(2007).Creativity: Theories and themes: Research, development, and practice.New York, NY:Academic Press.
  58. Runco, M. A.(2003).Education for creative potential.Scandinavian Journal of Education,47(3),317-324.
  59. Simonton, D. K.(1990).History, chemistry, psychology, and genius: An intellectual auto-biography of historiometry.Theories of creativity,Newbury Park, CA:
  60. Stanovich, K. E.,West, R. F.(2000).Advancing the rationality debate.Behavioral and Brain Sciences,23(5),701-717.
  61. Torrance, E. P.(1968).A longitudinal examination of the fourth grade slump in creativity.Gifted Child Quarterly,12,195-199.
  62. Torrance, P.(1974).The Torrance Tests of Creative Thinking: TTCT Manual and Scoring Guide: Verbal test A, figural test.Lexington, KY:Ginn.
  63. Trilling, B.,Fadel, C.(2009).21st century skills: Learning for life in our times.San Francisco, CA:Jossey-Bass.
  64. Wakefield, J. F.(1992).Creative thinking: Problem-solving skills and the art orientation.Norwood, NJ:Ablex.
  65. Wallas, G. (1926). The art of thought. New York, NY: Harcourt Brace.
  66. Wang, Y.,Luppi, A.,Fawcett, J.,Anderson, M. C.(2019).Reconsidering unconscious persistence: Suppressing unwanted memories reduces their indirect expression in later thoughts.Cognition,187,78-94.
  67. Zmigrod, S.,Colzato, L. S.,Hommel, B.(2015).Stimulating creativity: Modulation of convergent and divergent thinking by transcranial direct current stimulation (tDCS).Creativity Research Journal,27(4),353-360.
  68. 吳靜吉(1998)。教育部輔導工作六年計畫研究報告教育部輔導工作六年計畫研究報告,教育部。
  69. 李乙明(2006).陶倫斯創造思考測驗.臺北市:心理.
  70. 李乙明(2006).陶倫斯創造思考測驗.臺北市:心理.
  71. 李孝儀(2014)。臺北市，國立臺灣師範大學。
  72. 林緯倫(2019)。創造力的不同類型：以雙重歷程理論探討開放式與封閉式創造力的差異。華人創造力：理論與實務，臺北市:
  73. 陳學志(1999)。行政院國家科學委員會專題研究計畫成果報告行政院國家科學委員會專題研究計畫成果報告,行政院國家科學委員會。
  74. 黃博聖,陳學志(2013).遠距聯想創造測驗.臺北市:中國行為科學社.
被引用次数
  1. 陳俊瑋(2022)。「中文版俄亥俄州教師效能感量表」於國小教師之驗證性研究。教育心理學報，53(4)，853-878。
  2. 黃博聖,陳學志,陳姵臻,張雨霖,林緯倫,吳清麟(2021)。中文版遠距聯想測驗在創造力研究之應用：回顧與展望。教育實踐與研究，34(1)，1-44。
print cancel