The Cognitive Process of Creativity

• Main Authors: Chiou, Fa-Chung, 邱發忠
• Other Authors: 陳學志
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/27845360665424532593

博士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 94 === ABSTRACT The purpose of this study was to investigate the cognitive process of creativity. A “Multiple Structures and Multiple Processes model (MSMP)” was built up based on the concepts of contemporary cognitive psychology and modern creative theories. In general, MSMP could be divided into two parts, one is “Structure” and the other is “Process”, and it assumed that creative behavior is the interaction of the two. According to the prediction of MSMP, seven experiments were conducted in this study to testify two assumptions, including the influences of “activation or inhibition of priority schema” and “the implicit and explicit cognition” on creativity. Experiment 1 and 2 were conducted to testify the first assumption, assuming that when the priority scheme is activated, other schema would be inhibited, thus reduced the performance of creativity, and vice versa. The results showed that when the priority scheme was activated and other schema were inhibited, participants’ performance on New Creativity Test would get worse, whereas when the priority scheme was inhibited and other schema were less inhibited, participants’ performance on New Creativity Test would get better. Experiment 3 to 5, investigating the influence of implicit cognition on creative behaviors such as the “temporal perspective”, “positive and negative emotion” and “motivation focus”, were used to testify the second assumption which suggests that the cognitive process of creativity includes both the implicit and explicit processes. The results of experiment 3 and 4 supported the assumption, showing that manipulating the implicit priming through using “temporal perspective” and “positive and negative emotion” only influenced the implicit task and the hybrid of implicit and explicit tasks but not the explicit task. The result of experiment 5 supported the hypothesis partially through using “motivation focus” to manipulate the implicit priming. As to experiment 6 and 7, “subjective standard” was manipulated (experiment 6) and the creative strategies were instructed (experiment 7) to influence participants’ performance on implicit and explicit tasks. The results demonstrated that the subjective standard and the creative strategies only influenced participants’ performance on the hybrid of the explicit and implicit tasks but not the implicit task. According to experiment 3 to 7, it was found that the implicit priming would only influence the implicit task or the hybrid of implicit and explicit tasks but not the explicit task. It was also found that the explicit subjective standard and creative strategies instruction would only influence the hybrid of implicit and explicit tasks but not the implicit task. The results supported that the cognitive process of creativity includes both the explicit and implicit processes. The research could be applied on creative curriculum and education practice in the future. KEY WORDS: activation and inhibition, creative strategies, implicit and explicit processes, motivation focus, Multiple Structures and Multiple Processes model, positive and negative emotion, temporal perspective, subjective standard