任务特点、认知风格对情绪与创造表现关系的影响
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摘要
创造力是个体产生新颖独特且具有实用价值的产品的能力(Sternberg, 2005)。创造力既可以被理解为一种稳定的特质或能力(trait),也可以被理解为一种情境激发的操作水平(performance)。早期的创造力研究往往将创造力当作一种特质,研究的目的是揭示出个体间创造力的差异,近期的创造力研究倾向于将创造力看作是一种表现,将其看成是一种与情境、生活环境、文化等社会情境有关的作业水平,具有可变化的特性,因而更多地研究哪些因素会更深刻地影响到创造表现。在诸多影响创造表现的因素中,情绪是社会心理学研究中考察最多的创造表现的预测变量(Mumford, 2003)。情绪是有机体在活动中对客观事物所持态度的体验(朱智贤等, 1989;叶奕乾等, 1997;黄希庭, 2007; Frijda, 1993),它伴随着思考过程,进而影响创造表现。因而,从情绪视角研究创造表现是近几年创造表现研究的热点课题。但情绪与创造表现研究间的结果并不一致。究其原因,人们发现,情绪对创造表现的影响是依赖于背景因素的,也就是说情绪对创造表现的影响与所从事的创造力任务的特征以及个体特征有直接联系,即任务特点、个体特征可能调节情绪与创造表现的关系。
近年来创造力的研究者发现,创造力不仅是领域特殊的还是任务特殊的(Kaufman, 2009; Runco, Illies, & Eisenman, 2005),也就是说任务特点影响着行为者的创造表现(Antes & Mumford, 2009; Davis, 2008; George & Zhou, 2002; Kuvass & Selart, 2004; Reiter-Palmon, Cross, Buboltz, & Nimps, 2009)。特定任务可能促进或抑制情绪对创造表现的影响(George & Zhou, 2002, 2007; Kaufmann, 2003; Baas, De Dreu, & Nijstad, 2008)。认知风格是指个体在组织和加工信息中所表现出来的个性化和一贯的方式(Tennant, 1988)。研究表明认知风格对创造表现有直接影响。已有理论对认知风格与情绪对创造表现的影响也有相关假设和推断。人格和背景交互作用的观点认为具有某种人格的个体可能会更倾向于认为某些背景特点所提供的信息有价值,从而在这些特点出现时有更好的创造表现。如果情绪对创造表现的作用受到任务特点和个体特质的影响,忽视这两种因素考察情绪与创造表现的关系,得到的结果就会因脱离现实而缺乏生态效度。
本研究的目的是,从外部条件的角度考察任务特点对情绪与创造表现关系的作用,进而从个体的角度选取稳定的个体差异——认知风格考察其对情绪与创造表现关系的影响及其作用机制,最后结合主客观因素考察任务特点和认知风格交互作用对情绪与创造表现关系的影响。
论文基于这一研究目的,在梳理情绪与创造表现关系研究的基础上,以正常大学生为被试,设计了预备研究和正式研究。预备研究完成了三项任务:改进创造表现的评价方法;修订认知风格的测量工具(REI量表,Pacini & Epstein, 1999);检验情绪诱发材料的有效性,为正式研究做研究工具和实验材料的准备。正式研究共包括三个研究四个实验。研究一考察任务特点对情绪与创造表现关系的作用;研究二考察认知风格对情绪与创造表现关系的作用及其机制,包含两个实验,实验2a考察认知风格对情绪与创造表现关系的作用,实验2b考察认知风格对情绪与创造表现关系的作用机制;研究三考察任务特点与认知风格对情绪与创造表现关系的作用。所用实验材料包括修订后的认知风格问卷(Pacini & Epstein, 1999)、情绪诱发材料(电影视频和音乐片段)、情绪测查问卷(Bradley et al., 1994)和创造力任务。研究发现:
(1)任务特点影响情绪与创造表现的关系。在任务的结构特点和框架特点中,任务的结构特点对情绪与创造表现的关系没有影响,而任务的框架特点影响了情绪与创造表现的关系,具体表现为,有趣框架下,积极情绪个体的创造表现好于消极情绪;但在严肃框架下,积极情绪和消极情绪个体的创造表现无差异。
(2)情绪的性质(积极、消极)和认知风格(直觉、理性)作为单独的变量对创造表现没有影响。但是认知风格与情绪交互作用于创造表现,即认知风格影响情绪与创造表现的关系,具体表现为,直觉风格个体在积极情绪下的创造表现好于消极情绪,理性风格个体在消极情绪下的创造表现好于积极情绪。
(3)认知风格影响情绪对创造表现的作用机制,具体表现为:积极情绪对创造表现的促进作用是直觉风格通过认知灵活性实现的,而消极情绪对创造表现的促进作用是理性风格通过认知坚持性实现的。
(4)认知风格和任务特点的相互作用影响了情绪与创造表现的关系。具体表现为,直觉风格对情绪与创造表现关系的影响不会受到任务框架的影响。即直觉风格个体不管从事严肃任务还是有趣任务,都在积极情绪下的创造表现好于消极情绪;理性风格对情绪与创造表现关系的影响受到任务框架的影响,具体表现为,理性风格个体从事有趣任务时,积极情绪下的创造表现好于消极情绪,但在从事严肃任务时,消极情绪下的创造表现好于积极情绪。
研究得出以下结论:
(1)情绪对创造表现的影响具有任务特殊性,任务框架影响二者关系;
(2)认知风格影响情绪与创造表现的关系;
(3)认知风格影响情绪对创造表现的作用机制;
(4)任务特点和认知风格的相互作用影响了情绪与创造表现的关系。
本论文在研究的基础上获得了重要的结果和新的发现,对深化情绪与创造表现关系的认识具有重要的理论意义,对实践中结合个体特质和任务特点,引导个体的情绪以提升创造表现也具有现实意义。
Creativity is the ability of generating new and unique products with practical value (Sternberg, 2005). Creativity can be understood as a stable trait or ability, also be understood as performance inspired by scenarios. Early creativity studies tended to consider it as a trait, and the aim of these studies were to reveal differences between individuals creativity. Recent studies of creativity tend to see it as an expression of creativity and take it as an action level related to the situation, living environment, culture and other social contexts with varying characteristics. So more research focused on what factors will create a more profound impact on creative performance. Among the factors influencing the creative performance, emotion is the predictive variable of creative performance studied most in the study of social psychology (Mumford, 2003). Emotion is the experience of the attitudes organism has on objective things in activities (Frijda, 1993; Huang et al., 2007; Ye et al., 1997; Zhu et al., 1989). It often accompanied the process of thinking, thereby affecting the creative performance. Hence, it has been a hot research topic examined from the emotional perspective on creative performance in recent years. But the studies on the relationship of emotion and creativity found the results between studies were inconsistent. It was found that the impact of emotion on creativity is background dependent, that is, the impact of emotion on creative performance s directly linked to the characteristics of the task people engaged in and individuals’characteristics. Namely, the characteristics of the task and individuals’characteristics moderate the relationship between emotion and creative performance.
In recent years, researchers found that creativity is not only field specific but also task specific (Kaufman, 2009; Runco, Illies, & Eisenman, 2005), namely, the characteristics of the task affect individuals’creative performance (Antes & Mumford, 2009; Davis, 2008; George & Zhou, 2002; Kuvass & Selart, 2004; Reiter-Palmon, Cross, Buboltz, & Nimps, 2009). Special tasks may promote or inhibit the impact of emotion on creativity (Baas, De Dreu, & Nijstad, 2008; George & Zhou, 2002, 2007; Kaufmann, 2003). Cognitive style refers to the personalized and consistent ways individuals shown in the organization and processing of information (Tennant, 1988). Research shows that cognitive styles have a direct impact on the creative performance. Existing theories have some assumptions and inference of the impact of cognitive style and emotion on creative performance. The theory of interaction of personality and background considered that the individuals with some personality were more inclined to think that some information the background characteristics provided were valuable and showed higher creative performance when these characteristics appeared. Prediction of emotion on creativity may be influenced by the characteristics of individuals or characteristics of the task. The results of examinations on the relationship between emotions and creativity ignoring these two factors will be unrealistic due to lack of ecological validity.
The purpose of this study is to examine the characteristics of the task on the relationship between emotions and creative performance from the external conditions, and then select the stable individual differences- cognitive style from the perspective of the individual to examine its impact on the relationship between emotion and creative performance and its mechanism, the final investigated the interaction of task characteristics and cognitive style on the relationship between emotion and creative performance by combination of subjective and objective factors.
This paper designed preparatory studies and formal researches based on previous studies on the relationship of emotion and creative performance for these purpose with normal university students as subjects, Preparatory study completed three tasks: the improvement of methods of evaluation to creativity; revision of cognitive style measurement tools (REI scale); test the validity of the materials for emotion induction. The preparatory study provided the tools and experimental materials for the formal study. The formal study had three studies and four experiments. Study 1 examined the impacts of the interactive features of the task on the relationship of emotion and creative performance; Study 2 investigated the impacts and mechanisms of the cognitive styles on the relationship of emotion and creative performance including two experiments. Experiment 2a studied the impact of the cognitive styles on the relationship of emotion and creative performance and experiment 2b studied their mechanisms; Study 3 examined the interactive effects of the characteristics of the task and cognitive styles on the relationship of emotion and creative performance. The experimental materials included the revised questionnaire of cognitive styles, the emotions evoked materials (film video and music clips), the questionnaire for emotion evaluation (Bradley et al., 1994) and creative tasks. These studies found that:
First, the characteristics of the task impact the relationship of emotion and creative performance. In the framework and the structure of the task characteristics, the task characterized by the framework is the task factors affect that relationship. Specifically, individuals in a positive emotion showed better creative performance than the individuals in a negative emotion in the tasks framed as interesting; but in the tasks framed as serious, the creative performance of individuals in a positive emotion and the individuals in a negative emotion had no difference.
Second, The nature of emotion (positive or negative) and cognitive styles (intuitive or rational) has no effect on creative performance as a single variable. But the interaction between cognitive styles and emotion has an effect on the creative performance. That is, cognitive styles affected the relationship between emotion and creative performance. Specifically, the individuals with typical intuitive style in a positive emotion performed better than in a negative emotion, the individuals with typical rational style in a negative emotion performed better than in a positive emotion.
Third, cognitive styles affected the mechanisms of the relationship between emotion and creative performance. Specifically, in a positive emotion, intuitive cognitive style promoted the creative performance through the mediator role of cognitive flexibility, while in a negative emotion, rational cognitive style promoted the creative performance through the mediator role of cognitive persistence.
Fourth, the interaction of the characteristics of the task and cognitive style affected the relationship between emotion and creative performance. Specifically, the effect of intuitive style on the relationship between emotion and creative performance on will not be affected by the framework of the task. That is, the individuals with intuitive style in a positive emotion performed better than in a negative emotion regardless the task was framed as interesting or serious; the effect of rational style on the relationship between emotion and creative performance on was affected by the framework of the task. The individuals with rational style in a positive emotion performed better than in a negative emotion when the task was framed as interesting; but when the task was framed as serious, they performed better in a negative emotion than in a positive emotion.
These studies could get the following conclusions.
(1) The impact of emotion on the creative performance is task specific, the framework of the task affects the relationship.
(2) Cognitive styles affect the relationship between emotion and creative performance.
(3) Cognitive styles affect the mechanism of emotion on creative performance.
(4) The interaction of task characteristics and cognitive styles affect the relationship between emotion and creative performance. This thesis obtained important results and new findings on the basis of study and has important theoretical significance for intensification the relationship of emotion and creative performance also has practical significance for combining individual traits and task characteristics to guide individuals’emotion for the improvement of creative performance in practice.
近年来创造力的研究者发现,创造力不仅是领域特殊的还是任务特殊的(Kaufman, 2009; Runco, Illies, & Eisenman, 2005),也就是说任务特点影响着行为者的创造表现(Antes & Mumford, 2009; Davis, 2008; George & Zhou, 2002; Kuvass & Selart, 2004; Reiter-Palmon, Cross, Buboltz, & Nimps, 2009)。特定任务可能促进或抑制情绪对创造表现的影响(George & Zhou, 2002, 2007; Kaufmann, 2003; Baas, De Dreu, & Nijstad, 2008)。认知风格是指个体在组织和加工信息中所表现出来的个性化和一贯的方式(Tennant, 1988)。研究表明认知风格对创造表现有直接影响。已有理论对认知风格与情绪对创造表现的影响也有相关假设和推断。人格和背景交互作用的观点认为具有某种人格的个体可能会更倾向于认为某些背景特点所提供的信息有价值,从而在这些特点出现时有更好的创造表现。如果情绪对创造表现的作用受到任务特点和个体特质的影响,忽视这两种因素考察情绪与创造表现的关系,得到的结果就会因脱离现实而缺乏生态效度。
本研究的目的是,从外部条件的角度考察任务特点对情绪与创造表现关系的作用,进而从个体的角度选取稳定的个体差异——认知风格考察其对情绪与创造表现关系的影响及其作用机制,最后结合主客观因素考察任务特点和认知风格交互作用对情绪与创造表现关系的影响。
论文基于这一研究目的,在梳理情绪与创造表现关系研究的基础上,以正常大学生为被试,设计了预备研究和正式研究。预备研究完成了三项任务:改进创造表现的评价方法;修订认知风格的测量工具(REI量表,Pacini & Epstein, 1999);检验情绪诱发材料的有效性,为正式研究做研究工具和实验材料的准备。正式研究共包括三个研究四个实验。研究一考察任务特点对情绪与创造表现关系的作用;研究二考察认知风格对情绪与创造表现关系的作用及其机制,包含两个实验,实验2a考察认知风格对情绪与创造表现关系的作用,实验2b考察认知风格对情绪与创造表现关系的作用机制;研究三考察任务特点与认知风格对情绪与创造表现关系的作用。所用实验材料包括修订后的认知风格问卷(Pacini & Epstein, 1999)、情绪诱发材料(电影视频和音乐片段)、情绪测查问卷(Bradley et al., 1994)和创造力任务。研究发现:
(1)任务特点影响情绪与创造表现的关系。在任务的结构特点和框架特点中,任务的结构特点对情绪与创造表现的关系没有影响,而任务的框架特点影响了情绪与创造表现的关系,具体表现为,有趣框架下,积极情绪个体的创造表现好于消极情绪;但在严肃框架下,积极情绪和消极情绪个体的创造表现无差异。
(2)情绪的性质(积极、消极)和认知风格(直觉、理性)作为单独的变量对创造表现没有影响。但是认知风格与情绪交互作用于创造表现,即认知风格影响情绪与创造表现的关系,具体表现为,直觉风格个体在积极情绪下的创造表现好于消极情绪,理性风格个体在消极情绪下的创造表现好于积极情绪。
(3)认知风格影响情绪对创造表现的作用机制,具体表现为:积极情绪对创造表现的促进作用是直觉风格通过认知灵活性实现的,而消极情绪对创造表现的促进作用是理性风格通过认知坚持性实现的。
(4)认知风格和任务特点的相互作用影响了情绪与创造表现的关系。具体表现为,直觉风格对情绪与创造表现关系的影响不会受到任务框架的影响。即直觉风格个体不管从事严肃任务还是有趣任务,都在积极情绪下的创造表现好于消极情绪;理性风格对情绪与创造表现关系的影响受到任务框架的影响,具体表现为,理性风格个体从事有趣任务时,积极情绪下的创造表现好于消极情绪,但在从事严肃任务时,消极情绪下的创造表现好于积极情绪。
研究得出以下结论:
(1)情绪对创造表现的影响具有任务特殊性,任务框架影响二者关系;
(2)认知风格影响情绪与创造表现的关系;
(3)认知风格影响情绪对创造表现的作用机制;
(4)任务特点和认知风格的相互作用影响了情绪与创造表现的关系。
本论文在研究的基础上获得了重要的结果和新的发现,对深化情绪与创造表现关系的认识具有重要的理论意义,对实践中结合个体特质和任务特点,引导个体的情绪以提升创造表现也具有现实意义。
Creativity is the ability of generating new and unique products with practical value (Sternberg, 2005). Creativity can be understood as a stable trait or ability, also be understood as performance inspired by scenarios. Early creativity studies tended to consider it as a trait, and the aim of these studies were to reveal differences between individuals creativity. Recent studies of creativity tend to see it as an expression of creativity and take it as an action level related to the situation, living environment, culture and other social contexts with varying characteristics. So more research focused on what factors will create a more profound impact on creative performance. Among the factors influencing the creative performance, emotion is the predictive variable of creative performance studied most in the study of social psychology (Mumford, 2003). Emotion is the experience of the attitudes organism has on objective things in activities (Frijda, 1993; Huang et al., 2007; Ye et al., 1997; Zhu et al., 1989). It often accompanied the process of thinking, thereby affecting the creative performance. Hence, it has been a hot research topic examined from the emotional perspective on creative performance in recent years. But the studies on the relationship of emotion and creativity found the results between studies were inconsistent. It was found that the impact of emotion on creativity is background dependent, that is, the impact of emotion on creative performance s directly linked to the characteristics of the task people engaged in and individuals’characteristics. Namely, the characteristics of the task and individuals’characteristics moderate the relationship between emotion and creative performance.
In recent years, researchers found that creativity is not only field specific but also task specific (Kaufman, 2009; Runco, Illies, & Eisenman, 2005), namely, the characteristics of the task affect individuals’creative performance (Antes & Mumford, 2009; Davis, 2008; George & Zhou, 2002; Kuvass & Selart, 2004; Reiter-Palmon, Cross, Buboltz, & Nimps, 2009). Special tasks may promote or inhibit the impact of emotion on creativity (Baas, De Dreu, & Nijstad, 2008; George & Zhou, 2002, 2007; Kaufmann, 2003). Cognitive style refers to the personalized and consistent ways individuals shown in the organization and processing of information (Tennant, 1988). Research shows that cognitive styles have a direct impact on the creative performance. Existing theories have some assumptions and inference of the impact of cognitive style and emotion on creative performance. The theory of interaction of personality and background considered that the individuals with some personality were more inclined to think that some information the background characteristics provided were valuable and showed higher creative performance when these characteristics appeared. Prediction of emotion on creativity may be influenced by the characteristics of individuals or characteristics of the task. The results of examinations on the relationship between emotions and creativity ignoring these two factors will be unrealistic due to lack of ecological validity.
The purpose of this study is to examine the characteristics of the task on the relationship between emotions and creative performance from the external conditions, and then select the stable individual differences- cognitive style from the perspective of the individual to examine its impact on the relationship between emotion and creative performance and its mechanism, the final investigated the interaction of task characteristics and cognitive style on the relationship between emotion and creative performance by combination of subjective and objective factors.
This paper designed preparatory studies and formal researches based on previous studies on the relationship of emotion and creative performance for these purpose with normal university students as subjects, Preparatory study completed three tasks: the improvement of methods of evaluation to creativity; revision of cognitive style measurement tools (REI scale); test the validity of the materials for emotion induction. The preparatory study provided the tools and experimental materials for the formal study. The formal study had three studies and four experiments. Study 1 examined the impacts of the interactive features of the task on the relationship of emotion and creative performance; Study 2 investigated the impacts and mechanisms of the cognitive styles on the relationship of emotion and creative performance including two experiments. Experiment 2a studied the impact of the cognitive styles on the relationship of emotion and creative performance and experiment 2b studied their mechanisms; Study 3 examined the interactive effects of the characteristics of the task and cognitive styles on the relationship of emotion and creative performance. The experimental materials included the revised questionnaire of cognitive styles, the emotions evoked materials (film video and music clips), the questionnaire for emotion evaluation (Bradley et al., 1994) and creative tasks. These studies found that:
First, the characteristics of the task impact the relationship of emotion and creative performance. In the framework and the structure of the task characteristics, the task characterized by the framework is the task factors affect that relationship. Specifically, individuals in a positive emotion showed better creative performance than the individuals in a negative emotion in the tasks framed as interesting; but in the tasks framed as serious, the creative performance of individuals in a positive emotion and the individuals in a negative emotion had no difference.
Second, The nature of emotion (positive or negative) and cognitive styles (intuitive or rational) has no effect on creative performance as a single variable. But the interaction between cognitive styles and emotion has an effect on the creative performance. That is, cognitive styles affected the relationship between emotion and creative performance. Specifically, the individuals with typical intuitive style in a positive emotion performed better than in a negative emotion, the individuals with typical rational style in a negative emotion performed better than in a positive emotion.
Third, cognitive styles affected the mechanisms of the relationship between emotion and creative performance. Specifically, in a positive emotion, intuitive cognitive style promoted the creative performance through the mediator role of cognitive flexibility, while in a negative emotion, rational cognitive style promoted the creative performance through the mediator role of cognitive persistence.
Fourth, the interaction of the characteristics of the task and cognitive style affected the relationship between emotion and creative performance. Specifically, the effect of intuitive style on the relationship between emotion and creative performance on will not be affected by the framework of the task. That is, the individuals with intuitive style in a positive emotion performed better than in a negative emotion regardless the task was framed as interesting or serious; the effect of rational style on the relationship between emotion and creative performance on was affected by the framework of the task. The individuals with rational style in a positive emotion performed better than in a negative emotion when the task was framed as interesting; but when the task was framed as serious, they performed better in a negative emotion than in a positive emotion.
These studies could get the following conclusions.
(1) The impact of emotion on the creative performance is task specific, the framework of the task affects the relationship.
(2) Cognitive styles affect the relationship between emotion and creative performance.
(3) Cognitive styles affect the mechanism of emotion on creative performance.
(4) The interaction of task characteristics and cognitive styles affect the relationship between emotion and creative performance. This thesis obtained important results and new findings on the basis of study and has important theoretical significance for intensification the relationship of emotion and creative performance also has practical significance for combining individual traits and task characteristics to guide individuals’emotion for the improvement of creative performance in practice.
引文
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