创造性思维水平高、低大学生类比推理能力与工作记忆关系的实验
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摘要
本研究在综合国内外研究的基础上，采用测验法和实验法对大学生创造性思维、类比推理和工作记忆三者的关系进行研究。研究结果表明：(1)类比推理的反应时在创造性思维水平、推理类型和组别上均存在显著的主效应，并且在创造性思维和推理类型之间存在显著的交互作用；而类比推理的正确率在推理类型和组别上存在显著的主效应。(2)高创造性思维水平的被试无论进行言语类比推理还是图形类比推理，所需的时间都明显少于低创造性思维水平的被试；而创造性思维水平高、低被试在类比推理的正确率方面没有显著差异。(3)高创造性思维被试无论是言语类比还是图形类比反应时，组别之间的差异均非常显著；低创造性思维被试在图形类比推理上存在显著的组别差异。高创造性思维被试在进行言语类比推理时有视空间模板中的空间成分和视觉成分、语音回路中的发音成分及中央执行器四种工作记忆子成分参与；在进行图形类比推理时有视空间模板中的视觉成分、语音回路中的语言储存成分及中央执行器三种工作记忆子成分的参与。而对于低创造性思维被试而言，无论是言语类比推理还是图形类比推理，都只有中央执行器一种工作记忆子成分参与了类比推理过程。高创造性思维被试在言语类比推理正确率上存在显著的组别差异；低创造性思维被试无论是言语类比还是图形类比，组别之间的差异均不显著。
Based on the global researches, the study conducts the research combined with the methods of the analogical reasoning test and experiments on the relations among the creative thoughts, analogy reasoning and working memory among the college students. The results indicate that (1) the significant main effect lies in the reaction time of analogy reasoning on the level of creative thoughts, reasoning types and groups. And the significant interactive effects were seen between the creative thoughts and reasoning types. Whereas, the significant main effect lies in the corrections of analogy reasoning of reasoning types and groups. (2) Whatever linguistic reasoning or picture reasoning are performed, subjects from the high level of creative thoughts took less time rather than the low level of its counterparts. However, no differences were found in the correction rates between two groups. (3) In terms of reaction time, significant differences are obvious between the groups. So far as the picture analogy reasoning is concerned, the low creative thoughts are obviously different. While, being conducted in the test of linguistic analogy reasoning, there are spatial and visual parts, as well as the linguistic circuit and
Based on the global researches, the study conducts the research combined with the methods of the analogical reasoning test and experiments on the relations among the creative thoughts, analogy reasoning and working memory among the college students. The results indicate that (1) the significant main effect lies in the reaction time of analogy reasoning on the level of creative thoughts, reasoning types and groups. And the significant interactive effects were seen between the creative thoughts and reasoning types. Whereas, the significant main effect lies in the corrections of analogy reasoning of reasoning types and groups. (2) Whatever linguistic reasoning or picture reasoning are performed, subjects from the high level of creative thoughts took less time rather than the low level of its counterparts. However, no differences were found in the correction rates between two groups. (3) In terms of reaction time, significant differences are obvious between the groups. So far as the picture analogy reasoning is concerned, the low creative thoughts are obviously different. While, being conducted in the test of linguistic analogy reasoning, there are spatial and visual parts, as well as the linguistic circuit and
引文
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[4] (台)陈龙安，创造性思维与教学[M]．北京：中国轻工业出版社，1999年第一版．
[5] 张德秀，创造性思维的发展与教学[M]．湖南：湖南师范大学出版社，1990年2月第一版。
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[16] Sternberg R J. Handbook of Creativity[M]. New York: Cambridge University Press, 1999, 78-79．
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[18] 柳斌主编，创新教育全书[M]．500、551。
[19] 杨叔子，中国高教育，2000，7。
[20] 殷坤，虚拟与现实，光明日报，2000年3月28日。
[21] 郑慎德，思维、创造性思维及其理论[J]．武汉金融高等专科学校学报，2000，55(4)：3-7。
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