The Experimental Study on the Relationship between Children’s Creativity and Speed of Information Processing and Visual Attention The nature of creativity is an important issue in the study of psychology. Traditional researches, which are based mainly on the creative questions resolving, approach the problem only from the special processes of creativity happening. Some researchers try to explore the essential differences in creativity from the basic cognitive level, by studying the relationship between children’s different speed of information processing and creativity.
The aim of this study was to do the followings 1) to examine the relationship between creativity and speed of information processing in the elementary school and junior high school children; 2) to find out the difference between high creativity and low creativity children’s attention mechanism. The participants were children aged 9-16 year old. There were three cognitive tasks and two attention tasks. The results were follows:
1) In a complex cognitive task, the response of children with high creativity was slower than those with low creativity; in simple cognitive tasks, children with high creativity reacted faster than those with low creativity. This was consistent with the adult subjects of the previous study results. In addition to 9-10 age group children, because their various aspects are in a primary stage of development, they mainly rely on convergent thinking in a cognitive task, which makes them not show similar reaction with older children on the relationship between creativity and the speed of information processing
2) In the visual search task, with the search features becoming complex, and the size increasing, the high creativity group of children and children group with low creativity was different in reaction time, and this difference were gradually narrowing. That is, highly creative children were affected according to the number of distractors. Here 13-14 years old group showed a different situation. It may be because they are in early puberty and are more sensitive and agitated, which affect the performance of cognitive tasks.
3) In response to competition task, in the case of low load, high-creativity group showed the obvious compatibility effect when were distracted from the center of things, that is, their reaction speed to the incompatible distractors showed slower than to the compatibility distractors. Consistent with the theory of the central concave, high-creativity group of children are more vulnerable to the impact of central distractors, which affect their speed of response. On low load conditions, high creativity of children even in the periphery also showed some compatibility effect, indicating the attention resources of high creative children were allocated to the marginal position and they showed more open vision. In the case of high load condition, the compatibility effect of high-creative children to central distractors disappeared. The 13-14 aged groups even showed the opposite direction of the compatibility effect, which indicates that on high load conditions, high creative children were affected by other filling materials and the effect of distractors is weakened. However, the total trend still is that the response time of high creative children is longer than that of low creative children.
Above all, the high creative children more tend to be affected by distractors which results in low information processing speed. The present study attempts to explore the general cognitive nature of creativity from the cognitive level, to provide experimental basis for the identification of the extraordinary creative children in higher education and to provide theoretical guidance to foster children's creativity.