认知与发展心理学研究室知识库

    动机与创造力的关系是创造力的社会心理学研究中的重要领域。其中，外界诱因通过动机影响创造力是该领域研究中的一个焦点问题。本研究从个体差异的角度出发，引入认知风格(场依存一场独立)作为变量，用主观评定法(C CAT )作为创造力的评估方法，考察评价、奖赏对语言创造力的影响。
    本研究以小学五年级学生(10-11. 5岁)作为研究对象，通过镶嵌图形测验挑选出典型的场依存者、场独立者，考察评价、奖赏对两种认知风格的被试语言创造力的影响。主要研究结果如下:
    1.评价提高创造力，奖赏降低创造力。
    2.在评价的条件下，场依存者的创造力显著提高，场独立者无显著变化。
    3.在奖赏的条件下，场依存者的创造力无显著变化，场独立者显著下降。
    4.场依存者的语言创造力低于场独立者。
    5.该年龄组女生的语言创造力显著高于男生。

    The relation of motivation and creativity is an important aspect in social  psychology of creativity. A typical issue in this field is, extrinsic constraints  have effects on individual's motivation, which, in turn, on creative performance.
    According to individual difference psychology, field dependence-independence (FDI) was chosen into the present study as cognitive style difference, to examine the effect of evaluation and reward on verbal creativity of Field-Dependent (FD) Field-Independent (FI) children.
    Typical FD and FI children aged 10-11.5 were selected with Group Embedded Figures Test (GEFT). FD and FI Ss were matched into evaluation, reward and control groups respectively. Verbal creativity was assessed using Consensual Assessment Technical (CAT). Main results indicated that:
    1 .Expected evaluation had generally incremental effect of on creativity, while anticipation of reward decreased creativity.
    2. In expected evaluation group, FD's creativity increased significantly, however, FI had little change.
    3 .In anticipation of reward group, contrary to hypothesis, FD's creativity had little change, while FI decreased creativity significantly.
    4. FD had lower performance on verbal creativity than FI.
    5. Girls Ss produced significantly higher performance on verbal creativity than boys.