中国科学院心理研究所机构知识库

创造力发展的年龄特征一直是研究者非常关注的问题。很多研究者认为，只有更全面地探查儿童创造力的发展，才能充分了解创造力的本质，所以，应该在多个领域中研究创造力。本研究以文学领域中儿童比较熟悉并喜欢的讲故事的形式，采用同感评估技术（CAT），对4-7岁儿童的创造力发展趋势进行了研究，并深入探讨了经常被人们提到的出现在该阶段中的“入学突降”现象。研究共分为两个部分：研究一考察了4-7岁儿童创造力的发展趋势和创造力的“入学突降”现象；研究二探查了讲故事任务的创造力与言语能力的关系，讨论了创造力的领域特殊性。研究结果发现：

1. 4-7岁儿童的创造力随年龄的增长总体上表现出先上升后下降的趋势，并且存在性别差异。性别差异的具体表现为，女生在4-5岁的发展快于男生，且在6岁开始出现下降趋势。

2. 排除入学影响，随年龄增长，6-7岁儿童的创造力显著上升。

3. 6岁已入学儿童的创造力显著低于同年龄未入学儿童，其中女生受到的影响更大。

4. 言语能力是讲故事创造力的基础，只有达到了一定水平的言语能力才能够表现出较高水平的创造力，但是言语能力只是讲故事创造力的必要而非充分条件。

5. 研究结果部分支持了创造力领域特殊性的理论。

Researchers suggest that we should study the development of creativity in different domains. Then we can know more about the nature of creativity. We explore the development of creativity and the phenomemon of school entry slump. 111 4-to 7-year-old children were invited to participant in story-telling tasks of literary domain in present study. The creativity of their stories was evaluated with consensual assessment technique (CAT). Two studies were designed. Study 1 was to explore the developmental trends of 4- to 7-year-old children and to examine the school entry slump of creativity. Study 2 was to discuss the relation between verbal skill and creativity. of story-telling task. The results indicated that:

1. In general, children’s literary creativity increases from 4- to 6-year-old and decreases from 6- to 7-year-old. It is also found that there exist gender differences in children’s literary creativity. Girl’s literary creativity increases from 4- to 6-year-old and decreases from 6- to 7-year-old, while boy’s creativity continuously increases from 4- to 7-year-old.

2. Eliminating the influence of schooling, children’s creativity increases significantly from 6- to 7-year-old.

3. The creativity of 6-year-old children in school are significantly lower than that of preschoolers at the same age.

4. Verbal skill is the basis of story-telling creativity and some basic verbal skills are necessary for high creativity. But verbal skill is not enough for high creativity. 5. The results seem to partially support the domain-specificity of creativity.