Dissertations / Theses on the topic 'Divergent thinking'

Creativity is strongly dependent on divergent thinking and divergent thinking appears to be strongly linked to frontal lobe function. Since Parkinson's disease (PD) depends also on a dysfunction of the frontal lobe, with this research we aim to investigate if a change in the divergent thinking of patients with this diagnosis can be observe. Moreover, since the atypical parkinsonism is a group of neurodegenerative diseases involving the combination of parkinsonian symptoms and other neurological signs, we would make a comparison between atypical parkinsonism (PKS) and PD cognitive and creative level. An appropriate battery of neuropsychological tests was given to 13 patients with idiopathic PD, to 13 multiple system atrophy (MSA) patients, to 13 patients with progressive sopranuclear palsy (PSP) and 13 normal control subjects (HC). An exploratory survey on 4 corticobasal degeneration (CBD) was conducted too. The Abbreviated Torrance Tests of Creative Thinking for Adults (ATTA), a known test assessing creativity along the dimensions of fluency, flexibility, originality and elaboration was used to examine divergent thinking. Nobody of the subjects plays a creative work. Comparing all the data we found that creative PSP level is lower then other groups. Instead, the creative PD and HC level are similar. The result seems to confirm the central role of frontal lobes in creativity. In particular, we hypotesize the involvement of dopaminergic midbrain circuits and limbic system while the role of dopaminergic treatment remains doubtful.

Objective: ADHD may be associated with enhanced divergent thinking (DT); however, the extent to which this is a consistent finding across empirical studies is unclear. Accordingly, this paper reviews the association between ADHD and DT. Method: A systematic review of case/control studies was completed. There were 179 records identified, of which 10 met inclusion criteria for this review. Results: The majority of studies were of low-to-moderate quality and it was therefore not possible to meta-analyse the results across studies. A narrative review indicated only modest case/control differences in DT and for only some DT domains, specifically for Originality and Flexibility. Conclusions: Overall, these findings indicate that DT is not impaired among individuals with ADHD and is possibly enhanced in the domains of Originality and Flexibility; however these findings are limited by the low quality of included studies. High quality research into ADHD and DT is therefore required in future.

Thesis(M.A.)--Case Western Reserve University, 2010
Title from PDF (viewed on 2010-01-28) Department of Psychology Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

Mémoire (M.Ed)--Université du Québec à Chicoutimi, 1986.
"Mémoire présenté à l'Université du Québec à Chicoutimi en vue de l'obtention de la maîtrise en éducation" CaQCU Document électronique également accessible en format PDF. CaQCU

The purpose of this study was to explore the relationship between divergent thinking and Schmidt's schema theory of motor learning in a population of first year University physical education students.
Problem solving teaching methodology was used as the intervention program in this study and the main sources of data were the Torrance Tests of Creative Thinking and tests of Schmidt's schema theory designed by the researcher. Descriptive data were used to explain the intervention program.
A mixed model analysis of variance was used to compare the pre-test and post-test performance on Torrance Tests of Creative Thinking (TTCT), and the Pearson product-moment correlation technique was used to compare the results of the TTCT post-test and the Schmidt test.
Results showed minimal differences attributable to the intervention and no relationships between the two tests. Analysis of the descriptive data suggests several limitations to the intervention program and some suggestions for further research are offered.

Poche qualità umane hanno un così forte impatto sulla nostra esistenza quanto la creatività (Scott et al., 2004). Il presente progetto di ricerca raccoglie le sfide identificate da Houtz (2003) come cruciali per la ricerca psicologica: riconoscere, potenziare e comprendere la creatività. Il progetto si focalizza sul concetto di pensiero divergente (Guilford, 1956) come risvolto cognitivo della creatività e si divide in tre studi. Il primo studio presenta un contributo alla validazione del Wallach Kogan Creativity Test (1965). Nel secondo studio ill WKCT, validato nel primo studio, insieme al Test di pensiero creativo (Sprini e Tomasello, 1989 - versione italiana del Torrance Test of Creative Thinking, Torrance 1966) è servita per valutare l'efficacia di un training di pensiero creativo. Nel terzo studio a 306 soggetti di seconda media sono stati somministrati i seguenti strumenti: Big Five Questionnaire – Children (Barbaranelli et al.,1998), Test di pensiero creativo - forma A, parte verbale (Sprini e Tomasello, 1989) versione italiana del Torrance Test of Creative Thinking (TTCT; Torrance, 1966) e una serie di item utilizzati da Choi (2004). Quindi è stata condotta una path analysis per testare un modello in cui personalità, motivazione, pensiero divergente e variabili contestuali sono predittori dell'atteggiamento creativo.
Improving creative thinking is a crucial challenge for the progress of human beings and nations (Florida, 2002). The research project aims at recognizing, fostering and understanding divergent thinking (Guilford, 1956) as cognitive aspect of creativity. The project consists of 3 studies. First study is a contribution to the Italian validation of Wallach Kogan Creativity Test (1965) with subjects aged 12. Second study is an experimental research conducted in a school with children 12 years old. A group of them followed a three-months-training that aimed at fostering divergent thinking abilities, another group served as control. Pretest and posttest were administered using Wallach Kogan Creativity Test (1965) previously validated and also the Italian version of Torrance Test of Creative Thinking (Torrance, 1966) in the verbal form (Sprini & Tomasello, 1989). Third study presents a path analysis to test a model in which personality, motivation, divergent thinking and contextual variables are predictors of a creative aptitude.

Poche qualità umane hanno un così forte impatto sulla nostra esistenza quanto la creatività (Scott et al., 2004). Il presente progetto di ricerca raccoglie le sfide identificate da Houtz (2003) come cruciali per la ricerca psicologica: riconoscere, potenziare e comprendere la creatività. Il progetto si focalizza sul concetto di pensiero divergente (Guilford, 1956) come risvolto cognitivo della creatività e si divide in tre studi. Il primo studio presenta un contributo alla validazione del Wallach Kogan Creativity Test (1965). Nel secondo studio ill WKCT, validato nel primo studio, insieme al Test di pensiero creativo (Sprini e Tomasello, 1989 - versione italiana del Torrance Test of Creative Thinking, Torrance 1966) è servita per valutare l'efficacia di un training di pensiero creativo. Nel terzo studio a 306 soggetti di seconda media sono stati somministrati i seguenti strumenti: Big Five Questionnaire – Children (Barbaranelli et al.,1998), Test di pensiero creativo - forma A, parte verbale (Sprini e Tomasello, 1989) versione italiana del Torrance Test of Creative Thinking (TTCT; Torrance, 1966) e una serie di item utilizzati da Choi (2004). Quindi è stata condotta una path analysis per testare un modello in cui personalità, motivazione, pensiero divergente e variabili contestuali sono predittori dell'atteggiamento creativo.
Improving creative thinking is a crucial challenge for the progress of human beings and nations (Florida, 2002). The research project aims at recognizing, fostering and understanding divergent thinking (Guilford, 1956) as cognitive aspect of creativity. The project consists of 3 studies. First study is a contribution to the Italian validation of Wallach Kogan Creativity Test (1965) with subjects aged 12. Second study is an experimental research conducted in a school with children 12 years old. A group of them followed a three-months-training that aimed at fostering divergent thinking abilities, another group served as control. Pretest and posttest were administered using Wallach Kogan Creativity Test (1965) previously validated and also the Italian version of Torrance Test of Creative Thinking (Torrance, 1966) in the verbal form (Sprini & Tomasello, 1989). Third study presents a path analysis to test a model in which personality, motivation, divergent thinking and contextual variables are predictors of a creative aptitude.

Creative thinking is a popular and ambiguous ability but so far we have limited knowledge about how creativity work within history education. The purpose of this study was therefore to investigate how individual creativity and a historical thinking with a focus on continuity and change relate to each other within history education. Data was collected with the help of an authentic history assignment and analyzed with qualitative content analysis and statistical correlations. A constructivist framework with a specific focus on the The Geneplore Model of Creativity and Historical thinking was chosen to guide the analysis. Results point to several similarities between creativity and historical thinking on continuity and change, with both concepts focusing on constructing new and meaningful knowledge. Here, the strongest correlation was found between creative thinking and reflections about change through history. The analysis also pointed to cognitive processes with a particularly promising potential to develop both creative and historical thinking, namely divergent thinking with the purpose to generate several alternative answers, and janusian thinking with the purpose to generate contradictory perspectives. Further, the analysis also revealed some differences between creativity and historical thinking on continuity and change. Here, thinking creatively with help of distant analogical thinking was particularly difficult since those conclusions seldom were rooted in historical facts. In fact, many of the creative conclusion identified in this study showed a potential to develop students understanding of the past, but were still in an undeveloped stage. These results indicate a need for a continued critical exploration of creative answers after initially being generated. In sum, the identified similarities and differences between creative and historical thinking on continuity and change demonstrate that creativity could play a role in the development of students historical understanding and points to a promising direction for future research interested in creative comparisons over time.

“After the group had played [improvisation] game[s]…colours became brighter, people and spaces seem of a different size, focus is sharper. Our normal thinking dulls perception…” Keith Johnstone (1979, pg. 131) Improvisation is considered to be both the process and product of creativity. It involves the creation of new ideas, on the spur of the moment that are novel and unplanned. Spontaneity, the ability to do something on the spot with no prior preparation is seen as a key element of improvisation and distinction in relation to creativity. The process of improvisation involves thinking in different ways and as a result, could influence our thought processes. It is important to note here that while we are interested in the process of improvisation, it is only possible to measure this through the product. The product is therefore seen as a direct outcome of the process of thinking that occurs during improvisation. It has been suggested that improvisation could relate to cognitive processes (Karakelle, 2009; Schmidt, Goforth & Drew, 1975; Scott, Harris & Rothe, 2001). This program of research therefore aims to identify the cognitive changes in relation to the process of improvisation. This is measured by looking at cognitive tasks pre and post improvisation. Several studies were therefore conducted investigating the effects of improvisation on various cognitive abilities, with a focus on differences between divergent and convergent thinking; (i) the Effect of Verbal Improvisation on Mood, Creativity and Cognition; (ii) verbal improvisation in relation to divergent and convergent thinking; (iii) dance improvisation in relation to divergent and convergent thinking; (iv) Divergent thinking; Differences among expert and novice improvisers and (v) length of Treatment; Cognitive effects following a shorter improvisation treatment length. As a result of the above experiments, results were extended to a clinical sample of Parkinson’s disease. An extensive investigation was also carried out investigating the scoring of method of the Alternative Uses Task (AUT; Guilford, 1957b). Furthermore, the level of cognitive load as a result of improvisation was investigated by observing gesture in improvisation. Taken together, results showed that after a series of verbal improvisation activities, participants improved in scores of divergent thinking tasks. However, this was not observed in scores of convergent thinking tasks. Issues surrounding reliability of the scoring method of the AUT were also discussed. However, this did not affect the consistency of the results observed in this program of research. A theory of schemas was applied to the process of improvisation as a result of the cognitive changes that occured, such that improvisation helps people think in more original and flexible ways by improving access to schemas and working memory.

There is an ongoing debate about the components and processes of creativity. Within the subfield of creative insight, which is often considered to be the first measurable part of creativity, the role of working memory is discussed. Since creative insight appears to happen without conscious planning, the involvement of working memory appears to be limited; a hypothesis supported by several studies. However, there are several studies that support an opposing hypothesis. Namely, that creativity, including creative insights, is a form of divergent thinking and that working memory is needed for divergent thinking. This study investigated the role of working memory in creative insight through correlation analyses between working memory capacity, the frequency of insight and divergent thinking ability. The study was performed using Operation Span to test working memory capacity, Compound Word Association to assess the frequency of insight, and a part of Torrance Test of Creative Thinking to assess the ability for divergent thinking. The result show that working memory have little involvement in creative insight, but that it is involved in divergent thinking. This indicates that the nature of insight is different from divergent thinking.

Despite the vast research on the relationship between bilingualism and cognition, no consensus has been reached about the positive impact of bilingualism and how various bilingual parameters may be effective to varying degrees. Thus, the purpose of this research is to examine the effects of bilingualism on inhibitory control and divergent thinking by assigning language learners to groups reflecting different bilingual background experience. To address this issue, 114 second language learners, assigned to three groups based on L2 frequency of use and L2 proficiency, were compared to 38 monolinguals in their performance at the Simon task (inhibitory control test) and the Alternate Uses Test (divergent thinking test). Inhibitory control results demonstrated that the positive effect of bilingualism was only found among the L2 group exhibiting the most frequent and regular use of L2. Findings of the divergent thinking task indicated similar performance across different L2 groups compared to the monolingual group. Results are discussed in light of how frequency of L2 use may improve inhibitory control by engaging similar mechanisms recruited for language control. Light is also shed on how different bilingual variables, such as the age of acquisition, may obscure the advantage of bilingualism on divergent thinking. Implications for this study are its relevance to the larger population of language learners and its contribution to the advancement of our understanding of the research gap surrounding how different linguistic parameters may influence the bilingual advantage.

The development of a creative personality is becoming more and more significant in the rapidly changing world. The aim of this work is to reveal the peculiarities of 5 –7 year old children verbal and nonverbal creative thinking. In the first (theoretical) part problems of creativity and creative thinking are analysed. In the second (practical) part the results of research on the indices of verbal and nonverbal creative thinking of pre – school children (5–7) are analysed. The object of research – creativity of 5 – 7 year children and education of creativity. The aim of research – to reveal the peculiarities of 5 – 7 year old children verbal and nonverbal creative thinking. The tasks of research: 1) to analyse the indices of creativity among girls and boys; 2) to analyse the indices of creativity among 5 and 7 year old children; 3) to analyse the indices of creativity among children from Vilnius and Alytus. Hypothesis: 1) girl's and boy's verbal and nonverbal creative thinking indices are equal; 2) 5 year old children are conditionally more creatable then 7 year old children; 3) creativity of the 5 and 7 year old children differ due to the place of residence: children from Vilnius are conditionally more creatable then children from Alytus. The research proved that the first hypothesis wasn’t confirmed. The girl's nonverbal creative thinking indices are higher then boy's. The boy's verbal creative thinking indices are higher than girl's. The second hypothesis was fully... [to full text]

This research explores the relationship between mindsets and divergent thinking skills. Specifically, the research questions sought to answer whether there was a positive association between a higher presence of divergent thinking skills and a creative growth mindset, as well as the impact environment has on creative growth. A total of 184 second and sixth grade students from a larger urban school district were surveyed. Data collection included: student surveys, two divergent thinking assessments, direct observation of the students and teacher notes. Results indicate most students identify with a creative growth mindset, but are lacking specific strategies to demonstrate creative growth. In addition, reflective survey results revealed the impact environment can have in helping students recognize and apply the specific strategies and characteristics highly creative people possess.

Syftet med denna studie är att ta reda på hur kompositörer inom genren svensk folkmusik idag går till väga när de komponerar ny musik, hur deras arbetsprocess ser ut och vilka arbetssätt de använder sig av. Det teoretiska perspektivet är hämtat från Stan Bennet och Max Grafs tidigare forskning om hur kompositionsprocessen ser ut för kompositörer inom konstmusikgenren. Ett didaktiskt perspektiv används också som utgångspunkt. Bakgrunden till arbetet baserar jag på tidigare forskning om kompositionsprocessen, forskning om gehörsmusik och kreativitet och idé-skapande. Jag ser även till vikten av att tränas i sitt divergenta tänkande som komponerande innebär. Undersökningen har gjorts genom kvalitativa intervjuer med tre kompositörer inom genren svensk folkmusik. Studien fokuserar på deras respektive processer och ifall det finns gemensamma drag de tre kompositörerna emellan. Resultatet visar att processen kan se väldigt olika ut, och att såväl intuitivt eller omedvetet som aktivt och medvetet komponerande sker. Något som är viktigt för kompositionen är att det finns en naturlighet i processen, att låten inte ska vara framtvingad även om kompositören arbetar aktivt med komponerandet av låten, samt att arbetsprocessen är individuell på så sätt att varje kompositör kan ha flera tillvägagångssätt Slutligen diskuteras även hur komponering kan användas i en undervisningssituation.
The purpose of this study is to see how composers in the genre “Swedish traditional music” work as they compose new music, to see their working process and what working methods they use. I will be using the theoretical perspective of Stan Bennett and Max Graf earlier research on the process in composing music in classical music. A didactic perspective is also used. I base my work on earlier researches in the area of composing, the creative process and creation in other areas. I also see to importance of divergent mind processes, which is a part of the process of composing. The study has been done by qualitative interviews of three composers in the genre of Swedish traditional music. The study focuses on their separate processes and common features. The result shows that the process can be diversified, and both intuitive and active thinking processes are being used. It is important that there is naturalness in the process. Although it´s an active process of composing, the song can´t be forced. I will present each composer one at the time and then summarize, this because the working process is so individual and each composer can have various processes. Finally I see to how composing can be used in the art of teaching.

This thesis aims to examine how individual teachers in the upper secondary school manage to comply with the requirements from three different agents within the schoolsystem; the requirements of the The national agency for education in Sweden regarding formative assessment and standardisation of grading, the requirement of the students regarding ”backward-pedagogy”, and requirement of the society regarding developing the student’s independence and creative ability. Semi-structured interviews with three teachers teaching Business Administration at one upper secondary school in Malmo was conducted. These interviews focused on how the informants manage to embrace the creative ability in their preparation and teaching of the Business Administration-course, as well as examination and assessment of the students creative ability. This thesis concluded that there is a confusion in how to define creative ability which automatically makes it hard for teachers to know how to incorporate this ability in their teaching. This thesis also makes a point that The national agency for educations obsession with assuring standardized grading, has formalised the learning process to the extent that it has made teachers focus more on gathering assessment material that is legally certain than helping the students learn to better face the compexity of the future. This development has come to disengaged the teachers as well as the students. This thesis wants to make point that learning is something personal, and should be treated in that respect.

Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity-personality relationship. The participants (N = 224) were undergraduate students completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R2 = .277) than creative potential (R2 = .176) and more self-reported creativity (R2 = .348) than that which was externally-rated (R2 = .149). Personality predicted creativity beyond demographic and intellect variables, but the effects varied based on the creativity measure. Openness was most consistently and strongly related to creativity. Other personality factors demonstrated suppression effects in multiple models. Overall, the results suggest that despite relatively small effects of personality on creativity, it can help strengthen prediction in creativity models. Implications for educational settings and future research are discussed.

This thesis investigates the relationship between creative potential and the rhetorical structure of children&rsquo
s narratives. 44 middle school children (aged 12-15) were given a set of paper-pen activities including one divergent thinking test, one convergent thinking test and a story to be completed. Results of the divergent and convergent thinking tests were taken as the predictors to estimate the potential for creative thinking. Children were examined in terms of how they encode rhetorical relations in their writings. Whether a creative potential made a difference in children&rsquo
s writings in terms of rhetorical relations they used, and whether children within the same creative potential group used the same rhetorical relations in common were investigated. Rhetorical Structure Theory (RST) (Marcu, 2000 and Carlson and Marcu, 2001) was used in coding children&rsquo
s writings. It was found that children in the study interpreted story writing as an act of attribution. This result is contrary to Marcu et.al (1999b), who found the elaboration-additional relation as the most frequent relation in their corpora. The study also found that there was an inverse relationship between the convergent thinking scores and the number of satellites (an EDU (elementary discourse unit) playing an auxilliary role for a text in question) for the 7th graders. Finally, it was found that high quartile (highest scorers in the study, top 25%) convergent thinkers were able to construct a narrative element with few number of EDUs and few number of discourse relation types.

This study developed a Methodology for the systematic and strategic fostering of creativity in graphic design education at university level. The thesis identified four social-psychological factors that have an effect on graphic design students' creative ability, namely their level of intrinsic motivation for creative activities; their ability to maintain autonomous, self-regulative behaviour that is conducive to creativity; a healthy self-belief in their creative ability and the minimization of negative stress in the educational milieu where creative tasks are undertaken. Each of these factors imply a range of strategies that may be used to maintain and stimulate creativity in graphic design education, such as the use of certain types of feedback, evaluation procedures that supports creativity, the creation of a safe, democratic, non-controlling classroom climate or the deliberate use of music and humoristic activities in the educational milieu. Additionally, a range of cognitive strategies that may be used for idea generation in graphic design are proposed. They include divergent thinking techniques, such as 'Random Association'; 'Morphological Synthesis'; 'Metaphors and Analogies'; 'Mind-mapping'; 'Idea Checklist'; 'Visual Thinking' and 'Sense Connections'. Each technique is described in terms of its unique methodology, advantages, creative potential and its applicability to graphic design. The study also proposes a tactical approach to the creative process, suggesting various cognitive strategies that may be used for each phase of the creative process. These strategies ensure that the whole spectrum of cognitive activities required for the successful production of a creative product is executed. The sum of these cognitive and social-psychological strategies provided the basis for the development -of two theoretical constructs that may be implemented as part of an undergraduate graphic design curriculum to cultivate creativity in students. They are: (1) a Learning Program in Creativity studies that consists of a number of study units and aims to provide tuition in the theoretical foundation that students need to enhance their creative ability (2) a range of General Guidelines that aim to provide educators with a range of didactic strategies and practices to support and stimulate creative ability in graphic design students.
Thesis (Ph.D. (History of Arts))--North-West University, Potchefstroom Campus, 2006.

Social learning has given us insight into how children learn actions from others across different domains (e.g., actions on objects, pretend play, and tool use). However, little research exists to confirm whether young children can generate their own novel actions. Three different settings were chosen to offer a varied investigation of children’s ability to generate novel actions: generating multiple actions with novel objects; generating iconic gestures in order to communicate; and generating pretend actions using object substitution. Generating multiple actions with novel objects: The Unusual Box test was developed to investigate children’s ability to generate multiple actions with novel objects (Chapter 2). The Unusual Box test involves children playing with a wooden box that contains many different features (e.g., rings, stairs, strings), and five novel objects. The number of different actions performed on the box and with the objects (i.e., fluency) was used as a measure of their individual learning. Positive correlations between the fluency scores of 24 3- and 4-year-olds on the Unusual Box test and two existing measures of divergent thinking were found. Divergent thinking relates to the ability to think of multiple answers based on one premise. Furthermore, a large range of fluency scores indicated individual differences in children’s ability to generate multiple actions with novel objects. In addition, 16 2-year-olds were assessed on the Unusual Box test, twice two weeks apart, to investigate test-retest reliability and the possibility that the Unusual Box test could be used with children younger than 3 years. A strong positive correlation between the scores on the two assessments showed high test-retest reliability, while individual differences in fluency scores and the absence of a floor effect indicated that the Unusual Box test was usable in children from 2 years of age. Generating iconic gestures in order to communicate: Children’s ability to generate iconic gestures in order to communicate was assessed using a game to request stickers from an experimenter (N = 20, Chapter 3). In order to get a sticker children had to communicate to the experimenter which out of two objects they wanted (only one object had a sticker attached to it). Children’s use of speech or pointing was ineffective; therefore only generating an iconic gesture was sufficient to retrieve the sticker. Children generated a correct iconic gesture on 71% of the trials. These findings indicate that children generate their own iconic gestures in order to communicate; and that they understand the representational nature of iconic gestures, and use this in their own generation of iconic gestures. Generating pretend actions using object substitution: In order to determine whether children are able to generate their own object substitution actions and understand the representational nature of these actions, 45 3- and 4-year-olds were familiarized with the goal of a task through modelling actions. Children distinguished between the intentions of an experimenter to pretend, or try and perform a correct action. Children mainly imitated the pretend actions, while correcting the trying actions. Next, children were presented with objects for which they had to generate their own object substitution actions without being shown a model. When children had previously been shown pretend actions, children generated their own object substitution actions. This indicates that children generate their own object substitution actions, and that they understand the representational nature of these actions. An additional study with 34 3-year-olds, revealed no significant correlations between divergent thinking, inhibitory control, or children’s object substitution in a free play setting, and children’s ability to generate object substitution actions in the experimental setting.

Creativity is a topic that is relevant to everyday life. Research in this area has mainly focused on comparing creativity in work contexts and between Eastern and Western conceptualizations. The current study was designed to measure differences in creativity between students in the United States and India by comparing a measure of cognitive creativity, the Abbreviated Torrance Test for Adults, to a measure of creative achievement, the Creative Achievement Questionnaire. The results from a linear regression showed that the Abbreviated Torrance Test for Adults was predictive of the Creative Achievement Questionnaire in the United States, but not in India. Results from independent samples t-tests showed that participants from the United States scored significantly higher on the Abbreviated Torrance Test for Adults than participants from India. Independent samples t-tests further showed that participants from India scored significantly higher on originality domain of the Abbreviated Torrance Test for Adults than participants from the United States. Independent samples t-tests showed there was no significant difference between the two countries in terms of overall creative achievement. However, participants in the United States scored significantly higher in the domain of creative writing, and marginally higher in the domain of music. Participants from India scored significantly higher in the domain of culinary arts. Part of the explanation for the results revolves around the idea that the Abbreviated Torrance Test for Adults is western-centric test. There is a need for a creativity test that takes into account Eastern conceptualizations of creativity. Based on the results the researcher recommends staying away from overgeneralizing East/West dichotomies, instead shifting the focus towards the uniqueness of individual cultures.

Ce travail est une exploration de la relation entre la culture, en tant que facteur sociale et la cognition de la créativité scientifique des étudiants. Cinq études ont été réalisées. Les résultats ont indiqué plusieurs facteurs sociaux associés à la cognition créative scientifique des élèves. La première étude exploratoire, a révélé une découverte surprenante et inattendue liée aux origines culturelles. Pour les étudiants immigrants d'origine asiatique, mais pas pour les étudiants d'origine européenne ou américaine, la corrélation généralement constatée entre le trait de personnalité «ouverture» et la créativité a été inversée. Les étudiants asiatiques moins «ouverts» étaient plus créatifs que les étudiants plus «ouverts», dans les deux contextes culturels. La deuxième étude a confirmé que la divergence et la convergence sont des processus distincts du processus en deux étapes de la créativité scientifique. Les résultats confirment également que le processus convergent est particulièrement important pour la créativité scientifique. Enfin, l'étude 2 a montré que plus le nombre de membres de la famille d'un enfant nés hors de France est grand, moins ils ont intégré les concepts au cours du processus convergent. De plus, l'originalité divergente des idées était également significativement moindre pour ces étudiants. La diminution de la créativité divergente et convergente ne peut s'expliquer par le nombre de langues parlées ou par les différences socio-économiques. La troisième étude a révélé une catégorisation des idées des enfants, où elles se concentrent davantage sur des aspects observables (réponses de surface) ou non-observables "noyau" ou "processus". Cette catégorisation n'était pas liée à l'intelligence générale. Il a été observé que les idées étaient liées au niveaux spécifiques de TA. Un autre fait inattendu est que plus les élèves eux-mêmes et les membres de leur famille étaient nés à l'étranger, plus les élèves proposaient des «réponses de surface», pas explicable par le nombre de langues parlées. La quatrième étude visait à démontrer une relation entre la TA et les idées de «surface-processus-noyau» des enfants dans différents contextes culturels: la France, l'Inde et la Thaïlande. Le niveau d'AT correspondait relativement aux niveaux nationaux existants sur la dimension culturelle de l'évitement des incertitudes, ainsi qu'a la catégorisation des réponses. Par exemple, en Inde, les enfants donnaient plus d'idées de "surface" qu'en France ou Thaïlande. Cela révèle que TA, déjà entre 9 et 11 ans, est liée aux différences de potentiel créatif scientifique. La cinquième étude a montré que la catégorisation établie n'était pas liée à la réussite en science. L'étude globale a établi un lien entre la cognition et la culture, ce qui a conduit à plus de compréhension pour favoriser la créativité scientifique pour les enfants de toutes les cultures
This work is an exploration of the relationship between culture as a social factor and the cognition of students' scientific creativity. Five studies were conducted. The results indicated several social factors associated with students' creative scientific cognition. The first exploratory study revealed a surprising and unexpected discovery related to cultural origins. For immigrant students of Asian origin, but not for students of European or American origin, the generally observed correlation between the personality trait "openness" and creativity has been reversed. The less "open" Asian students were more creative than the more "open" students in both cultural contexts. The second study confirmed that divergence and convergence are distinct processes of the two-step process of scientific creativity. The results also confirm that the convergent process is particularly important for scientific creativity. Finally, study 2 showed that the greater the number of family members of a child born outside France, the less they integrated the concepts during the convergent process. In addition, the divergent originality of ideas was also significantly lower for these students. The decrease in divergent and convergent creativity cannot be explained by the number of languages spoken or by socio-economic differences. The third study revealed a categorization of children's ideas, where they focus more on observable aspects (surface responses) or unobservable 'core' or 'process'. This categorization was not related to general intelligence. It was observed that the ideas were related to the specific levels of TA. Another unexpected fact is that the more the students themselves and their family members were born abroad, the more the students proposed "surface answers", not explicable by the number of languages spoken. The fourth study aimed to demonstrate a relationship between MT and the "surface-process-core" ideas of children in different cultural contexts: France, India and Thailand. The level of TA corresponded with existing national levels on the cultural dimension of uncertainty avoidance and categorization of responses. For example, in India, children gave more "surface" ideas than in France or Thailand. This reveals that TA, already between 9 and 11 years old, is related to differences in creative scientific potential. The fifth study showed that the categorization established was not related to success in science. The global study established a link between cognition and culture, which led to more understanding to foster scientific creativity for children of all cultures

abstract: In this study, the oppositional processes theory was proposed to suggest that reliance on semantic and episodic memory systems hinder originality during idea generation for divergent thinking tasks that are generally used to assess creative potential. In order to investigate the proposed oppositional processes theory, three experiments that manipulated the memory accessibility in participants during the alternative uses tasks were conducted. Experiment 1 directly instructed participants to either generate usages based on memory or not from memory; Experiment 2 provided participants with object cues that were either very common or very rare in daily life (i.e., bottle vs. canteen); Experiment 3 replicated the same manipulation from Experiment 2 with much longer generation time (10 minutes in Experiment 2 vs. 30 minutes in Experiment 3). The oppositional processes theory predicted that participants who had less access to direct and unaltered usages (i.e., told to not use memory, were given rare cues, or were outputting items later in the generation period) during the task would be more creative. Results generally supported the predictions in Experiments 1 and 2 where participants from conditions which limited their access to memory generated more novel usages that were considered more creative by independent coders. Such effects were less prominent in Experiment 3 with extended generation time but the trends remained the same.
Dissertation/Thesis
Doctoral Dissertation Psychology 2017

Thesis (Ed. D.)--University of Tennessee, Knoxville, 2004.
Title from title page screen (viewed Sep. 23, 2004). Thesis advisor: R. Steve McCallum. Document formatted into pages (ix, 60 p. : ill.). Vita. Includes bibliographical references (p. 36-42).

碩士
銘傳大學
設計創作研究所碩士班
96
The purpose of the present design is to apply the concept of extension matter-element to design creation. It provides examples of a practical application and an individual design that use conceptual transformation as an axis and develop the properties of divergent trees as a reference for professionals and researchers. From our research, we discovered that the properties of divergent trees could be used in design thinking at the stage of creation. The divergent nature of the matter-element of divergent trees extends the conceptual range of ideas. It amasses a huge amount of divergent vocabulary, and generates a better concept of creation and performance from association. From these theoretical propositions and their practical application, the following conclusions can be drawn from the present research: 1.In terms of the application of the divergent nature of matter-element of divergent trees, free flow of creation is of the utmost importance. One should avoid being trapped by standard terms or formulae. 2.Through combining the application of the divergent nature of matter-element of divergent trees with other creative thinking methods, more facets of design creation can be discovered. 3.The application of the divergent nature of matter-element of divergent trees is an explicit thinking method. For designers, learning about design and life experience are related to divergent thinking.

碩士
實踐大學
產品與建築設計研究所
94
Modern businesses’ management must be based on humans. To channel employees’ advantages and potential into a business’s core abilities and attach importance to their emotion and creativity at work, this is absolutely the foremost condition to enhance an enterprise’s competitiveness. This issue concerns this study, which attempts to focus on background music which creates work atmospheres. The present work will discuss whether there are any differences in originality, thinking and development in their drawings between industrial designers under the influence of different musical emotions. It will draw on James A. Russell’s circumplex model for classifying musical emotions, with “positive valence,” “negative valence” and “arousal level” as manipulated variables. Moreover, a 2×2 between-subjects design will be adopted, and the Torrance Test of Creative Thinking will be used to determine industrial designers’ performance. Under different musical contexts, their fluency, flexibility, originality and elaboration will be evaluated. In Experiment I aims to get an understanding of the relations between the characteristics of music and emotional response and to select music for experiment. It is found in qualitative interviews that rhythms might be the key factor that causes excitement or quiet, and that tones and melodies seem to be highly relevant to a sense of pleasure. Experiment II, on the other hand, mainly discusses the effects of “positive valence,” “negative valence” and “arousal level” in music on the four abilities of creative thinking. It is found in the analysis that, first, musical emotion of positive valence contributes positively on the scores of “fluency” and “flexibility,” whereas musical emotion of negative valence is not remarkably different from not listening to music. Second, effects of musical emotion on “originality” vary depending on the time pressure. At low time pressure, positive/negative valences will not have any effects on “originality.” The scores of high arousal levels are generally lower than those of low arousal levels and those of no music situations. At high time pressure, the scores of high arousal levels are generally higher than those of low arousal levels and no music situations. Effects of positive/negative valences on “originality” are dependent on the arousal level condition. Positive valence plus high arousal levels and negative valence plus low arousal levels both have better performance. Third, At low time pressure, different musical emotions have no noticeable effects on the score of “elaboration.” At high time pressure, positive valence plus high arousal levels and negative valence plus low arousal levels both have better performance. Finally, based on the research results, suggestions with regard to music properties in design work’s environments will be proposed to serve as a reference for future design workers and design companies. By getting an understanding of how to use music to adjust work emotion and creating a better physical and mental work environment, creative thinking can be stimulated.

碩士
國立中央大學
生物醫學工程研究所
104
The creativity presents the ability to innovation, which is crucial in modern industrial society. Beyond the growing importance of creativity, the essence of creativity in the brain remains unknown, because creativity is a spontaneous and uncontrollable cognitive process. Previous study used the divergent thinking as the surrogate of creativity using functional magnetic resonance imaging (fMRI), and they found associations between divergent thinking and the default mode network (DMN). On the other hand, even though creativity is an uncontrollable cognition, Baird et al suggested short-term mind wandering after divergent thinking could enhance creativity performance. Therefore, we attempted to investigate the neural mechanism underlying the creativity enhancement after mind wandering. Total of thirty participants were recruited to perform the fMRI protocol, containing three alternative uses tasks (divergent thinking) and two 0-back tasks (mind wandering) interlaced in between, and two resting scans imposed before and after the entire task engagements. In our results, we found that brain activation in the second AUT task contrast was significantly higher than that in the first AUT, especially on anterior cingulate cortex (ACC), posterior cingulate cortex (PCC), and dorsal lateral prefrontal cortex (DLPFC). Second, dividing the participants into two groups (high and low) according to Creative Achievement Questionnaire (CAQ), we found that the DLPFC activation of high score group overwhelmed that of the low score group. Third, we discovered that cross-region functional connectivity after divergent thinking and mind wandering was noticeably enhanced. Accordingly, we concluded that ACC, PCC and DLPFC activity is associated with creativity performance with delayed effect, and the spontaneous activities better synchronize across multiple brain regions after the creativity task, indicating the neural mechanism underlying the creativity enhancement.

The teaching of geometry has been neglected at the expense of other disciplines of mathematics such as algebra in most secondary schools for Africans in South Africa. The research aimed at establishing the extent to which creativity and divergent thinking enhance the internalisation of geometry concepts using the problem-based approach and on encouraging learners to be creative, divergent thinkers and problem solvers. In the research, Grade 7 learners were guided to discover the meaning of geometric concepts by themselves (self-discovery) and to see concepts in a new and meaningful way for them. This is the situation when learners think like the mathematicians do and re-invent mathematics by going through the process of arriving at the product and not merely learn the product (axioms and theorems), for example, discover properties of two- and three-dimensional shapes by themselves. Furthermore, learners were required to use metaphors and analogies, write poems, essays and posters; compose songs; construct musical instruments and use creative correlations in geometry by using geometric shapes and concepts. They tessellated and coloured polygons and pentominoes in various patterns to produce works of art. Divergent thinking in geometrical problem solving was evidenced by learners using cognitive processes such as, amongst others, conjecturing, experimenting, comparing, applying and critical thinking. The research was of a qualitative and a quantitative nature. The problem-based approach was used in teaching episodes. The following conclusions and recommendations were arrived at: * Geometric shapes in the learner's environment had not been used as a basis for earning formal geometry. * Second language learners of mathematics have a problem expressing themselves in English and should thus be given the opportunity to verbalize their perceptions in vernacular. * Learners should be made to re-invent geometry and develop their own heuristics/strategies to problem solving. * Learners should be trained to be creative by, for example, composing songs using geometric concepts and use geometric shapes to produce works of art, and * Activities of creativity and divergent thinking should be used in the teaching and learning of geometry. These activities enhance the internalisation of geometry concepts. Groupwork should be used during such activities.
Educational Studies
D. Ed. (Didactics)

碩士
國立交通大學
應用藝術所
91
As we know, creativity is competition. At this time,all industrial products are fullful of innovation and beauty. Will college education lead this tide ? It is urgent to realize student''s quality of creation and potential. There are two parts in this study. The main part is to explore changes after three-year specialized training for students in different industrial design systems by Torrance Tests of Creative Thinking. To explore testers’ divergent thinking and undeveloped potential in dvergent thinking model. First of all, classify all industrial colleges islandwild in Taiwan. Subjects were several of college students, they were tested in class. Grades, statistics and analysis were got by well-trained statistician. The result will be referred to teachers. The another part is to set up suggestions of future research and implications for divergent thinking instructions. The study shows: Students study in college of technology are more creative than in university for divergent thinking. Senior students are superior to freshmen in creativity and fluency for vocational college. Freshmen are superior to senior in flexiability and elaboration. Senior students in university are superior to freshmen in above four abilities, and get less difference between these two systems. This indicates students of university get more progressive and potential. For overall, Students of industrial design in Taiwan are more progressive after three-year specialized training, but not evident.

This dissertation analyzes the utilization of two distinct modes of thinking, divergent and convergent, in the problem solving process. The concept for this study was developed from seminal work done by J. P. Guilford, Alex Osborn, and Sidney Parnes. Based on the assumption that problem solving requires these two distinct modes of thinking, it was hypothesized that a relationship exists between the modes and certain personality types. Two instruments, the Kolb Learning Style Inventory (LSI) and the Myers-Briggs Type Indicator (MBTI), were used to gather quantitative data from 177 volunteer subjects. The LSI determined Converger/Diverger styles and the MBTI indicated personality type preferences of Sensing/Intuition (S/N) and Judging/Perceiving (J/P). The responses were analyzed by means of the Pearson chi-square test for significance. As predicted, a significant relationship between LSI Converger/Diverger styles and MBTI personality type preferences for Judging/Perceiving (J/P) was demonstrated. No significant relationship was demonstrated between the Converger/Diverger styles and the personality preferences of Sensing/Intuition (S/N). However, a relationship was shown to exist between Converger/Diverger styles and the combinations of Intuition-Perceiving (NP) and Sensing-Judging (SJ).

碩士
國立政治大學
教育學系
89
First, this study probed into the contents of divergent thinking, mathematical problem finding, and mathematical achievement by literature review. Then the researcher made hypotheses of the relationships between divergent thinking, mathematical problem finding, and mathematical achievement based on the contents of them and the views of learning and problem solving, and designed survey research to examine these hypotheses. The subjects were 318 9th grade students from five junior high schools in Taipei county and Taipei city. The data- collection instruments included：(a) New Creativity Test; (b) Mathematical Problem Finding Test; (c) Basic Educational Indicator Tests of Mathematics. After utilizing frequency, cluster analysis, correlation analysis, ANOVA, and stepwise regression, the main results of this investigation are：(a) Students can find problems of all kinds of intellectual products and mathematics. Among them, problems of relations and problems to find were found most and problems of units and classes and problems to prove were found least ; (b) There are individual differences between mathematical problem finding styles; (c) The correlations between divergent thinking and mathematical problem finding are significantly positive; (d) Most of the correlations between divergent thinking and mathematical achievement are significantly positive; (e) The correlations between mathematical problem finding and mathematical achievement are significantly positive; (f) Students who can finds many high-level problems have higher mathematical achievement than those who can not; (g) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the number of problems of mathematical problem finding effectively; (h) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the rarity of problems of mathematical problem finding effectively; (i) Mathematical achievement and fluency of divergent thinking can be used to predict the quality of problems of mathematical problem finding effectively; (j) The quality of problems and the number of problems can be used to predict mathematical achievement effectively. Finally, the researcher brings up some suggestions on mathematical education and the future research. 第一章 緒論 第一節 問題背景與研究動機---------------------------------1 第二節 研究目的與待答問題---------------------------------4 第三節 名詞釋義-------------------------------------------4 第二章 文獻探討 第一節 「問題」的意義--------------------------------------7 壹．「問題」界說…………………………………………………….7 一、何謂「問題」…………………………………………………….7 二、 「問題」的成分…………………………………………………9 三、問題參數………………………………………………………….9 貳．「問題」的出現…………………………………………………10 參．「問題」的過程…………………………………………………12 肆．「問題」對解題者的作用………………………………………14 第二節 「問題」的分類-------------------------------------16 壹．依照「問題」本身分類…………………………………………16 貳．依照問題發現程度分類…………………………………………19 一、顯明性問題、隱含性問題、潛在性問題………………………19 二、矛盾式問題發現、潛在式問題發現……………………………22 三、Getzels的八大類問題………………………………………….22 四、Getzels的三大類問題………………………………………….24 第三節 「數學問題」的分類與品質---------------------------26 壹．數學問題…………………………………………………………26 貳．數學問題的分類…………………………………………………26 一、明顯可解的問題、選擇應用的問題、選擇組合的問題、 接近研究等級的問題……………………………………………26 二、例行性問題、非例行性問題……………………………………27 三、發現性問題、驗證性問題………………………………………27 參．數學問題的品質…………………………………………………28 第四節 問題發現------------------------------------------30 壹．問題發現的研究簡史……………………………………………30 貳．問題發現的界說…………………………………………………31 一、問題發現…………………………………………………………32 二、數學問題發現……………………………………………………34 三、問題發現與問題解決的區別……………………………………34 四、問題發現電腦程式………………………………………………36 五、問題發現與擬題…………………………………………………36 六、問題識別…………………………………………………………38 七、問題定義…………………………………………………………38 八、問題形成…………………………………………………………38 九、問題敏覺力………………………………………………………39 十、問題表達…………………………………………………………39 十一、問題發現類型…………………………………………………39 十二、數學臆測………………………………………………………40 參．問題發現的相關心智歷程與模式………………………………40 一、問題發現的成分模式……………………………………………40 二、問題發現的認知歷程模式………………………………………41 三、問題形成的心智歷程……………………………………………43 四、問題發現／問題解決的假設成分………………………………46 五、問題發現的發生認識論詮釋……………………………………47 肆．問題發現能力的測量……………………………………………48 一、實地觀察與訪問…………………………………………………49 二、紙筆測驗…………………………………………………………50 三、口語分析…………………………………………………………53 第五節 擴散性思考----------------------------------------55 壹．擴散性思考的本質………………………………………………55 一、擴散性思考的意義………………………………………………55 二、擴散性思考與回憶………………………………………………56 貳．擴散性思考的特性………………………………………………57 參．擴散性思考測驗…………………………………………………60 一、擴散性思考測驗不等同於創造力測驗…………………………60 二、擴散性思考測驗…………………………………………………62 三、擴散性思考測驗的信度與效度問題……………………………65 第六節 擴散思考、數學問題發現與學業成就的關係------------68 壹．數學學業成就……………………………………………………68 貳．擴散性思考與數學問題發現的關係……………………………69 參．擴散性思考與數學學業成就的關係……………………………70 肆．數學學習問題發現與數學學業成就的關係……………………73 伍．研究假設…………………………………………………………75 第三章 研究方法 第一節 研究架構------------------------------------------77 第二節 研究對象------------------------------------------78 第三節 研究工具-------------------------------------------79 第四節 研究程序-------------------------------------------90 第五節 資料分析-------------------------------------------92 第四章 研究結果 第一節 基本資料------------------------------------------93 第二節 學生所發現的數學問題------------------------------96 第三節 擴散性思考與數學問題發現的關係-------------------103 第四節 擴散性思考與數學學業成就的關係-------------------104 第五節 數學問題發現與數學學業成就的關係-----------------105 第六節 擴散性思考、數學問題發現與數學學業成就的關係-----107 第五章 討論、結論與建議 第一節 討論---------------------------------------------114 壹．學生所發現的數學問題……………………………………….114 貳．擴散性思考、數學問題發現與學業成就的關係…………….115 參．研究方法……………………………………………………….127 第二節 結論---------------------------------------------131 第三節 建議---------------------------------------------135 壹．對數學教育的建議…………………………………………….135 貳．對未來研究的建議…………………………………………….137 參考文獻 壹．中文部分……………………………………………………….140 貳．英文部分……………………………………………………….141 附錄 附錄一 數學問題發現測驗正式版本………………………………….146 附錄二 數學問題發現測驗預試版的測驗說明……………………….154 附錄三 國中數學概念………………………………………………….156 附錄四 情境一的數學問題…………………………………………….159 附錄五 情境二的數學問題…………………………………………….165 附錄六 情境三的數學問題…………………………………………….171 附錄七 擴散性思考、數學問題發現與數學學業成就 兩兩變項間的二維座標分布圖……………………………….181 圖 表 目 錄 圖 目 錄 圖2-2-1 「問題發現的環境與心理因素」……………………………22 圖2-4-1 「標準的問題解決模式」……………………………………36 圖2-4-2 「顛倒的標準問題解決模式」………………………………37 圖2-4-3 「非標準(non-standard)『問題』模式的摘要圖」………37 圖2-4-4 「滋生問題的系統與發現問題的心智歷程」………………41 圖2-4-5 「問題發現的認知過程流程圖」……………………………44 圖2-4-6 「問題形成的過程」…………………………………………45 圖2-4-7 「問題發現/問題解決的假設成分」……………………….47 圖2-5-1 「火柴棒問題舉例」…………………………………………58 圖2-5-2 「思考技巧的情境理論」……………………………………61 圖2-6-1 「CRESST問題解決模式」………………………………….72 圖3-1-1 「研究架構」…………………………………………………77 表 目 錄 表2-2-1 「思考產物種類Ⅰ」…………………………………………17 表2-2-2 「思考產物種類Ⅱ」…………………………………………18 表2-2-3 「問題情境與心智活動的對應關係」………………………21 表2-2-4 「Getzels(1964)的問題分類」…………………………….23 表2-2-5 「Getzels & Csikszentmihalyi之問題分類法」…………24 表2-3-1 「各種問題分類法」…………………………………………28 表2-4-1 「主要的『問題發現』研究」………………………………31 表2-4-2 「人類的問題解決與問題發現」……………………………35 表2-5-1 「拓弄思語文和圖形創造思考測驗活動名稱」……………62 表2-5-2 「TTCT各中文修訂版的修訂者和年代」……………………63 表2-5-3 「瓦拉克和科根測驗」………………………………………64 表2-6-1 「Hoover & Feldhusen(1990)研究的TTCT與產出 假設間的相關係數矩陣」………………………………….70 表2-6-2 「擴散性思考、數學問題發現與學業成就的關係…………75 表3-2-1 「研究對象基本資料」………………………………………78 表3-3-1 「新編創造思考測驗信度」…………………………………80 表3-3-2 「新編創造思考測驗效度」…………………………………81 表3-3-3 「新編創造思考測驗的內部凝聚性」………………………81 表3-3-4 「預試對象基本資料」………………………………………83 表3-3-5 「思考產物分類系統的解說」………………………………86 表3-3-6 「數學問題分類系統的解說」………………………………86 表3-3-7 「數學問題發現內部凝聚性」………………………………89 表3-4-1 「研究進度甘特圖表」………………………………………91 表4-1-1 「主要變項之平均數與標準差」……………………………94 表4-1-2 「數學問題發現測驗各情境之問題數、問題獨特性 與問題品質」……………………………………………….94 表4-1-3 「數學問題發現測驗各變項次數分配表」…………………95 表4-1-4 「數學基本學力測驗次數分配表」…………………………95 表4-2-1 「情境一被發現最多次的前十名數學問題」………………97 表4-2-2 「情境二被發現最多次的前十名數學問題」………………98 表4-2-3 「情境三被發現最多次的前十名數學問題」………………99 表4-2-4 「各種類問題被發現次數1」………………………………100 表4-2-5 「各種類問題被發現次數2」………………………………100 表4-2-6 「各種集群分析數學問題發現型態之ANOVA的F值」…….101 表4-2-7 「各種數學問題發現型態下所發現的各類問題平均數」.101 表4-3-1 「擴散性思考與數學問題發現的零階相關」…………….103 表4-4-1 「擴散性思考與數學學業成就的零階相關」…………….104 表4-5-1 「數學問題發現與數學學業成就的零階相關」………….105 表4-5-2 「不同數學問題發現型態對於數學學業成就之變異數 分析摘要表」………………………………………………106 表4-5-3 「不同數學問題發現型態之數學學業成就主要效果 事後比較」…………………………………………………106 表4-6-1 「以問題數為效標變項之複相關分析模式」…………….107 表4-6-2 「以問題數為效標變項的複相關分析摘要表」………….108 表4-6-3 「以問題數為效標變項，各預測變項之迴歸係數表」….108 表4-6-4 「以問題獨特性為效標變項之複相關分析模式」……….109 表4-6-5 「以問題獨特性為效標變項的複相關分析摘要表」…….109 表4-6-6 「以問題數為效標變項，各預測變項之迴歸係數表」….110 表4-6-7 「以問題品質為效標變項之複相關分析模式」………….111 表4-6-8 「以問題品質為效標變項的複相關分析摘要表」……….111 表4-6-9 「以問題品質為效標變項，各預測變項之迴歸係數表」.111 表4-6-10 「以數學學業成就為效標變項之複相關分析模式」…….112 表4-6-11 「以數學學業成就為效標變項的複相關分析摘要表」….112 表4-6-12 「以數學學業成就為效標變項，各預測變項之迴歸 係數表」……………………………………………………113 表5-1-1 「擴散性思考、數學問題發現與學業成就的實證關係」.128

碩士
國立中興大學
科技管理研究所
107
Abstract Nowadays, happiness is an important element in our work environment. Happier workers are healthier, more effective in teams, and provide better customer service. Happier businesses attract top talent, and are more able to retain their best workers. Moreover, the sense of happiness will affect their learning willing, and they can place their creativity and imagination in benefit of the work and the organization, because they feel that important responsibilities are assigned to them. Therefore, the purpose in this paper is to examine how happiness influences personal performance, and the impact of different thinking ways on personal work performance. We can find out that the happiness index of employees is a popular issue. Not only Asian countries, all of the industries in the world are emphasizing the importance of happiness. For the happiness, the learning behavior, divergent thinking and convergent thinking have positive correlation, different thinking behavior would lead to creative thinking and different absorption degree. Divergent thinking is the process of creating many unique solutions in order to solve a problem and enhances creative behavior. Such as lookout for new ideas from others or experiment with new approaches to doing their job and when new trends develop in the workplace. Learning behavior will help person get divergent thinking. Such as they will enjoy stretching their imagination to produce many ideas, and look at things from a broad view. In contrast, convergent thinking is systematic and logical. When using convergent thinking, we apply logical steps in order to determine which is thebest solution. Convergent thinking can help people pay more attention on their job. When they are working, they can totally forget everything else around them and they can totally immersed in their work. This paper studies a sample of 512 middle managers in Taiwan. Then, we find the happiness is a determinant of individual behavior at work. Happiness refers to physical and psychological situation. It will influence the middle managers learning behavior and lead to different solving problem''s ways and decisions. Depending on the finding, if people use divergent thinking to solve the problem, it will help them to get innovation and creative behavior. But if people use convergent thinking way to follow the routine and particular set of logical steps to arrive at one solution, it can let them more absorbed.

Relatório de estágio de mestrado em Ensino de Música
O presente Relatório descreve um conjunto de atividades pedagógicas desenvolvidas durante o Estágio Profissional que integrou o Mestrado em Ensino de Música da Universidade do Minho e que se intitulou Uma abordagem jazzística ao currículo das Ciências Musicais no Conservatório de Música do Porto. As referidas práticas basearam-se no pensamento jazzístico e desenvolveram-se em duas turmas finalistas dos 2.º e 3.º ciclos do Ensino Básico de Formação Musical (FM - Grupo de Recrutamento M28) e a uma turma finalista de nível Secundário de História da Cultura e das Artes – História da Música (HM - Grupo de Recrutamento M30) no Conservatório de Música do Porto. A metodologia utilizada fundamentou-se nos princípios da investigação-ação e procurou, através da prática docente que contemplou, entre outras, a observação direta, a realização de fichas de trabalho e a elaboração de inquéritos, compreender a validade do pensamento divergente, associado à improvisação jazz na abordagem de conteúdos durante o processo ensino-aprendizagem das Ciências Musicais. O papel do professor centrou-se no estímulo de aprendizagens por via da descoberta, através de elementos de motivação que se apoiaram na resolução de problemas. Da análise aos instrumentos de recolha de dados, demonstramos que os alunos intervencionados construíram novo conhecimento que foi alcançado através de mecanismos de pensamento semelhantes aos de um improvisador de jazz, tal como nos demonstram as teorias de ensino construtivistas cujo principal objetivo é aprender a aprender.
This Report explains a set of pedagogical activities developed during the Professional Internship that integrated the Master of Music Education of the University of Minho and which was entitled A jazz approach to the Musical Sciences curriculum in the Oporto Music Conservatory. These practices were based on the jazz thinking way and were developed into two Music Theory classes of the 6th and 9th grades, and one 12th grade class of History of the Culture and Arts - History of Music at the Oporto Music Conservatory. The methodology used was based on the principles of action-research and it was settled through the teaching practice that included, among others, direct assessment, worksheets evaluation and surveys analysis. These approaches sought to understand the divergent thinking power, associated with jazz improvisation, approaching contents during the teaching-learning process of those Musical Sciences classes. The teacher role was focused on learning through discovery strategies, introducing motivational elements and problem-solving techniques. Through the analysis of the data collection, it was demonstrated that the targeted students have constructed new knowledge that was achieved through similar mechanisms of thought to those of a jazz improviser, as proved by constructivist teaching theories whose main objective is learning to learn.

Thesis (M.S.)--University of Wisconsin--Madison, 1987.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 53-57).

碩士
國立臺灣師範大學
教育心理與輔導學系在職進修碩士班
94
The purposes of the thesis are to study how the properties in the Chinese Remote Association Test affect participants’ passing rate and its correlation with the Divergent Thinking Test, and the Insight Thinking Test. The Chinese remote association items have 4 properties, “the numbers of backward association cue words”, “the time of direction-switch the participants used to associate cue words”, “the sum the cue words that can be connected” and “the place the homonyms appear”, respectively. Using this four properties design 4 experiments. The participants were 7th, 8th and 9the grade students were drawn from four different junior high schools in Taipei. Their passing rates on the Chinese remote association task were analyzed first by one-way ANOVA and then used the Pearson correlation testing the correlation among the Chinese remote association task, Divergent Thinking Test and the Insight Thinking Test. In experiment 1, the result demonstrated that in the Chinese Remote Association task, the number of backward association cue words significantly influenced participants’ passing rate. The passing rate on items with 0 backward association cue word is higher than those with 1, 2, or 3 backward association cue words, and the passing rate on items with 2 backward association cue words is higher than those with 3. No Correlation was founded between the passing rates on items with 0, 1, 2, or 3 backward association cue words and the seven indices scores on Divergent Thinking Test. However, the passing rate on items with no backward association cue word is significantly correlated with scores on Insight Thinking Test. In experiment 2, it is showed that the times of direction-switch the students used to associate cue words affects participants’ passing rate significantly. The passing rate on items with cue words which need no switch is higher than those that need 1 or 2 switches, and the passing rate on items with cue words that need 2 switches is higher than those that need 1. There are significant correlations between the verbal flexibility on the Divergent thinking Test and the passing rate on items with backward association cue words that need no switch, the passing rate on items with cue words that need 1 switch, and the passing rate on items with cue words that need 2 switches. Moreover, one significant correlation was found between the passing rate on items with cue words that need 1 switch and the figure elaboration on the Divergent Thinking Test. Another significant correlation was found between the passing rate on items with cue words that need 1 and 2 switches and the scores on the Insight Thinking Test. In experiment 3, we found that when the three cue words are all forward association ones, the number of cue words that can be connected affects participants’ passing rate a lot. The passing rate on items with smaller number of cue words that can be connected is significantly higher than those with middle and larger number of cue words that can be connected. One positive correlation was found between verbal fluency and flexibility on the Divergent Thinking Test and the passing rate on items with middle number of cue words that can be connected. Another significant correlation was found between figure elaboration on the Divergent Thinking Test and the passing rate on items with smaller number of cue words that can be connected. Still another great correlation was found between the passing rate on items with middle number of cue words that can be connected and the scores on the Insight Thinking Test. In experiment 4, there is a great difference between participants’ passing rates and the “the place the homonyms appear.” Participants performed better when there is no homonym or the cue words have homonyms. A great correlation was found between the passing rate on items with the target word that has homonyms and the figure flexibility on the Divergent Thinking Test, while the correlation between the pass rate on items with the target word that has homonyms and the verbal flexibility is approximately significant. Another significant correlation was found between the pass rate on items with the target word that has homonyms and the Insight Thinking Test. The experiments above shows that “the numbers of backward association cue words”, “the time of direction-switch the participants used to associate cue words”, “the sum the cue words that can be connected” and “the place the homonyms appear” affect participants’ passing rate. According to related studies, the processes in the remote association have “divergent thinking”. And the most significant one among the seven indices of the Divergent Thinking Test is flexibility. There is something in common between “Chinese Remote Association Test” and “Insight Thinking Test.” It means that the processes involved in solving the “Chinese Remote Association Test” and the “Insight Thinking Test” is the same. The results of this study can be used to construct a “Chinese Remote Association Test” and to help people understand the cognitive process of creativity.

Dissertação de Mestrado apresentada no ISPA - Instituto Universitário para obtenção do grau de Mestre em Psicologia Social e das Organizações.
A criatividade é considerada uma característica chave para ocorrer inovação nesta “era da criatividade” que estamos a viver presentemente na sociedade actual. O apelo à criatividade no nosso dia-a-dia levou a que a investigação se debruçasse sobre a identificação de formas eficazes de aumentar a criatividade. “Pensar como um criança” tem sido um mantra frequentemente apregoado como fórmula para o aumento da criatividade - nomeadamente o pensamento divergente - porém, este cliché popular tem recebido quase nenhuma atenção de investigação empírica. Procuramos primar os nossos participantes com um mindset de criança, através da exposição do vídeo de abertura da Walt Disney Pictures, prevendo que isto iria aumentar o desempenho em medidas de pensamento divergente - nomeadamente em fluência, flexibilidade e originalidade. Resultados para as medidas de flexibilidade e originalidade não foram significativas. Por outro lado, a fluência aparentou ser ligeiramente inibida após exposição ao estímulo da Disney. Surpreendentemente, numa das condições de controle onde os participantes assistiram ao vídeo de abertura da 20th Century Fox, foram encontrados os níveis mais elevados de fluência. Discutimos os nossos resultados à luz de teorias de activação e foco regulatório, processamento local e global, e os efeitos cognitivos e comportamentais da nostalgia. Deliberamos ainda de forma breve sobre a conceito de honestidade (associado à marca Disney) no pensamento divergente. Limitações do estudo são discutidas e direcções futuras são fornecidas.
ABSTRACT: Being creative is considered a key characteristic for innovation in the so-called “creativity age” that we are currently living in modern society. The cry for creativity in our day-to-day lives has been a major driver in focusing investigation on the search for effective ways in which creativity may be enhanced. “Thinking like a child” has been an oft touted mantra as a formula for increasing creativity - namely divergent thinking (DT) - yet this popular cliché has received close to no empirical investigation. We sought to prime individuals with a childlike mindset through exposure to the Walt Disney Pictures opening logo video clip, predicting that this would increase performance in DT measures - specifically in fluency, flexibility and originality. Results for flexibility and originality scores were not significant. Unexpectedly, fluency was shown to be slightly inhibited when exposed to the Disney stimulus. Surprisingly, in one of the control conditions, where participants watched the 20th Century Fox opening logo video, fluency scores were highest. Our results are discussed in light of behaviour activation and regulatory-focus theories, global and local processing, and the cognitive and behavioural effects of nostalgia as well as briefly deliberating over the concept of honesty (associated to the Disney brand) and DT. Limitations of the study are also discussed and future directions are provided.