流利
工作量
心理学
灵活性(工程)
创造力
认知负荷
认知心理学
发散思维
质量(理念)
认知
创造性思维
流利
计算机科学
数学教育
社会心理学
模拟
统计
数学
哲学
神经科学
操作系统
认识论
计算机模拟
作者
Ruben Kleinkorres,Boris Forthmann,Heinz Holling
标识
DOI:10.3390/jintelligence9010003
摘要
Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type (“be fluent” vs. “be creative”) and concurrent secondary workload (load vs. no load). A total of 51 participants (39 female) went through all tasks and generated ideas for a total of 16 different objects; their responses were scored in terms of fluency (number of responses generated), creative quality, and flexibility. We did find, as expected, that the be-creative instruction resulted in fewer and more creative ideas, as well as more flexible idea sets, but neither of the expected interaction effects became significant. Specifically, fluency was not affected more strongly by secondary workload in the be-fluent instruction condition than in the be-creative instruction condition. Further, the performance drop evoked by the secondary workload was not stronger in the be-creative instruction condition compared to the be-fluent instruction condition when creative quality or flexibility were examined as dependent variable. Altogether, our results do not confirm that be-creative instructions involve more cognitive load than be-fluent instructions. Nevertheless, the analysis of the serial order effect and additional correlational examinations revealed some promising results. Methodological limitations which may have influenced the results are discussed in light of the inherent suspense between internal and external validity (i.e., most likely the applied self-paced dual-task approach increased external validity, but undermined internal validity) and potentially guide future research.
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