Qian Xuesen's question I: Collectivism's influence on serial order effect in divergent thinking

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2024-05-28 DOI:10.1016/j.tsc.2024.101566

Yuxin Shi , Quanlei Yu , Suping Sun , Jinqi Ding , Wanjun Zhou , Han Liu , Fangxing Chen , Ya Gao , Qingbai Zhao

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引用次数: 0

Abstract

Westerners are better at divergent thinking than Easterners, and previous studies have found this difference relates to collectivism-individualism, however, the underlying mechanism remains unclear. This study aimed to investigate the relationship between individualism-collectivism and divergent thinking from the perspective of semantic networks. A total of 158 participants were measured with the scale of collectivism-individualism tendencies and divergent thinking. Results showed that collectivism and individualism were not significantly associated with the performance of divergent thinking in figural task. And collectivism, rather than individualism, exhibited a negative correlation with originality but a positive correlation with appropriateness in verbal task. Furthermore, collectivism moderated the serial order of originality and appropriateness in verbal task. This study provides preliminary insights into the impact of culture on creativity from semantic network perspectives.

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钱学森之问I：集体主义对发散思维序列顺序效应的影响

西方人比东方人更善于发散思维，以往的研究发现这种差异与集体主义-个人主义有关，但其内在机制仍不清楚。本研究旨在从语义网络的角度研究个人主义-集体主义与发散思维之间的关系。共有 158 人接受了集体主义-个人主义倾向和发散思维量表的测量。结果表明，集体主义和个人主义与形象思维任务中的发散思维表现并无明显关联。而在言语任务中，集体主义而非个人主义与独创性呈负相关，但与适当性呈正相关。此外，集体主义调节了口头任务中独创性和适当性的序列顺序。这项研究从语义网络的角度初步揭示了文化对创造力的影响。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.