{"title":"释放创造潜能:评估基于认知的课堂创造力培训计划的影响","authors":"Peiyao Chen , Tongwei Liu , Qiyang Gao","doi":"10.1016/j.tsc.2024.101582","DOIUrl":null,"url":null,"abstract":"<div><p>While the evidence supporting cognitive-based creativity training as a means of enhancing creative thinking is increasing, its long-term effects and who can benefit from the training remain unclear. To address this gap, we developed a cognitive-based creativity training program for school-aged children and assessed its efficacy through pre-, post-, and follow-up tests, comparing the performance of two groups matched for working memory in the pre-test. One group (<em>n</em> = 33) underwent the training program, whereas the other group (<em>n</em> = 27) participated in the active control condition. The results showed that the training group exhibited significantly better creative thinking performance than the control group in the post-test. This difference was sustained over six months, and the improvement in creative thinking was independent of any changes in working memory, as determined using a subsample. In addition, individuals with lower levels of creative thinking performance before training gained more from training than those with higher levels.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101582"},"PeriodicalIF":3.7000,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Unleashing creative potential: Evaluating the impact of a cognitive-based creativity training program in the classroom\",\"authors\":\"Peiyao Chen , Tongwei Liu , Qiyang Gao\",\"doi\":\"10.1016/j.tsc.2024.101582\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>While the evidence supporting cognitive-based creativity training as a means of enhancing creative thinking is increasing, its long-term effects and who can benefit from the training remain unclear. To address this gap, we developed a cognitive-based creativity training program for school-aged children and assessed its efficacy through pre-, post-, and follow-up tests, comparing the performance of two groups matched for working memory in the pre-test. One group (<em>n</em> = 33) underwent the training program, whereas the other group (<em>n</em> = 27) participated in the active control condition. The results showed that the training group exhibited significantly better creative thinking performance than the control group in the post-test. This difference was sustained over six months, and the improvement in creative thinking was independent of any changes in working memory, as determined using a subsample. In addition, individuals with lower levels of creative thinking performance before training gained more from training than those with higher levels.</p></div>\",\"PeriodicalId\":47729,\"journal\":{\"name\":\"Thinking Skills and Creativity\",\"volume\":\"53 \",\"pages\":\"Article 101582\"},\"PeriodicalIF\":3.7000,\"publicationDate\":\"2024-07-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Thinking Skills and Creativity\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1871187124001202\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Thinking Skills and Creativity","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1871187124001202","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
Unleashing creative potential: Evaluating the impact of a cognitive-based creativity training program in the classroom
While the evidence supporting cognitive-based creativity training as a means of enhancing creative thinking is increasing, its long-term effects and who can benefit from the training remain unclear. To address this gap, we developed a cognitive-based creativity training program for school-aged children and assessed its efficacy through pre-, post-, and follow-up tests, comparing the performance of two groups matched for working memory in the pre-test. One group (n = 33) underwent the training program, whereas the other group (n = 27) participated in the active control condition. The results showed that the training group exhibited significantly better creative thinking performance than the control group in the post-test. This difference was sustained over six months, and the improvement in creative thinking was independent of any changes in working memory, as determined using a subsample. In addition, individuals with lower levels of creative thinking performance before training gained more from training than those with higher levels.
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.