智力是创造力的必要条件和充分条件吗？聚合思维和发散思维分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-10-17 DOI:10.1016/j.lindif.2024.102575

Merav Dechaume , Maxence Mercier , Cyrille Feybesse , Todd Lubart , Gaëlle Chouvelon , Solenn Kermarrec , Sylvie Tordjman

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引用次数: 0

摘要

本研究以发散-探索思维和聚合-整合思维为关键概念，探讨了智力与创造力之间的关系。研究人员分析了 854 名儿童的二手数据，其中包括 238 名高智力潜能儿童（IQ 130）。智力通过韦氏儿童智力量表（WISC）进行测量，创造力通过创造力潜能评估（EPoC）进行评估。分段回归分析（SRA）和必要条件分析（NCA）探讨了这些关系。发现聚合-整合思维与言语理解能力或处理速度之间存在正相关。然而，在总智商和创造潜能子维度之间没有发现明显的分界点。要获得较高的发散-探索性思维分数，必须有足够的处理速度，而收敛-整合思维则需要最低水平的总智商或流畅推理能力。研究建议使用广义相加模型（GAM）来捕捉复杂的非线性关系。这种方法通过突出评估中的认知强项和弱项，为教育提供了启示。

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Is intelligence necessary and sufficient for creativity? An analysis of convergent and divergent thinking

This study examined the relationship between intelligence and creativity using divergent-exploratory and convergent-integrative thinking as key concepts. Researchers analyzed secondary data from 854 children, including 238 children with high intellectual potential (IQ > 130). Intelligence was measured using WISC (Wechsler Intelligence Scale for Children), and creativity was assessed through EPoC (Evaluation of Potential for Creativity). Segmented Regression Analysis (SRA) and Necessary Condition Analysis (NCA) explored these relationships. Positive correlations were found between convergent-integrative thinking and verbal comprehension or processing speed. However, no significant breakpoints were detected between Total IQ and creative potential sub-dimensions. A sufficient level of processing speed was necessary for achieving high divergent-exploratory thinking scores, while minimum levels of Total IQ or fluid reasoning were required for convergent-integrative thinking. The study suggested using a Generalized Additive Model (GAM) to capture complex, non-linear relationships. This approach offers educational insights by highlighting cognitive strengths and weaknesses in assessments.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).