示範呈現時間與色彩對學童創造力的影響

Abstract

從小培養國家幼苗具備帶動時代變遷的創造力思維是當代的重要議題。以往創造力訓練多給予示範，以協助說明與構思。但示範可能造成無意識地順從，反而侷限創意想法的廣度；過去研究也顯示顏色對創造力確有影響。因此，如何預防知識造成的負面效應，有效的提供「適當的知識」以促進學童的創造力，才不至於讓學生產生固著或一昧模仿。過去相關研究中發現研究者用各種方式降低固著，其中又分為兩個面向，一個為示範本身呈現的方式，另一個則是外在環境以刺激創造力。 本研究之研究目的在於透過示範呈現時間與色彩對學童在創意作業上面的表現的影響。本論文共分為三個實驗，實驗一以探討有無示範對學童在創意作業上之流暢力、變通力、獨創力、非固著的影響；實驗二為示範呈現時間對學童在創意作業上之流暢力、變通力、獨創力、非固著的影響；實驗三則為色彩對學童在創意作業上之流暢力、變通力、獨創力、非固著的影響。 實驗一針對30位國內具備不同先備創造能力的國小三年級生，探討有無示範對學童創意作業的影響。本研究受測者依Williams創造力測驗分出高低創造力個體，隨機指派至無示範組或有示範組之教室後，使用畫圖方式進行兩項創意作業。創作依流暢力、變通力、獨創力和非固著的表現予以評價。根據實驗結果發現，有示範的學童比在無示範的學童更來得會模仿。顯示示範會導致受試者無意識的順從，反而限制了創意想法的產生。 因此，實驗二根據遺忘曲線理論而採用20分鐘作為示範呈現時間的基礎，主要目的為利用示範呈現時間藉以降低固著。故實驗二將加上示範呈現時間（無示範、示範後休息20分鐘再創作）以探討學童是否因示範呈現時間的不同而有所差異性。實驗結果顯示兩項創意作業皆無顯著影響，這也表示是延後延長時間創作，順從的效果會隨著時間而減弱，因此降低其遵從效應。 而實驗三主要目的為利用色彩因子藉以提升學童創造力表現，實驗結果發現，在兩項創意作業的表現上，紅色環境之受測者整體表現優於藍色環境之受測者。與國外文獻的研究結果不太一致，可能是因為文化上的差異導致有不同的研究結果。針對研究結果可提供兒童創造力教學上指引，後續研究可選擇不同模式的創意作業等，例如七巧板拼圖、帶有問題解決的題目。未來建議針對不同示範類型對創造力的影響作進一步探討。

Cultivating the youth of our country to think creatively is critical in the present time. In the past, creativity training mainly involved providing demonstrations to facilitate clarification and idea construction. However, demonstrations can cause subconscious compliance in children, limiting the width of creative thought. Previous studies have proven that color effects creativity. By preventing the negative effects of knowledge and providing children with the appropriate amount of knowledge to promote their creativity, children can be freed of fixated thought patterns or mindless imitation behaviors. Researchers of previous related studies have used various approaches for reducing fixation, and these methods can be categorized into two aspects: a) the manner in which the demonstration is presented, and b) the external environment that stimulates creativity. The objective of this study was to investigate the effects of demonstration presentation time and color on the performance of children in creative tasks. The study involved three experiments. Experiment I investigated whether the existence or lack of demonstration exerted effects on the fluency, flexibility, originality, and nonfixation of children; Experiment II evaluated the effects of demonstration presentation time on the aforementioned qualities; and Experiment III investigated the effects of color on these qualities. Experiment I targeted 30 third-grade students exhibiting different levels of creativity and investigated whether demonstration affected their performance in creative tasks. William’s Creativity Assessment Packet was used to categorize the students according to their creativity level, after which they were randomly assigned to classrooms with or without demonstration. They were asked to complete two creative drawing tasks. The study results revealed that the children who received a demonstration showed more obvious signs of imitation than did children who did not receive a demonstration, suggesting that the demonstration caused subconscious compliance in the children, hampering their production of creative ideas. Thus, Experiment II applied forgetting curve theory, and 20 min were allotted for the demonstration. The purpose was to lower fixation by manipulating the demonstration presentation time. The experimental results indicated no significant effects for the two tasks, suggesting that by postponing the creative tasks, the compliance of students decreased as time increased, and their compliance was reduced. The purpose of Experiment III was to enhance the creative performance of the children by using color factors. The results showed that for the two creative tasks, students in the red environment demonstrated more favorable overall performance than did the students in the blue environment. These results were inconsistent with those of foreign studies, which was likely due to cultural differences. The study results can serve as guidance for teaching creativity to children, and future studies can apply different modes of creative tasks, such as Tangram puzzles or problem solving questions. Future studies can further investigate the effects of different demonstration types on creativity.