http://dx.doi.org/10.6129/CJP.2008.5002.02
Chinese Journal of Psychology, 50(2), 2008，125-145
邱發忠（國防大學心理研究所）；陳學志（台灣師範大學教育心理與輔導學系）；徐芝君（台灣師範大學教育心理與輔導學系）；吳相儀（台灣師範大學教育心理與輔導學系）；卓淑玲（輔仁大學臨床心理學系）
摘要
本研究以「雙重分離設計」來探究內隱與外顯因素對創造力的影響。假設內隱的認知處理只影響內隱作業，而不影響外顯作業，外顯的認知處理只影響外顯作業，而不影響內隱作業，則可推測此兩個作業是分別倚賴兩個獨立分離的心理歷程。本研究以四個實驗檢驗創造力具有獨立的內隱與外顯成分。實驗一和二操弄內隱性的影響因素；實驗一裡，要求受試者思考較近的未來（明天）或較遠的未來（一年或二年後）的生活狀況（時間觀點）；實驗二裡，受試者觀看正向或負向影片（正負向情緒）。實驗三、四操弄外顯性的影響因素；實驗三要求受試者以高低標準進行創造作業（主觀標準），而實驗四則要求受試者使用創造策略於創造作業中（創造策略）。實驗的結果發現，「時間觀點」及「正負向情緒」只影響內隱的頓悟性問題表現，或擴散性思考作業中內隱外顯兼具的流暢力、變通力及獨創力，但不影響擴散性思考作業中的外顯性精進力表現；但「主觀標準」及「創造策略」只影響內隱外顯性兼具的流暢力、變通力及獨創力，但未影響純粹內隱性的頓悟性問題表現。本研究顯示內隱性變項主要影響受試者對內隱性的創造力作業的表現，而外顯性因素則與外顯性創造力作業密切相關。本研究之發現亦支持創造力包含內隱與外顯不同性質之認知歷程的看法。
關鍵詞：內隱與外顯歷程、主觀標準、正負向情緒、時間觀點、創造策略
The Impact of Implicit and Explicit Factors on the Performance of Creativity Tasks
Fa-Chung Chiu（Deparment of Psychology, National Defense University）；Hsueh-Chih Chen（Department of Educational Psychology and Counseling, National Taiwan Normal University）；Chih-Chun Hsu（Department of Educational Psychology and Counseling, National Taiwan Normal University）； Hsiang-Yi Wu（Department of Educational Psychology and Counseling, National Taiwan Normal University）；Shu-Ling Cho（Department of Clinical Psychology, Fu Jen Catholic University）
Abstract
This study was intended to investigate the implicit and explicit manipulations to creativity by adopting double dissociation approach. It is assumed that the existence of different underlying cognitive processes of creativity in nature could be reflected in use of mutually exclusive tasks based on observed contrasting behavioral patterns. Four experiments are reported on exploring the hypothesis that creativity is consisted of independent implicit and explicit components, which can be tested by manipulating specific implicit and explicit variables. In Experiments 1 and 2, “temporal perspective”and“positive and negative emotion”were examined as implicit factors for the influence to target creativity tasks, respectively.“Temporal perspective”was referred to asking participants to image the life in the near future (e.g., tomorrow) or the farther future (one or two years later) and“positive and negative emotion”was participants , emotional status induced by seeing clips. On the other hand, for investigating the impact of explicit factors on the same tasks, participants in Experiment 3 encountered explicit factors“subjective standard”(the instruction to encourage higher performance or not) but“creative strategy instruction”(two specific types of strategies were given) in Experiment 4. The results show that both“temporal perspective”and“positive and negative emotion”only altered the performance of the implicit task (insight problems) and the fluency, flexibility, and originality in the implicit-explicit hybrid divergent thinking task but not the elaboration in the pure explicit task. To the contrary, for the same tasks, explicit factors, “subjective standard”and“creative strategy instruction”, were found to impact the fluency, flexibility, and originality of the implicit-explicit hybrid task instead of the pure implicit task. These findings demonstrate that particular implicit variables are mainly related to implicit creativity tasks and explicit factors are largely associated with explicit creativity tasks. This research clearly verifies that creativity comprises implicit and explicit cognitive processes.
Keywords: implicit and explicit processes, subjective standard, positive and negative emotion, temporal perspective, creative strategies
