中華心理學刊 民 78，31 卷，2 期，107-117
Chinese Journal of Psychology 1989, Vol.31, No.2, 107-117
蔡啟通（輔仁大學應用心理系）；丁興祥（輔仁大學應用心理系）；高泉豐（東吳大學心理系）
摘要
本研究探討腦力激盪訓練對個人創造性的短期和長期效果，並且檢視個人認知 需求與腦力激盪訓練的交互作用對個人創造性的影響。個人創造性係以拓弄思語文與圖形創造思考測驗和多向度的羅塞浦創造倾向量表評量。結果顯示短期內腦力激强訓練確能增進個人創造思考，而手眼協調訓練亦有類似的短期效果。於50天後的延宕測時，在語文及圆形流暢力上，此兩種訓練仍有長期效果。然而，腦力激盪組 在語文變通力上延宕測時的表現遜於後測;但在圖形變通力上能維持其後測之表現。相對地，手眼協調組的圖形變通力，在延宕測時有顯著下降;而在語文變通力上，延宕測時仍能維持其後測水準。腦力激盪或手眼協調訓練對創造傾向沒有短期和長期的影響。另外，認知需求與腦力激盪訓練的交互作用只表現在後測時的圖形變通力上。參與腦力激盪訓練的高認知需求者在圖形變通力上的後測表現比低認知需求者低。最後，高認知需求者的創造傾向優於低認知需求者。
Need For Cognition, Brainstorming and Individual Creativity
Chitung Tsai（Fu-Jen Catholic University）；Shingshiang Ting（Fu-Jen Catholic University）；Chuanfeng Kao（Soochow University）
Abstract
This study examined short-term and long-term effects of brainstorming training on creativity. The interaction effect of need for cognition and brainstorming training on creativity was also examined. Creativity was assessed by Torrance Tests of Creative Thinking, Figural Form A and Verbal Form B, and by Raudsepp Creative Scale for Chinese People. Results revealed an enhancement of creative thinking performance after brainstorming training. Hand-eye coordination training produced similar short-term effects. These short-term effects maintained after 50 days delay in terms of verbal and figural fluency. Nonetheless, after brainstorming training, the figural flexibility maintained its level, but the verbal flexibility decreased from posttest to follow-up test. On the other hand, the enhancement of the verbal flexibility after hand-eye coordination training remained, but the figural flexibility decreased from posttest to follow-up test. Both brainstorming and hand-eye coordination trainings showed no short-term and long-term effects on the scores of Raudsepp Creative Scale. Moreover, the interaction effect of need for cognition and brainstorming training was found on the figural flexibility posttest scores. Subjects high in need for cognition had lower figural flexibility scores than those low in need for cognition after brainstorming training at posttest. Finally, subjects high in need for cognition had higher scores on the Raudsepp Creative Scale than those low in need for cognition.
