【摘要】：將95名本科生隨機分為四組,通過實驗法分別考察不同類型獎勵對社會創(chuàng)造性的發(fā)散思維階段、輻合思維階段以及最終社會創(chuàng)造性的影響。結(jié)果發(fā)現(xiàn),在社會創(chuàng)造性的發(fā)散思維階段,表現(xiàn)獎勵顯著促進社會問題解決策略的流暢性和獨創(chuàng)性;在社會創(chuàng)造性的輻合思維階段,相較于表現(xiàn)獎勵,參與獎勵更大程度地促進社會問題解決策略的適當性;被試在發(fā)散思維階段接受表現(xiàn)獎勵,在輻合思維階段接受參與獎勵,其最終的社會創(chuàng)造性水平最高。結(jié)果表明,在社會創(chuàng)造性的不同階段,不同類型獎勵的作用存在差異。
[Abstract]:Ninety-five undergraduates were randomly divided into four groups. The effects of different types of rewards on social creativity were investigated by means of experimental methods, such as divergent thinking stage, convergence thinking stage and final social creativity stage. The results showed that performance reward significantly promoted fluency and originality of social problem-solving strategies in the divergent thinking stage of social creativity, and compared with performance reward in the convergent thinking stage of social creativity. Participation rewards promote the appropriateness of social problem-solving strategies to a greater extent, and the participants accept performance rewards in divergent thinking stage and participation rewards in convergent thinking stage, and their ultimate social creativity level is the highest. The results show that there are differences in the role of different types of rewards in different stages of social creativity.
【作者單位】： 青少年網(wǎng)絡(luò)心理與行為教育部重點實驗室暨華中師范大學(xué)心理學(xué)院;華中師范大學(xué)公共衛(wèi)生與分子醫(yī)學(xué)檢驗研究中心;
【基金】：華中師范大學(xué)中央高�；究蒲袠I(yè)務(wù)費項目“電子頭腦風暴的激發(fā)因素研究”(項目號:CCNU16A06014,CCNU16JCZX11);“網(wǎng)絡(luò)背景下的社會創(chuàng)造性:互聯(lián)網(wǎng)使用對青少年社會創(chuàng)造性的影響”(項目號:CCNU15A02056)資助
【分類號】：B844.2

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