创造性“小c”和创造性“大C”的理论研究和进展
The Development and Theoretical Research of “Little-c” (Little-Creativity) and “Big-C” (Big-Creativity)
DOI: 10.12677/AP.2017.72027, PDF, HTML, XML, 下载: 2,083  浏览: 3,282 
作者: 田 芳, 曹贵康:西南大学心理学部,重庆;认知与人格教育部重点实验室,重庆
关键词: 创造性“小c”创造性“大C”常规教育突出成就
摘要: 创造性是人类生存进步的基础,对人们获得幸福和财富起着重要作用,根据所创造出来的产品对社会价值的作用,把创造性的研究分为Little-c (Little-creativity)和Big-C (Big-Creativity)。本文用两个实验研究证明传统的常规教育和创造性(Little-c和Big-C)之间的关系并不是线性的关系,而是一个复杂的关系。对于卓越者而言,他所受的常规教育和突出成就之间的关系是负相关,而对于创造者而言,所接受的常规教育和突出成就之间的关系看起来更像一个单峰函数,并且其峰值出现在其结束本科教育前的最后一年。因此研究表明传统的常规教育并不总是有利于创造性的发展,甚至在一些情况下可能会阻碍创造性的发展。
Abstract: Creativity is imperative to the progression of human civilization, prosperity, and well-being. Ac-cording to the social value of the creative product, creativity is divided into Little-c and Big-C. In this paper, two empirical investigations showed that the relationship between formal education and creativity (“Big-C” “Little-c”) is not a linear, but a complex one. For the leaders, their eminent achievement is negatively related to the formal education, whereas for the creators the relation-ship was best described as a single-peaked function, with the peak appearing somewhere in the last year of their undergraduate education. The results indicated that formal education cannot have a simple positive linear association with creativity, and under certain circumstances their association can become negative.
文章引用:田芳, 曹贵康 (2017). 创造性“小c”和创造性“大C”的理论研究和进展. 心理学进展, 7(2), 207-215. https://doi.org/10.12677/AP.2017.72027

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