创造性思维评价方法的研究综述
A Review on Evaluation Methods of Creative Thinking
摘要: 创造性是对复杂问题能够产生新颖的、独创的、不寻常的、适宜的解决方案的能力，对促进科技进步、艺术创作及商业发展等起着重要作用，其核心是创造性思维，分为发散思维和聚合思维。本研究从Guilford (1967)提出的创造性发散思维的四个指标出发，对发散思维的评价方式进行了梳理，归纳为客观和主观两种评价方法，从主客观的角度进行了分析。最后，结合各自存在的优点和缺陷对未来研究进行了展望。
Abstract: Creativity is the ability to produce novel, original, unusual and appropriate solutions to complex problems. It plays an important role in promoting scientific and technological progress, artistic creation and commercial development. Its core is creative thinking, which can be divided into di-vergent thinking and convergent thinking. This study starts from the four factors of creative di-vergent thinking proposed by Guilford (1967), sorts out the evaluation methods of divergent thinking, and summarizes them into objective and subjective, at the same time, analyzes the me-thods from the perspective of subjective and objective perspectives. Looking forward to the future research direction with their advantages and disadvantages respectively at the end.
文章引用：姜竹卿, 刘玲, 徐展 (2019). 创造性思维评价方法的研究综述. 心理学进展, 9(1), 165-170. https://doi.org/10.12677/AP.2019.91021

参考文献

[1] 张庆林, 曹贵康(2004). 创造性心理学. 北京: 高等教育出版社.
[2] Amabile, T. M. (1982). Social Psychology of Creativity: A Consensual Assessment Technique. Journal of Personality and Social Psychology, 43, 997-1013.[CrossRef] 
[3] Ashton-James, C. E., & Chartrand, T. L. (2009). Social Cues for Creativity: The Impact of Behavioral Mimicry on Convergent and Divergent Thinking. Journal of Experimental Social Psychology, 45, 1036-1040.[CrossRef] 
[4] Baer, J. (1994). Performance Assessments of Creativity: Do They Have Long-Term Stability? Roeper Review, 7, 7-11.[CrossRef] 
[5] Baer, J. (2015). The Importance of Domain-Specific Expertise in Creativity. Roeper Review, 37, 165-178.[CrossRef] 
[6] Baer, J., & McKool, S. S. (2009). Assessing Creativity Using the Consensual Assessment Technique. In C. S. Schreiner (Ed.), Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education (pp. 65-77). Hershey, PA: IGI Global.[CrossRef] 
[7] Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the Consensual Assessment Technique to Nonparallel Creative Products. Creativity Research Journal, 16, 113-117.[CrossRef] 
[8] Barbot, B., Besançon, M., & Lubart, T. I. (2011). Assessing Creativity in the Classroom. The Open Education Journal, 4, 124-132.[CrossRef] 
[9] Brinkman, D. (1999). Problem Finding, Creativity Style and the Musical Compositions of High School Students. The Journal of Creative Behavior, 33, 62-68.[CrossRef] 
[10] Chamorro-Premuzic, T., & Reichenbacher, L. (2008). Effects of Personality and Threat of Evaluation on Divergent and Convergent Thinking. Journal of Research in Personality, 42, 1095-1101.[CrossRef] 
[11] Cheng, L., Hu, W., Jia, X., & Runco, M. A. (2016). The Different Role of Cognitive Inhibition in Early versus Late Creative Problem Finding. Psychology of Aesthetics Creativity and the Arts, 10, 32-41.[CrossRef] 
[12] Christensen, P. R., Guilford Press, J. P., & Wilson, R. C. (1957). Relations of Creative Responses to Working Time and Instructions. Journal of Experimental Psychology, 53, 82-88.
[13] Clark, P. M., & Mirels, H. L. (1970). Fluency as a Pervasive Element in the Measurement of Creativity. Journal of Educational Measurement, 7, 83-86.[CrossRef] 
[14] Colzato, L. S., Ozturk, A., & Hommel, B. (2012). Meditate to Create: The Impact of Focused-Attention and Open-Monitoring Training on Convergent and Divergent Thinking. Frontiers in Psychology, 3, 116.[CrossRef] [PubMed]
[15] Gilhooly, K. J., Fioratou, E., Anthony, S. H., & Wynn, V. (2007). Divergent Thinking: Strategies and Executive Involvement in Generating Novel Uses for Familiar Objects. British Journal of Psychology, 98, 611-625.[CrossRef] [PubMed]
[16] Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.[CrossRef] [PubMed]
[17] Guilford, J. P. (1967). Creativity: Yesterday, Today and Tomorrow. Journal of Creative Behavior, 1, 3-14.[CrossRef] 
[18] Hennessey, B. A., Amabile, T. M., & Mueller, J. S. (2011). Consensual Assessment. In M. A. Runco, & S. R. Pritzker (Eds.), Encyclopedia of Creativity (Vol. 1, 2nd ed., pp. 253-260). San Diego: Academic Press.[CrossRef] 
[19] Hocevar, D. (1979a). A Comparison of Statistical Infrequency and Subjective Judgment as Criteria in the Measurement of Originality. Journal of Personality Assessment, 43, 297-299.
[20] Hocevar, D. (1979b). Ideational Fluency as a Confounding Factor in the Measurement of Originality. Journal of Educational Psychology, 71, 191-196.[CrossRef] 
[21] Hocevar, D., & Michael, W. B. (1979). The Effects of Scoring Formulas on the Discriminant Validity of Tests of Divergent Thinking. Educational and Psychological Measurement, 39, 917-921.[CrossRef] 
[22] Howard-Jones, P. A., Blakemore, S. J., Samuel, E. A., Summers, I. R., & Claxton, G. (2005). Semantic Divergence and Creative Story Generation: An fMRI Investigation. Brain Research Cognitive Brain Research, 25, 240-250.[CrossRef] [PubMed]
[23] Kaufman, A. J., Johnston, D. T., Farquhar, J., Masterson, A. L., Lyons, T. W., Bates, S. et al. (2007). Late Archean Biospheric Oxygenation and Atmospheric Evolution. Science, 317, 1900-1903.[CrossRef] [PubMed]
[24] Kaufman, J. C., & Sternberg, R. J. (2007). Resource Review: Creativity. Change, 39, 55-58.[CrossRef] 
[25] Kaufman, J. C., Baer, J., & Cole, J. C. (2009). Expertise, Domains, and the Consensual Assessment Technique. Journal of Creative Behavior, 43, 223-233.[CrossRef] 
[26] Kaufman, J. C., Baer, J., Cole, J. C., & Sexton, J. D. (2008). A Comparison of Expert and Nonexpert Raters Using the Consensual Assessment Technique. Creativity Research Journal, 20, 171-178.[CrossRef] 
[27] Kaufman, J. C., Gentile, C. A., & Baer, J. (2005). Do Gifted Student Writers and Creative Writing Experts Rate Creativity the Same Way? Gifted Child Quarterly, 49, 260-265.[CrossRef] 
[28] Kaufman, J. C., Lee, J., Baer, J., & Lee, S. (2007). Captions, Consistency, Creativity, and the Consensual Assessment Technique: New Evidence of Reliability. Thinking Skills and Creativity, 2, 96-106.[CrossRef] 
[29] Milgram, R. M., & Milgram, N. A. (1976). Creative Thinking and Creative Performance in Israeli Students. Journal of Educational Psychology, 68, 255-259.[CrossRef] 
[30] Plucker, J. A., Qian, M., & Wang, S. (2011). Is Originality in the Eye of the Beholder? Comparison of Scoring Techniques in the Assessment of Divergent Thinking. Journal of Creative Behavior, 45, 1-22.[CrossRef] 
[31] Radel, R., Davranche, K., Fournier, M., & Dietrich, A. (2015). The Role of (Dis)inhibition in Creativity: Decreased Inhibition Improves Idea Generation. Cognition, 134, 110-120.[CrossRef] [PubMed]
[32] Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24, 92-96.[CrossRef] 
[33] Sawyer, R. K. (2006). Explaining Creativity: The Science of Human Innovation. New York: Oxford University Press.
[34] Silvia, P. J. (2008). Creativity and Intelligence Revisited: A Latent Variable Analysis of Wallach and Kogan (1965). Creativity Research Journal, 20, 34-39.[CrossRef] 
[35] Torrance, E. P. (2008). Torrance Tests of Creative Thinking: Norms-Technical Manual, Verbal Forms A and B. Bensenville, IL: Scholastic Testing Service.
[36] Wallach, M. A., & Kogan, N. (1965). Modes of Thinking in Young Children: A Study of the Creativity-Intelligence Distinction. Archives of General Psychiatry, 3, 329-331.
[37] White, H. A., & Shah, P. (2016). Scope of Semantic Activation and Innovative Thinking in College Students with Adhd. Creativity Research Journal, 28, 275-282.[CrossRef] 
[38] Wilson, R. C., Guilford, J. P., & Christensen, P. R. (1953). The Measurement of Individual Differences in Originality. Psychological Bulletin, 50, 362-370.[CrossRef] [PubMed]