執行功能對國小資優生創造力之預測分析

Abstract

中文摘要 本研究旨在探討執行功能對創造力之預測，並了解執行功能中抑制能力、記憶廣度、更新能力和轉移能力與不同創造思維歷程的關係。本研究以臺北市164位國小五、六年級資優生與普通生為研究對象，以史楚普色字作業、線索回憶作業、中文閱讀廣度測驗、數字記憶作業、顏色形狀作業為執行功能評量工具，並以新編創造思考測驗和兒童版中文詞彙遠距聯想測驗為創造力評量工具。所得資料以獨立樣本及相依樣本t檢定、單因子變異數分析、二因子混合變異數分析、皮爾森積差相關與多元逐步迴歸進行統計考驗。茲將本研究之主要結果說明如下：

1.資優生在執行功能與創造力的表現較普通生佳 資優生在抑制優勢反應能力、抑制前向干擾能力、記憶廣度、更新能力與轉移能力優於普通生，顯示資優生執行功能發展較普通生成熟。

2.資優生抑制優勢反應能力越好，封閉式解答創造力問題表現越好 在資優生群體中，抑制優勢反應能力越好，在遠距聯想測驗的表現越好。此外，資優生在封閉式解答創造力問題得分高於普通生，顯示資優生能產生較多的想法並進行聚斂，以得出正確的解答。

3.執行功能對擴散性思考能力的預測能力 預測語文創造思考能力方面，在資優生群體中，最能預測變通力之執行功能為記憶廣度；最能預測整體語文創造思考能力為轉移能力。在普通生群體中，以轉移能力最能預測流暢力、變通力與整體語文創造思考能力。 預測圖形創造思考能力方面，在資優生群體中，最能預測流暢力之執行功能為抑制前向干擾能力；最能預測獨創力為抑制優勢反應能力與抑制前向干擾能力。在普通生群體中，以抑制前向干擾能力最能預測流暢力、獨創力與整體圖形創造思考能力。

Abstract The main purpose of the research was to analyze how executive functions (EFs) patterns predict creativity. Under the category of EFs, various relations among inhibition, memory span, information updating and monitoring (updating), mental set shifting (shifting), and different creative thinking processes were investigated accordingly. The research subjects included 164 fifth and sixth graders from Taipei city; among of them, 100 gifted and 64 non-gifted students were involved. The psychometric tests of EFs were Stroop Task, Cued Recall Task, Chinese Reading Span Task, Digit Memory Task, and Color-Shape Task. The instruments of creativity were “The Chinese Version of Creative Thinking Test” and “The Chinese Word Remote Associates Test-Children (CWRAT-C)”. The study results were analyzed by “Student’s t-test”, “One-way ANOVA”, “Two-way mixed ANOVA”, “Pearson correlation”, and “multiple stepwise regression analysis”. The main results of this study were as follows:

1.Gifted students outperformed non-gifted students on creativity and EFs tasks Gifted students had better performances on prepotent response inhibition, resistance to proactive interference, memory span, updating, and shifting than nongifted ones did. The result indicated the EFs development path of gifted students were faster than their regular peers.

2.The better prepotent response inhibition gifted students had, the higher scores on CWRAT-C they obtained In the gifted student group, the better prepotent response inhibition they had, the higher scores on the closed-ended creative problems they received. In addition, gifted students scored higher on the closed-ended creative problems than non-gifted students, showing that gifted students can generate more ideas and had better convergent thinking.

3.The prediction of EFs on creativity On predicting the verbal creative thinking, among the gifted students, the “memory span” was the most predictive of EFs on flexibility and that “shifting” was the most predictive of EFs on verbal creative thinking. Among the non-gifted students, “shifting” was the most predictive of EFs on fluency, flexibility, and verbal creative thinking. On predicting the figural creative thinking, among the gifted students, the resistance to proactive interference was the most predictive of EFs on fluency and that “prepotent response inhibition” and “resistance to proactive interference” were the most predictive of EFs on originality and figural creative thinking. Among the non-gifted students, the “resistance to proactive interference” could predict fluency, originality, and figural creative thinking the best.