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首页> 外文期刊>Creativity Research Journal >A New Neurocognitive Model for Assessing Divergent Thinking: Applicability, Evidence of Reliability, and Implications for Educational Theory and Practice
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A New Neurocognitive Model for Assessing Divergent Thinking: Applicability, Evidence of Reliability, and Implications for Educational Theory and Practice

机译：评估发散思维的新神经认知模型：适用性，可靠性证据以及对教育理论和实践的启示

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摘要

A new model is presented to assess divergent thinking from a neurocognitive perspective. Evidence is presented showing its sensitivity to capture differences in divergent thinking. This observational interview-based study used a two-dimensional matrix (grid) composed of dimensions derived from neuropsychology and cognitive science theory. Each category (grid cell) is related to a particular cognitive operation that putatively is mediated by one or more functional/anatomical brain regions. Using the coding matrix, data were obtained from 30 middle school students through interviews and think-aloud responses to questions. Students were videotaped while viewing rich pictorial material and responses were coded and characterized for divergent production using 10 coefficients: higher category responses, detail, spontaneous generation, perspective switching, category switching per probe, category switches per utterance, different switches, detail per switching ratio, new subjects, higher category responses and reasoning. Reliability was obtained by interobserver concordance and Cohen's kappa coefficients were calculated for the cognitive and brain functional references dimensions (.90 and .91, respectively). Individual differences were expressed as variations in divergent thinking, providing a convenient way of assessing divergent thinking that may be related to creative thinking in education. This model may have heuristic value beyond research on creativity by providing a theoretical framework to guide further research on the cognitive correlates of divergent thinking with brain functional modules by correlating brain imaging data with concurrent interview data gathered by use of the model.
机译：提出了一种新模型，用于从神经认知角度评估发散性思维。提出的证据表明其敏感地捕捉分歧思维中的差异。这项基于观察性访谈的研究使用了二维矩阵（网格），该二维矩阵由神经心理学和认知科学理论衍生而来。每个类别（网格细胞）都与特定的认知操作有关，该认知操作可能由一个或多个功能/解剖学大脑区域介导。使用编码矩阵，通过访谈和对问题的思考方式，从30名中学生获得了数据。在观看丰富的图片资料的同时对学生进行了录像，并使用10个系数对响应进行了编码和表征，以用于不同的制作：更高的类别响应，细节，自发生成，透视切换，每个探针的类别切换，每个发声的类别切换，不同的切换，每个切换比例的细节，新主题，更高类别的回答和推理。通过观察者之间的一致性获得可靠性，并针对认知和大脑功能参考维度（分别为.90和.91）计算Cohen的kappa系数。个体差异表示为发散思维的差异，提供了评估与教育中的创造性思维相关的发散思维的便捷方法。通过提供一个理论框架，通过将大脑成像数据与使用该模型收集的并发面试数据相关联，提供一个理论框架来指导进一步研究发散性思维与大脑功能模块的认知相关性，该模型可能具有超越创造性研究的启发性价值。

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