臺灣博碩士論文加值系統

中文摘要
檢閱過去實徵研究，發現情緒狀態會影響個體在創造力的表現，多數研究結果主張正向情緒能夠增進認知能力中素材的整合和組織，進而提升創造力表現。本研究欲探討在不同情緒狀態下，基模的激發與否，對個體在創造認知歷程表現之影響。
本研究採實驗研究法，為情緒狀態（正向/負向）X基模(激發/未激發)之二因子獨立樣本實驗設計，依變項為Isaksen等人所提出的CPS模式來觀察創造認知歷程中創意點子產生和創造成品兩階段的表現，創造性任務為「玩具設計」。
� 正式實驗對象為60位大專生，實驗流程部分先進行受試者情緒狀態的引發，正向情緒組觀看「順風婦產科」影片；負向情緒組觀看「生命」紀錄片，觀賞時間皆為20分鐘。接著，將正、負向情緒組的受試者再區分出基模激發組以及基模未激發組，並以提供明確指導語（明確告知進行玩具設計）和呈現玩具典型範例（模型車）的方式來激發受試者的玩具基模。兩個自變項操弄完畢後，即要求受試者先進行第一階段的創意點子產生，接著再進行創造成品設計，並以專家共識評量法來評定創造成品。實驗結果敘述如下：
一、 創意點子產生部分：
(1) 情緒與基模之二因子交互作用未達顯著。
(2) 正負向情緒對個體在創意點子產生的主要效果達顯著差異。
(3) 基模激發與否對個體在創意點子產生的主要效果未達顯著。
二、 在創造成品部分：
(1) 情緒與基模之二因子交互作用未達顯著。
(2) 正負向情緒與基模對個體在創造成品的主要效果未達顯著。
(3) 基模激發與否對個體在創造成品的主要效果未達顯著。
研究結果發現正向情緒有助於創意點子產生，符合Isen等人所主張的正向情緒下的認知能力可以幫助個體擷取多樣化的訊息，促進概念之間快速連結，增加點子產生數量。最後出本研究建議以供未來創造力教學與研究之實務參考。

An experimental study of the influence of mood states and schema on creative cognition
Abstract
From the recent empirical findings, “mood states” could be a material factor to affect individual’s creative performance. Findings from a large number of studies seem to support that when individuals in positive-mood states, material is more extensively connected and better integrated in memory. The purpose of this study was to test if individual’s in different mood states, schema is activated would affect individual’s performance on cognitive processes of creativity.
In order to inspect above hypothesis, an experiment with 2 (mood states: positive/negative)x 2(schema: activated/ un-activated) factorial design, the dependent measures were the performance on creative idea generation and creative product design conducted by Isaksen’s model of creative problem solving, and the task to induce creative cognition was “toy design”.
Sixty college students in north Taiwan, aged 20 to 32 participated in this experiment, the procedure as follows. In the first phase, mood was induced by the use of brief film clips. For positive mood, a video “FollowWind” was shown to participants. Negative mood induction involved a sad films “Life”. Sixty subjects were randomly assigned to two groups. After manipulation of mood induction, the two groups were discriminated into schema activated and un-activated settings. Schema activated by giving specific guiding and showing typical example of toy. After those manipulations, subjects were asked for creative idea generation and creative product design. The creative idea generation performance measured by standardized assessment, and the creative product design performance obtained by experts’ consensual assessment. The results are as following.
1. The interaction of mood states and schema on creative idea generation are not significant. But the simple main effect of mood states is significant.
2. The interaction of mood states and schema on creative product design are not significant.
In conclusion, the results of this study seem to support that positive mood individuals may be more willing to explore novel ideas and enhance the connection between concepts those can increase the amounts of creative ideas. The study also provides some suggestion for creative teaching and further study.

第一章� 緒論……………………………………………………………3
第一節� 研究背景 ……………………………………………………3
第二節� 研究動機與目的………………………………………………3
第三節� 名詞釋義………………………………………………………6
第二章� 文獻探討………………………………………………………9
第一節� 創造力、創造認知歷程、及創造性任務……………………9
第二節� 情緒與創造力 ……………………………………………27
第三節� 基模與創造力 ………………………………………………38
第四節� 正負向情緒、基模與創造力 ………………………………46
第五節� 研究假設 ……………………………………………………47
第三章 先驅研究 …………………………………………………49
第一節� 創造認知歷程預試 …………………………………………49
第二節� 評量規準 ……………………………………………………49
第三節 引發正負向情緒的實驗處理之有效性檢核 ………………54
第四節� 正負向情緒對創造力表現的影響 ……………………57
第五節� 玩具基模的探索 ………………………………………59
第四章� 研究方法 ……………………………………………………62
第一節� 正式研究實驗設計 ………………………………………62
第二節� 實驗對象與實驗流程 ………………………………………63
第三節� 相關素材 ……………………………………………………65
第五章 研究結果 ……………………………………………………67
第一節� 情緒狀態檢核 …………………………………………67
第二節� 正負向情緒與基模對創意點子產生影響之實驗結果 ……69
第三節� 專家共識評量 ………………………………………………76
第四節� 正負向情緒與基模對創造成品影響之實驗結果 …………78
第六章� 評論與建議 ……………………………………………85 第一節� 研究發現與整理 ………………………………………85
第二節� 有關創意點子之討論與建議 …………………………87
第三節� 有關創造成品之討論與建議 …………………………89

參考文獻 ……………………………………………………………91
附錄1� 創造認知歷程預試………………………………………99
附錄2 創造認知歷程施測流程 ………………………………104
附錄3 身心狀態調查表 ………………………………………110
附錄4� 影評 ……………………………………………………112
附錄5 身心狀態調查表 ………………………………………114
附錄6 玩具基模探索問卷 ……………………………………115

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