臺灣博碩士論文加值系統

創造力是人類最高的心智能力，也是人類最偉大的天賦，如何藉由後天的訓練以提升創造力是近年來重要的議題。過去研究者多發展相關的認知技能來提升創造力，隨著認知神經科學的發展與近代大腦掃瞄技術的應用，生理回饋訓練方式是能免除訓練過程中其它變項的干擾並記錄累積性變化，補足認知訓練課程之不足的一個方式。本研究即欲探討創造力如何藉由神經生理回饋訓練而提升。
神經生理回饋是依據最佳表現所呈現的腦電波型態去進行應用的一種訓練方式，過去少數以神經生理回饋訓練對創造力提升的研究未能獲得穩定的結果。細究過去研究結果分歧的可能原因，包括訓練次數與時段長短不一、腦波測量電極點不同，且未區分不同創造力類型。本研究改進過去的研究方法，並根據「創造力雙重系統理論」區分開放式發散性思考與封閉式頓悟問題解決兩類創造力；研究顯示，前者涉及系統一運作，與產生較多α波有關；後者涉及系統一與系統二的交互運作，顯現於α波與β波的彈性轉換。據此，本研究針對兩類創造力設計不同神經生理回饋訓練方式：訓練增加較多α波為「α波增加組」；訓練增加α波與減少α波為「α波轉換組」。以一般大學生為研究對象，進行為期兩週（共十天）每天一次的腦波訓練，在訓練前與訓練後分別進行兩類創造力測驗，並與「對照組」進行比較。結果顯示，三組參與者在前測時的創造力表現皆無顯著差異，經過腦波訓練後可提升創造力表現，且兩種方式對兩類創造力表現有不同的提升效果：「α波轉換組」可同時提升發散性思考與頓悟問題解決表現；而「α波增加組」僅對發散性思考表現的提升有所助益。本研究結果可澄清過去單純訓練增加α波研究不一致的結果、進一步釐清創造力的生理機制，更為提升不同創造力奠定了應用上的效益。

Creativity is the highest human mental abilities. How to enhance creativity through training is an important issue in recent years. With the development of cognitive neuroscience and brain scanning technology, biofeedback training programs take more advantages than traditional cognitive-skills training in the aspects that it can avoid the interference of other variables and can record the cumulative changes of functions during the training processes. This study aimed to improve creativity performance by neurofeedback training.
The biofeedback training is based on brainwaves of optimal performaces. However, past studies that used biofeedback training to enhance creativity failed to obtain stable results. Potential problems might lie in that they used different training sessions and durations, detected brainwaves in different brain regions, and did not distinguish between different types of creativity. This study utilized an optimal design based on past evidence, and differentiated open-ended divergent thinking and closed-ended insight problem solving according to the “dual-process theory account of creativity”. The former mainly involves system 1 processing in accordance with α brainwave; the latter involves both system 1and system 2 processing in a reciprocal way which reflects on the transform between α and β waves. Therefore, different types of biofeedback training methods for the two types of creativity tasks were designed in the present study: the “α enhancement group” to increase participants’ production of α wave; and the “α transformation group” to train participants to increase and suppress α wave.
Participants were randomly assigned to one of the two training conditions and a non-training control condition. Three groups were trained or measured their brainwaves on 10 days within 2 weeks, 30 minutes in each session, and tested with two kinds of creativity tasks pre- and post-training. The results showed that participants’ performances on two creativity measures were not different in pre-test. After different biofeedback training, participants’ two creative performances improved differently, as compared to the control group. The α transformation group significantly improved on both divergent thinking and insight problem solving tasks, while the α enhancement group only improved in the divergent thinking performance. These results help to clarify the in effectiveness of previous training program, shed light to the physiological mechanisms of different creativities, and provide application benefits to enhance different creative potentials.

摘要 i
Abstract ii
致謝 iv
目次 vi
圖目次 viii
表目次 ix

緒論 1
神經生理回饋訓練與其應用之效果 3
創造力與腦波型態 5
創造力的神經生理回饋訓練 6
澄清過去研究的問題 8
一、訓練次數與時段長短不一 8
二、腦波測量電極點不同 9
三、未區分不同創造力運作類型 9
研究假設與預期 12
實驗 15
方法 15
參與者及實驗設計 15
研究材料 16
儀器設備 19
實驗程序 20
資料處理 23
結果 25
兩類創造力作業前測的表現 25
腦波訓練的成效 26
兩類創造力作業後測的表現 29
兩訓練組腦波訓練成效與兩類創造力進步分數之關係 31
兩訓練有效組之腦波訓練的成效 34
訓練有成效者在兩類創造力表現的提升效果 35
發散性思考作業的表現 36
頓悟問題解決的表現 37
討論 39
腦波訓練的延伸問題 41
個別差異的探討 41
兩種訓練方式的成效差異 42
用生理回饋提升創造力的延伸探討 45
結論 46
參考文獻 48
中文文獻 48
英文文獻 49
附錄 57
一、進行研究同意書 57
二、頓悟問題解決（A、B版） 59
三、研究參與同意書 68


圖目次
圖一：實驗設計與流程圖 16
圖二：腦波測量電極裝置位置 20
圖三：「α波增加組」、「α波轉換組」及「對照組」實驗流程 23
圖四：α波增加組15人訓練天數與α波增加能力的線性迴歸圖 27
圖五：α波轉換組15人訓練天數與α波轉換能力的線性迴歸圖 28
圖六：對照組15人測量天數與α波指標的線性迴歸圖 29
圖七：「α波增加組」、「α波轉換組」及「對照組」在發散性思考作業與頓悟問題解決作業後測的表現 31
圖八：α波增加組腦波訓練成效與兩類創造力進步分數的散佈圖 32
圖九：α波轉換組腦波訓練成效與兩類創造力進步分數的散佈圖 33
圖十：「α波增加有效組」9人訓練天數與α波增加能力的線性迴歸圖 34
圖十一：「α波轉換有效組」10人訓練天數與α波轉換能力的線性迴歸圖 35
圖十二：α波轉換組「α波增加期」與「α波減少期」的α波指標與訓練天數之線性迴歸圖 43
圖十三：α波增加組「α波增加前期」與「α波增加後期」的α波指標與訓練天數之線性迴歸圖 44


表目次
表一：「α波增加組」、「α波轉換組」及「對照組」在兩類創造力作業前測的表現 26
表二：「α波增加組」、「α波轉換組」及「對照組」在兩類創造力作業後測的表現 30
表三：「α波增加有效組」、「α波轉換有效組」及「對照組」在發散性思考作業前測與後測的表現 36
表四：「α波增加有效組」、「α波轉換有效組」及「對照組」在頓悟問題解決作業前測與後測的表現 37

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