臺灣博碩士論文加值系統

本研究目的在探究「軍事準則記憶策略」促發對創造與批判性思考表現的影響，並探究個體調整焦點特質調節軍事準則記憶策略促發與創造力、批判思考間的關係。實驗一要求60名軍校生進行軍事準則記憶策略-逐字記憶組、要旨記憶組及控制組的作業，之後，測量個體的知覺注意廣度和調整焦點動機。結果發現，逐字記憶促發會使知覺廣度變窄，及誘發預防焦點動機。而要旨記憶會促發促進焦點動機，然而，在知覺廣度上並未變寬。實驗二A對120位軍人進行軍事準則記憶策略-逐字記憶組、要旨記憶組及控制組的促發，之後，進行新編創造思考作業。此外，在促發前先施測調整焦點特質量表。結果發現，要旨記憶組在創造力表現上高於逐字記憶組，然而，個體調整焦點並未調節軍事準則記憶策略促發與創造力表現間的關係。實驗二B對120位軍人進行軍事準則記憶策略-逐字記憶組、要旨記憶組及控制組的促發，之後，進行批判思考作業。此外，在促發前先施測調整焦點特質量表。結果發現，逐字記憶組在批判性思考 (華—葛氏批判性思考作業) 表現上高於要旨記憶組，而個體調整焦點特質對軍事準則記憶策略與批判性思考表現的關係有調節效果。實驗三對40位軍人進行「準則背誦回憶組」、「控制組」的促發，之後，進行新編創造思考作業及批判性思考測驗。結果發現，準則背誦回憶組在新編創造思考作業表現上，獨創力低於控制組，然而，在流暢力及變通力上則沒有差異。此外，準則背誦回憶組在批判性思考作業表現上則高於控制組。綜合上述可知，逐字記憶可以促發個體知覺廣度變窄、促發個體預防焦點及提升批判性思考，而要旨記憶可以促發個體促進焦點及提升創造力。而在情境促發方面，回憶背誦軍事準則的情形會提升個體批判性思考，然而，卻會降低個體的獨創力。

The purpose of this study was to investigate the priming effects of applying the memory strategies for the learning of military tactics on creativity and critical thinking, and used regulatory focus as the moderating variable. In experiment 1, Sixty Participants were induced verbatim memories, gist memories and control group, then measure subjects’ perceptual scope and regulatory focus motives. The result found that verbatim memories could induce subjects’ local processing style and prevention focus motives, while the gist memories could not induce subjects’ global processing style, but induce promotion focus motives. In experiment 2A, it activated the verbatim memories, gist memories and control group subjects on one hundred twenty soldiers, then, did New Creativity Assessment. Take the “Regulatory Focus Questionnaire” before the activation. The result was that gist memories group has higher performance of creativity (New Creativity Assessment) than verbatim memories group, but it could not moderate the relationship between memory strategies for the learning of military tactics and creativity. In experiment 2B, it activated the verbatim memories, gist memories and control group subjects on one hundred twenty soldiers, then, did Critical Thinking Appraisal. Take the “Regulatory Focus Questionnaire” before the activation. The result was that verbatim memories group has higher performance of critical thinking than gist memories group, and it could also moderate the relationship between memory strategies for the learning of military tactics and critical thinking. In experiment 3, it activated the military principle recall and control group on forty soldiers. After activation, did emotion test、new creativity assessment and critical thinking appraisal. The result found that principle recall group has lower performance of originality (one dimension of New Creativity Assessment) than control group, while it did not have different on fluency and flexibility (both are dimensions of New Creativity Assessment). Furthermore that principle recall group has higher performance of critical thinking than control group. The findings show that verbatim memories could activate local processing style and promote prevention focus motives、critical thinking. Gist memories could promote promotion focus motives and creativity. Recall reciting principle could promote critical thinking, but decrease originality.

謝詞 Ⅰ
摘要 Ⅲ
英文摘要 Ⅴ
目錄 Ⅶ
表目錄 Ⅸ
圖目錄 Ⅹ
第一章 緒論 1
第一節 研究動機 1
第二節 研究問題與目的 6
第二章 文獻探討 7
第一節 創造力的定義 7
第二節 創造思考之認知機制 10
第三節 批判性思考 16
第四節 軍事準則記憶策略 18
第五節 軍事準則記憶策略對創造力及批判性思考的影響 23
第六節 軍事準則記憶策略與調整焦點適配對創造力、批判性思考影響 32
第三章 實驗一 35
第四章 實驗二A 42
第四章 實驗二B 52
第五章 實驗三 60
第六章 綜合討論 65
第一節研究結果摘要 65
第二節研究結果意涵 68
第三節 研究限制 74
第四節 未來研究建議 75
第五節 研究結果的應用 78
第六節 結語 79
參考文獻 80
附錄1 逐字記憶指導語 93
附錄2 要旨記憶指導語 94
附錄3 控制組指導語 95
附錄4 情緒、動機評定問卷 96
附錄5 連連看 97
附錄6 調整焦點特質量表 98
附錄7 新編創造思考測驗使用同意書 99

毛連塭、郭有遹、陳龍安、林辛台 (2000)。創造力研究。台北市：心理出版社。
林依禛、吳嫻 (2008)。The investigation of orthographic representations of
verbal short-term memory for Chinese。國 立 中 央 大 學 認 知 與 神 經科 學 研 究 所 碩 士 論 文，未出版，桃園。
林宜親、李冠慧、宋玟欣、柯華葳、曾志朗、洪蘭、阮啟弘 (2011)。以認知神經科學取向探討兒童注意力的發展和學習之關聯。教育學理學報，100，42，3。
吳靜吉 (2005)。現今台灣教育的醒思─從創意談起。教育研究月刊，133，107-117。
吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪、陳玉樺（1998）。新編創造思考測驗研究。教育部輔導工作六年計畫研究報告。
邱發忠 (2006)。創造力認知運作機制之探究。國立台灣師範大學教育心理與輔導學系博士論文。
邱發忠 (2009)。軍紀營規促發、正向情感特質對創造力表現的影響。復興崗學報，95，151-172。
邱發忠 (2010)。詞彙概念聯結測驗：創造潛能測量工具的發展。測驗學刊，57，293-322。
邱發忠、姚妃宴 (2010)。調整焦點、目標時間距離對創造力表現的影響。教育心理學報，41，497-520。
邱發忠、陳學志、徐芝君 (2007)。軍事獎懲促發對創造力表現的影響。復興崗學報，90，73-104。
邱發忠、陳學志、徐芝君、吳相儀、卓淑玲（2008）：內隱與外顯因素對創造作業表現的影響。中華心理學刊，50，125-145。
姚妃宴、邱發忠 (2007)。軍事情境促發線索對創造力表現之影響。國防大學政治作戰學院心理研究所碩士論文，未出版，台北。
洪明財（1989）。學習策略影響學業成就之探討。特教園丁，5（1），
徐嘉村、邱發忠 (2009)。軍事情境下精神鼓舞類型對創造力和批判性思考的影響：以調整焦點適配為調節變項。國防大學政治作戰學院心理研究所碩士論文，未出版，台北。
郝廣才 (2006)。腦力發電。台北：皇冠文化。
張旭中、邱發忠、陳學志、徐芝君 (2010)。調整焦點動機、成功預期對創造力與批判性思考的影響。教育心理學報。
陳桓之 (2007)。認知心理學。台北：五南。
陳彰儀、陳學志、陳美芳、陳心怡、陳榮華 (2006)。華-葛氏批判思考量表。台北：中國行為科學社。
陳龍安、朱湘吉 (1998)。創造教學的理論與實際。台北：心理出版社。
陳璽尹、吳嫻 (1995)。The semantic and orthographic contribution to VSTM: Evidence from behavioral and neuroimaging experiments。國 立 中 央 大 學
認 知 與 神 經 科 學 研 究 所 碩 士 論 文，未出版，桃園。
陸總部 (1999)。陸軍作戰要綱。桃園：陸軍總部。
楊招謨(1997)。國小高年級學童學習策略之研究。特殊教育與復健學報，5，169-198。
溫明麗 (1997)。批判思考教學-哲學之旅。台北：師大書苑。
劉英茂 (1977)。高中生使用心像記憶法習得英語字彙研究。中華心理學刋，19，31-38。
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45, 357–376.
Amabile, T. M. (1987). The motivation to be creative. In S. G. Isaksen (Ed.), Frontiers of creativity research: Beyond the basics (pp. 223-254). Buffalo, NY: Bearly Limited.
Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30, 821-828.
Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. Journal of Experimental psychology: Human Learning and Memory,104, 126-133.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory:A proposed system and its control processes. In W. K. Spence & J. T. Spence (Eds.), The psychology of learning and motivation:Advances in research and theory (Vol. 2, pp. 89-195). New York: Academic Press.
Barron, F. (1988). Putting creativity to work. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 76-98). New York, NY: Cambridge University Press.
Bower, G. H. (1972). Mental imagery and associative learning. In L. W. Gregg (Ed.), Cognition in learning and memory (pp.51-88). New York: Wiley.
Bower, G. H., Clark, M. C., Lesgold, A. M,. & Winzenz, D. (1969). Hierarchical retrieval schemes in recall of categorical word lists. Journal of Verbal Learning and Verbal Behavior, 8, 323-343.
Byron, K., Khazanchi, S. & Nazarian, D. (2010). The Relationship Between Stressors and Creativity: A Meta-Analysis Examining Competing Theoretical Models. Journal of Applied Psychology,1,201-212.
Burns, D. J. (1996). The bizarre imagery effect and intention to learn. Psychonomic Bulletin of Review, 7, 26-48.
Cesario, J., Grant, H., & Higgins, E. T. (2004). Regulatory Fit and Persuasion: Transfer From "Feeling Right." Journal of Personality and Social Psychology, 86, 388-404.
Cheung, c., Rudowicz, E., Yue, X., & Kwan, A. (2003). Creativity of university students：What is the impact of field and year of study? The Journal of Creative Behavior, 37, 42-63.
College Board (1983). Academic Preparation for College. New York: College Entrance Examination Board.
Craik, F. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Crowe, E., & Higgins, E. T. (1997). Regulatory focus and strategic inclinations: Promotion and prevention in decision-making. Organizational behavior and Human Decision Processes, 69, 117-132.
Cummings, A., & Oldham, G. R. (1997). Enhancing creativity:Managing work contexts for the high potential employee. California Management Review, 40(1), 22-38.
Deborah Nazarian (2010). The relationship between stressors and creativity:a meta-analysis examining competing theoretical models. Journal of Applied Psychology, 1, 201-212.
DeDreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link：Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94, 739-756.
Duncker, K. (1945). On problem solving. Psychological Monographs, 58, whole No. 270.
Einstein, G. o., & McDaniel, M. A. (1987). Distinctiveness and the mnemonic benefits of bizarre imagery. In M. A. McDaniel & M. Pressley (Eds.), Imagery and related mnemonic processes: Theories, individual differences and applications (pp.78-102).New York:Springer-Verlag.
Ennis, R. H. (1987). A taxonomy of critical thinking disposition and abilities. J. B. Baron and R. J. Sternberg, (Eds.). Teaching thinking skills: theory and practice. p.9-26, New York: Freeman.
Facione (2007) Critical thinking: What it is and why it counts. California Academic Press.
Facione, P. A. (1990). Critical thinking：A statement of expert consensus for perposes of educational assessment and instruction. The Delphi report: Research findings and recommendations prepared for the American Philosophical Association. ( ERIC Document Reproduction Service No. ED 315-423 ).
Facione, P. A., & Facione, N.C. (2007). Talking critical thinking. Change, 39(2), 38-45.
Förster, J. (2009). Relations between perceptual and conceptual scope: how global versus local processing fits a focus on similarity versus dissimilarity. Journal of Experimental Psychology: General 2009, 1, 88-111.
Förster, J., Friedman, R., & Liberman, N. (2004). Temporal construal effects on abstract and concrete thinking: consequences for insight and creative cognition. Journal of Personality and Social Psychology, 87, 177-189.
Förster, S., & Kutzner, F. (2009). Regulatory fit effects in expert golfers. Manuscript submitted for publication.
Friedman, R. S., & Förster, J. (2000). The effects of approach and avoidance motor actions on the elements ofcreative insight. Journal of Personality and Social Psychology, 79, 477–492.
Friedman, R. S., & Förster, J. (2001). The effects of promotion and prevention cues on creativity. Journal of Personality and Social Psychology, 81, 1001-1013.
Friedman, R. S., & Förster, J. (2005). Effects of motivational cues on perceptual asymmetry:Implications for creativity and analytical problem solving. Journal of Personality and Social Psychology, 88, 263-275.
Friedman, R. s., Fishbach, A., & Forster, J. (2003). Attentional Priming Effects on Creativity. Creativity research journal , 15, 277-286.
Gagne, R. M. (1985). The conaition of learning(4 ed.). New York: Holt,
Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.
Gardner, R. W. (1953). Cognitive styles in the Context of Modern psychology：Toward an Integrated Framework of Cognitive Style. Psychological Bulletin, 133, 464-481.
Gilhooly, K. J. (1996). Thinking: directed, undirected and creative. NY: Academic Press.
Guilford, J. P. (1959). Personality. New York: McGraw-Hill.
Guilford, J. P. (1967). The nature of human intelligence. New York.
Gunersel, A. D. (2009). A qualitative case study of the impact of environmental and personal factors on prominent Turkish writers. Psychology of Aesthetics, Creativity and the Arts, 4, 222-231.
Halpern, D. (2008). Halpern critical thinking assessment: Background and scoring standards. Unpublished manuscript, Claremont McKenna College,CA.
Helie, S., & Sun, R. (2010). Incubation, insight, and creative problem solving:a unified theory and a connectionist model. Psychological Review,3, 994-1024.
Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52, 1280-1300.
Isen, A. M. (1999). Positive effect. In T. Dalgleish & M. Powers (Eds.), The handbook of cognition and emotion (pp. 75-94). Hillsdale, NJ: Erlbaum.
Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of personality and Social Psychology, 52, 1122-1131.
Isen, A. M., Means, B., Patrick, R., & Nowicki, G. (1982). Some factors influencing decision making and risk taking. In M. S. Clark & S. T. Fiske (Eds.), Affect and cognition: The Seventeenth Annual Carnegie Symposium on Cognition (pp. 241 -261). Hillsdale, NJ: Erlbaum.
Isen, A., Shalker, T., Clark, M., & Karp, L. (1978). Affect, accessibility of
material in memory, and behavior: A cognitive loop? Journal of Personality
and Social Psychology, 36, 1–12.
Kaufmann, D. (2003). What to Measure? A new look at the concept of creativity. Scandinavian Journal of Educational Research, 47, 235-251.
Keller, J. & Bless, A. H. (2006). Regulatory fit and cognitive performance:the interactive effect of chronic and situationally induced self-regulatory mechanisms on test performance. European Journal of Social Psychology, 36, 393-405.
Kihlstrom, J. F. (1987). The cognitive unconscious. Science, 237, 1445-1452.
Koestler, A. (1964). The act of creation. London: Hutchinson.
Kosslyn, S. M., Alpert, N. M,. Thompson, W. L., Meljkovic, V,. Weise, S. B., Chabris, C. F., Hamilton, S. E., Rauch, S. L,. & Buonanno, F. S. (1993). Visual mental imagery activates topographically organized visual cortex: PET investigations. Journal of Cognitive Neuroscience, 5, 263-287.
Kurfman, D. (1967). The evaluation of effective thinking. In J. Fair & F. R. Shaftel (Eds.), Effective thinking in the social studies: 37th yearbook. Washington, DC: National Council for the Social Studies, a Department of the National　Education Association. 231-253.
Lee, A. Y., & Aaker, J. L. (2004). Bringing the frame into focus: the influence of regulatiory fit on processing fluency and persuasion. Journal of Personality and Social Psychology, 86, 205-218.
Lerner, J. W. (2000). Learning disabilities: Theories, diagnosis, and teaching
strategies（8th ed.） New York: Houghton Mifflin.
Lockwood, P., Jordan, C.H., & Kunda, Z. (2002). Motivation by positive or negative role models: Regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, 83, 854-864.
Luchins, A. S. (1942). Mechanization in problem solving: The effect of Einstellung. Psychological Monographs, 54 (6, Whole No.248).
Luchins, A. S., & Luchins, E. H. (1959). Rigidity of behavior:A variational approach to the effect of Einstellung. Eugene, OR: University of Oregon Books.
Maddox, W., Baldwin, G., & Markman, A. (2006). A test of the regulatory fit hypothesis in perceptual classification learning. Memory & Cognition, 34, 1377-1397.
Maier, N. R. F. (1931). Reasoning in humans: The solution of a problem and its appearance in consciousness. Journal of Comparative Psychology, 12, 181-194.
Mandler, G. (1975). Mind and emotion. NY:Wiley.
Martindale, C. (1981). Cognition and consciousness. Homewood, IL: Dorsey.
Martindale, C. (1989). Personaility, situation, and creativity. In R. R. J. Glover & C. R. Reynolds (Eds.), Handbook of creativity (pp.211-232). New York: Plenum.
Martindale, C. (1995). Creativity and connectionism. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.), The creative cognition approach (pp. 249–268). Cambridge, MA: Bradford.
McDaniel, M, A., & Einstein, G. O. (1986). Bizarre imagery as an effective memory aid: The importance of distinctiveness. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 54-65. McGraw-Hill.
Mednick, S. A. (1962). The associative basis of the creative process. Psychological Review, 69, 220-232.
Melton, R. J. (1995). The role of positive affect in syllogism performance. Personality and Social Psychology Bulletin, 21, 788-794.
Memmert, D., Plessner, H., & Maabmann, C. (2009, in press). The impact of the regulatory focus theory for sports. German Journal of sport Psychology, 16, 80-90.
Memmert, D., Unkelbach, C., & Ganns, S. (2010). The Impact of Regulatory Fit on Performance in an Inattentional Blindness Paradigm. The Journal of General Psychology, 2, 129-139.
Messick, S. (1989). Cognitive Style and Personality: Scanning and Orientation toward Affect. Educational Testing Service Princeton, New Jersey.
Miller, G. A., Galanter, E., & Pribram, K. H. (1960). Plans and the structure of behavior. New york: Henry Holt.
Murmford, M, D., & Gustafson, S. B. (1988). Creativity syndrome：Integration, application, and innovation. Psychological Bulletin, 103, 27-43.
Murray, N., Sujan, H., Hirt, E. R., & Sujan, M. (1999). The influence of mood on categorization：A cognitive flexibility interpretation. Journal of Personality and Social Psychology, 59 , 411-425.
Ohlsson, S. (1992). Information-processing explanations of insight and related phenomena. In M. Keane & K. Gilhooly (Eds.), Advances in the psychology of thinking (pp.1-44).London, Uk:Harvester-Wheatsheaf.
Ollinger, M., Jones, G., & Knoblich, G. (2008). Investigating the effect of mental set on insight problem solving. Experimental psychology, 55, 269-282.
Oshin Vartanian, Colin Martindale, and Jessica Matthews (2009). Divergent thinking ability is related to faster relatedness judgments.Psychology of Aesthetics, Creativity and the Arts.Vul 3, No 2, 99-103.
Otto, A.R., Markman, A. B., Gurcckis, T.M., & Love, B.C. (2010). Regulatory fit and systematic exploration in a dynamic decision-making environment. Journal of Experimental Psychology: Learning , Memory, and Cognition, 3, 797-804.
Paulus, P. B., & Nijstad, B. A. (2003). Group creativity: Innovation through collaboration. New York: Oxford University Press.
Perkins, D. N. (1987). Creative thinking . To appear in dimensions of thinking. Alexandria, VA:ASCD.
Perugini, M., Banse, R. (2007). Personality, Implicit Self-concept and Automaticity. European Journal of Personality, 21,257-261.
Plessner, H., Unkelbach, C., Memmert, D., Baltes, A., & Kolb, A. (2009). Regulatory fit as a determinant of sport performance: How to Succeed in a soccer penalty shooting. Psychology of Sport and Exercise, 10, 108-115.
Poole, M. (1980). Creative across the curriculum. North Sydney：George &
Promotion and prevention in decision-making. Organizational Behavior and Human Decision Processes, 69, 117-132.
Reverberi, C., Toraldo, A., D’Agostini, S., & Skrap, M. (2005). Better without (lateral)frontal cortex?Insight problems solved by frontal patients. Brain, 128, 2882-2890.
Rhodes, R. (1961). An analysis of creativity. Phi Delta Kappan .
Rudd, R., Baker, M., & Hoover, T. (2000). Undergraduate agriculture student learning styles andcritical thinking abilities: Is there a relationship? Journal of Agricultural Education,41(3), 2-12.
Rudd, R.D. (2007). Defining critical thinking . techniques, 46-49.
Ruggiero, V. R. (1988). Teaching thinking across the curriculum. New York: Happer & Row.
Runco, M. A. (1991). The evaluative, valuative, and divergent thinking of children. Journal of Creative Behavior, 25, 311-319
Runco, M. A. (2004). Creativity. American review of Psychology, 55, 657-687.
Runco, M. A., & Chand, I. (1994). Problem finding, evaluative thinking, and creativity. In Runco, M. A. (Ed.), Problem Finding, Problem Solving and Creativity (pp.40-76), NJ: Ablex, Norwood.
Russell, B.（1979）. A Histrory of Western Philosophy. London: Unwin.
Santanen, E. L., Briggs, R. O., & de Vreede, G.J. (2004). Causal Relationships in Creative Problem Solving: Comparing Facilitation Interventions for Ideation. Journal of Management Information Systems, 20, 167-197.
Scheerer, M.（1963）. Problem solving. Scientific American, 208(4), P118-P128.
Schooler, J. W. (2002). Verbalization produces a transfer inappropriate processing shift. Applied Cognitive Psychology, 16, 989-997.
Schooler, J. W. Fiore, M. & Brandimonte, M.A. (2008). At A Loss From Words: Verbal Overshadowing of Perceptual Memories. Psychology of Learning and Motivation, 37, 291-340.
Seibt, B., & Förster, J. (2004). Stereotype threat and performance: How self-stereotypes influence processing by inducing regulatory foci. Journal of Personality and Social Psychology, 87, 38–56.
Seibt, B., & Förster, J. (2004). Stereotype threat and performance: How self-stereotypes influence processing by inducing regulatory foci. Journal of Personality and Social Psychology, 87, 38–56.
Shah, J., Higgins, E. T., & Friedman, R. S. (1998). Performance incentives and means:How regulatory focus influences goal attainment. Journal of Personality and Social Psychology, 74, 285-293.
Silvia, P. J., Winterstein, B. P, Willse, j. t. Barona, C. M., Cram, J. T., Hess, K. I., Martinez, J. L., & Richard. C.A. (2008). Assessing creativity with divergent thinking tasks:exploring the reliability and validity of new subjective scoring methods.Psychology of Aesthetics, Creativity and the Arts.Vol 2,No 2, 68-85.
Sinclair, R. C., & Mark, M. M. (1995). The effects of mood state on judgmental accuracy:Processing strategy as a mechanism. Cognition and Emotion, 9, 417-438.
Smith, S.M. (1995). Getting into and out of mental ruts:A theory of fixation, incubation, and insight. In R.J. Sernberg & J.F. Davidson (Eds.), the nature of insight (pp. 229-251). Cambridge, MA: MIT press.
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–15). New York: Cambridge University Press.
Teasdale, J., & Fogarty, S. (1979). Differential effects of induced mood on retrieval of pleasant and unpleasant events from episodic memory. Journal of Abnormal Psychology, 88, 248–257.
Teasdale, J., & Russell, M. (1983). Differential effects of induced mood on the recall of positive, negative and neutral words. British Journal of Clinical Psychology, 22, 163–171.
United states of America- department of the army (2009).Operation Adaptability. department of the army.
Vartanian, O., Martindale, C., & Matthews, J. (2009). Divergent thinking ability is related to faster relatedness judgments. Psychology of Aesthetics, Creativity, and the Arts, Vol 3(2), May 2009, 99-103.
Vinacke, W. E. (1974). The psychology of thinking. New York：McGraw-hill.
Viorel (2009). Gist memories versus verbatim memories in children. Cognition, Brain, Behavior. An Interdisciplinary Journal,3,269-283.
Wallas, G. (1926). The art of thought. New York: Harcourt, Brace.
Watson, G., & Glaser, E. M. (1994). Watson – Glaser Critical Thinking Appraisal Form-S, San Antonio, TX：Psychological Corp.
Weisberg, R. W. (1993). Creativity: Beyond the myth of genius. New York:Freeman.
Wertheimer, M. (1945). Productive thinking. New York: Harper & Row Press.
Wertheimer, M. (1959). Productive thinking. New York: Harper.