Creativity training in causal inference using the idea post-exposure paradigm: Effects on idea generation in junior high school students

AbstractIn the present study, an experiment was performed to examine the effects of training in creative causal inference using a repeated idea post-exposure (IPE) paradigm on the ability of junior high school students to generate ideas. The essential components of the training were as follows: 1) repeated practice in causal inference, 2) post exposure to others’ ideas, and 3) the use of various everyday problems. The results showed that participants in the training condition exhibited a general increase in the number of ideas and their categories. Their ratings revealed that they explicitly recognized the effect of training on their idea generation and attitudes about thinking. They positively evaluated the aforementioned three essential components. They also reported that improvements in their ability and persistence in idea generation through this training, which suggests that they acquired the metacognitive belief that creative thinking ability can be enhanced with training. Future work should examine the effects of IPE and repeated practice separately, and how training is affected by the quantity and quality of the ideas to which participants are exposed

シコウ カンジョウ オ ヒョウゲン スル チカラ オ ソダテル コミュニケーション キョウイク ノ テイアン : メタ ニンチ ノ カンテン カラ

国際化,情報化などの影響を受け,文脈依存性が高く言語的明示性の低い従来の日本固有のコミュニケーション・スタイルは,現在では通用しにくくなった。現在の日本において解決すべきコミュニケーションの問題は,自分の考えや気持ちをうまく伝えられないことである。そのために,(1)優れた意見であっても相手に伝わりにくく受け入れられなかったり,共同思考に貢献できなかったりする,(2)気持ちが十分に伝わらず,信頼感のある共感的な関係が築きにくい,といった結果を招いている。考えや気持ちを効果的に伝えるためには,コミュニケーションに関わる人間の認知や感情を対象化してとらえること,すなわちコミュニケーションに対するメタ認知が重要である。本稿では,メタ認知に基礎を置き,考え・気持ちを伝える情報表現力を育てるコミュニケーション教育の必要性とその理論的背景を述べ,コミュニケーション教育で扱うべき内容について提案した。Traditional Japanese communication style, which is highly context-dependent and lacking of clear linguistic expression, is now less acceptable as Japan has been internationalized and informationalized. One of the communication problems to be solved in current Japan is difficulty in expressing our thoughts and feelings. It causes the following demerits: 1) Our opinions are not easily understood and accepted even if they are excellent, and we cannot contribute to collaborative thinking with others. 2) Our feelings are not well understood and we cannot build a relationship of mutual trust and empathy. To catch cognition and feelings of people who are communicating objectively, that is metacognition of the communication, is important in order to express our thoughts and feelings effectively. This article argues the necessity of communication education for developing the ability of expressing thoughts and feelings, introduces its theoretical backgrounds and presents the contents to be treated, based on the concept of metacognition.国立情報学研究所『研究紀要公開支援事業』により電子化

シテン シュトク ヘ ノ カイニュウ キョウジ ガ タシャノ ゲンドウ ニンチ ト アドバイス サンシュツ ニ オヨボス エイキョウ

相手の視点に立って物事をとらえようとする視点取得は，他者とのコミュニケーションに重要な役割を果たしている。本研究では，視点取得への介入教示によってアドバイス場面における他者の言動認知がどのように異なるか，産出されたアドバイスの種類に違いがあるかを検討した。グループワークで，勝手に物事を進めてしまう友人Aに他者の意見も聞くようアドバイスすべき場面で，相手視点群にはAの考えや思いを推測するよう教示し，自己視点群にはAの言動を評価するよう教示した後，Aへの発話を記述させた。その結果，相手視点群，自己視点群のそれぞれで，登場人物に対する多様な言動認知がなされていることが示された。また，産出されたアドバイスは，「直接的提案」，「間接的提案（ヒント）」，「受け止め」，「非難」の4 種類に分類された。χ2検定の結果，相手視点群の方が自己視点群よりも「非難」にあたる発話が少ない傾向にあり，介入教示が発話に及ぼす影響が示唆された。Perspective-taking, or trying to see things from another’s perspective, plays an important role in interpersonal communication. In this study, we examined which kinds of perceptions of others’ behaviors appear and whether the types of utterances produced by university students vary depending on whether they were instructed to practice perspective-taking. The task involved a scenario in which Friend A willfully pushes her ideas onto another and must therefore be advised to consider others’ opinions. Half of the group was instructed to surmise Friend A’s thoughts, whereas the other half was instructed to assess Friend A’s speech and behavior. After these instructions, all participants were asked to write down what they would say to Friend A. We divided these utterances into four categories: “direct proposal,” “indirect proposal,” “acceptance,” and “disapproval.” A chi-squared test indicated that the participants who were instructed to surmise Friend A’s thoughts made significantly fewer “disapproval”-type utterances than did the other participants, suggesting that instruction has an effect on utterances