Welter Marisete M, Jaarsveld Saskia, Lachmann Thomas
Cognitive and Developmental Psychology, Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern, Germany.
Master Program for Psychology, Potiguar University, Natal, Brazil.
Front Psychol. 2018 Apr 23;9:569. doi: 10.3389/fpsyg.2018.00569. eCollection 2018.
We studied the development of cognitive abilities related to intelligence and creativity ( = 48, 6-10 years old), using a longitudinal design (over one school year), in order to evaluate an Enrichment Program for gifted primary school children initiated by the government of the German federal state of Rhineland-Palatinate (, Germany; ET; Day of Discoverers). A group of German primary school children ( = 24), identified earlier as intellectually gifted and selected to join the ET program was compared to a gender-, class- and IQ- matched group of control children that did not participate in this program. All participants performed the Standard Progressive Matrices (SPM) test, which measures intelligence in well-defined problem space; the Creative Reasoning Task (CRT), which measures intelligence in ill-defined problem space; and the test of creative thinking-drawing production (TCT-DP), which measures creativity, also in ill-defined problem space. Results revealed that problem space matters: the ET program is effective only for the improvement of intelligence operating in well-defined problem space. An effect was found for intelligence as measured by SPM only, but neither for intelligence operating in ill-defined problem space (CRT) nor for creativity (TCT-DP). This suggests that, depending on the type of problem spaces presented, different cognitive abilities are elicited in the same child. Therefore, enrichment programs for gifted, but also for children attending traditional schools, should provide opportunities to develop cognitive abilities related to intelligence, operating in both well- and ill-defined problem spaces, and to creativity in a parallel, using an interactive approach.
我们采用纵向设计（跨越一学年），对48名6至10岁儿童与智力和创造力相关的认知能力发展进行了研究，以评估德国莱茵兰-普法尔茨州政府发起的一项针对有天赋的小学生的强化项目（德国；ET；发现者日）。将一组先前被认定为智力超常并被选入ET项目的德国小学生（n = 24）与一组未参与该项目的、在性别、班级和智商方面匹配的对照儿童进行比较。所有参与者都进行了标准渐进矩阵（SPM）测试，该测试在明确界定的问题空间中测量智力；创造性推理任务（CRT），该任务在不明确界定的问题空间中测量智力；以及创造性思维绘画创作测试（TCT-DP），该测试也在不明确界定的问题空间中测量创造力。结果表明，问题空间很重要：ET项目仅对在明确界定的问题空间中发挥作用的智力提升有效。仅在SPM测量的智力方面发现了效果，但在不明确界定的问题空间中发挥作用的智力（CRT）或创造力（TCT-DP）方面均未发现效果。这表明，根据所呈现的问题空间类型，同一个孩子会激发不同的认知能力。因此，针对有天赋的儿童以及传统学校的儿童的强化项目，应该提供机会，通过互动方法，并行培养在明确和不明确界定的问题空间中与智力相关的认知能力以及创造力。
