1990 Fiscal Year Final Research Report Summary
Cultivation of Creative Thinking Through Social Interaction
| Project/Area Number |
01510068
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
Psychology
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| Research Institution | Kyushu Uninersity |
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Principal Investigator |
MARUNO Syunichi Kyushu Univertity, Depertment of Education, Associate Professor, 教育学部, 助教授 (30101009)
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| Project Period (FY) |
1989 – 1990
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| Keywords | Cewative Thinking / Socio-Cognitive Conflict / Social Interaction / Montioring Process / Knowledge Structure / Procedula Knowledge / Self-Other Perspective Coordination |
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| Research Abstract |
The most important and urgent problems in recent cognitive developmental psychology are to explore the mechanisms on how children acquire new concepts or knowledges and modify and/or reconstruct them. The present study is based on the following hypothesis : Confrontations or experiences of opposing ideas or persons or perspectives and opportunities to freely experiment concrete objects by directly operating them are indispenable for the deepening and extending (depth and width) of their knowledges acquired and creative thinking. To explore the hypothesis, the Social Interaction Situation (SIS) was employed for an experimental context, where the subjects were led to explore and infer usages or functions of given concrete objects and causal relation/mechanism of presented problems through the interactions and discussions with a peer of opposing perspectives. The purposes of present study were to qualitatively, as well as quantitatively, explore the monitoring processes of the inferences and elucidate causes leading to the deepening and extending of children's knowledges and creative thinking. In the present article, 2 experiments were reported after the problems of the previous literatures on the SIS were discussed. The main results were as follows :
(1) Through experiencing interaction with children in the different level of knowledge structure, they got both the improvement of procedural knowledge concerning the task and the modification of "self-other perspective coordination" for understanding interpersonal cognitive processes, (Exp. 1, 2),
(2) These progresses, however, were varied with the extent to which children could overcome their egocentric negotiation strategies when confronted with socio-cognitive conflict embedded in social interaction (Exp. 1, 2).
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