一加一如何大於二？初探互動情境下創造思考及創意產出之歷程與培育：從測量工具、運作機制到神經可塑性

Co-creativity is an emerging research theme in recent years, focusing on how individual creative production can be enhance via the group cooperation. However, previous studies rarely used standardized tests in the co-creativity, which makes it difficult to effectively and objectively analyze the creative performance of individuals in groups. This project aimed to analyze the individual’s creative thinking process and creative idea production in an interactive context. Combining the approach between behavioral experiments and information technology, we examined the individual’s performance in open and closed creative problem solving. In the study 1, an interactive creativity test platform was developed. This platform includes two divergent thinking tasks (unusual use of straws, unusual use of bottles) and Chinese Radical Remote Associates Test (CRRAT) A and B version. Besides, there are two modes: answering two people at the same time and answering independently. At the same time, this research develops computer scoring technology, which can automatically calculate participants' creativity test scores. Two tests on this platform have appropriate consistency reliability and criterion-related validity. In addition, the divergent thinking score by computer scoring is highly positively correlated with the ones by manual scoring. It showed that divergent thinking scores can be calculated through the system to improve the time-consuming of scoring. In the study 2, we explored the individual's creativity performance in the two-person collaborative mode on the online interactive creativity test platform, and analyzes the differences in the two types of creativity performance in the context of independent work and two-person collaboration. The results showed that those with lower scores for divergent thinking often referred to the response of another participant, and their fluency, flexibility, and originality in the two-player mode were significantly improved; relatively, those with higher scores had higher scores relatively lower. Furthermore, in the CRRAT, the two-person mode also reduces the difference in scores between the two groups. The reason may be that the performance improved of participants with the lower scorers in the two-person mode while the participants with higher scores in the two-person mode did not significant changes. These findings reveals the similarities and differences in the individual performance of the two types of creativity tests in the interaction context, and the potential relationship between answer strategies and their performance in the two-person mode. Finally, the platform developed by this project expands the standardized creativity test from a single participant answering alone to two participants answering together. Based on this, these findings explore how two people can collaborate on creativity tests and show that one plus one of creativity performance is not always greater than two. This project provides the other research approach on the co-creativity theme and enhances the understanding of individual creative processes in the interactive context.