數理資優生與AS數理資優生在工作記憶、數學創造力和挫折容忍力之神經心理特質比較和創造力訓練成效

The research consists of four E-Prime experiments, one pencil-and-paper mathematical creativity task, one scale, and one visual n-back fMRI task. The fMRI task is currently in progress and the research results for other tasks are as follows: 1.Reading Span Task: No significant difference in verbal working memory span was found among the five groups of students. The results would seem to suggest that the MSTHIQ group demonstrate outstanding talent in subjects related to math and sciences. 2.Updating: There were differences between groups (F=4.629, p<.01) and the Scheffe post hoc test revealed differences between the MSTHIQ group and the TDL or AS group, reaching statistical significance. 3.Shifting: The between-group differences in scores based on the number of correct answers reached statistical significant (F=4.000, p<.01), and Scheffe test showed that the MSTHIQ had a significantly higher score than the AS group. The between-group differences in reaction time, on the other hand, were not significant. 4.Inhibition: A one-way ANOVA was calculated and significant between-group differences exist for stop signal reaction time (SSRT) but the differences for Scheffe test were not significant. 5.Mathematical Creativity Task: The results indicated that the AS group easily maintained algorithmic fixation and obtained lower scores on fluency and flexibility thinking than both the MSTHIQ and MSTAIQ groups. The MSTHIQ group also obtained higher fluency scores than the TDL and AS group. 6.Frustration Discomfort Scale: No significant between-group differences in Frustration Discomfort Scale were found, but it appears that there was positive correlation between the Scale scores and the scores on Me Scale II. 7.IQ was found positively correlated with Reading Span, Updating, Shifting, Inhibition and creativity. 8.2-back task which is with higher difficulty level, the brain of high IQ students activated more in Cuneus// BA 7// Occipital_Sup_R which was functional related with visual-motor coordination.