從 哈哈 到 啊哈 統整知 情 意 行的幽默課程對創造力培養的影響 Evaluating the Influence of the ICEMB Training Curriculum (Integrating Cognition, Emotion, Motivation, and Behavior) on College Students' Sense of Humor and Creativity doi:0.625/bep.2004060.5 教育心理學報, 35(4), 2004 Bulletin of Educational Psychology, 35(4), 2004 作者 /Author: 陳學志 (Hsueh-Chih Chen) 頁數 /Page: 393-4 出版日期 /Publication Date: 2004/06 引用本篇文獻時, 請提供 DOI 資訊, 並透過 DOI 永久網址取得最正確的書目資訊 To cite this Article, please include the DOI name in your reference data. 請使用本篇文獻 DOI 永久網址進行連結 : To link to this Article: http://dx.doi.org/0.625/bep.2004060.5 DOI 是數位物件識別碼 (Digital Object Identifier, DOI) 的簡稱, 是這篇文章在網路上的唯一識別碼, 用於永久連結及引用該篇文章 若想得知更多 DOI 使用資訊, 請參考 http://doi.airiti.com For more information, Please see: http://doi.airiti.com
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394 Ziv 976,983 0 Torrence Jurcova 998 00 Treadwell 970 83 cognitive tuning model Morris,989 Schwarz, 990; Fiedler, 988 950 excess energy theory of humor, Spencer, 860; Freud, Ascough, Ettinger, & Nelson,97 Powell Andresen 985 Smith, playfulness innocuous humor cues Amabile Hill Hennessey Tighe 994 Deci & Ryan, 987 Deci & Ryan, 992
395 Amabile 983 Hill 99 985 Robinson 977 Dodge Rossett 982 Powell incongruent-resolution theory; Suls, 972, 977 Wyer Collins 992 comprehension - elaboration theory 80, 84, 90 Minsky 90 flexible originality Guilford divergent thinking Torrance 974 964 Koestler stimulus mental process response Ruch & Ekman, 200 Martin 2000 Warnars-Kleverlaan Oppenheimer Sherman 996. 2. 3. 4.
396 appreciation humor 5. adaptive mechanism Thorson Powell 993 Multidimensional Sense of humor scale, MSHS. local logic 2 3 2. 3. 4. 5. 6.
397 Kuchner 99 5 Lowis Nieuwoudt 994 22 Lowis Nieuwoudt 994 McGhee 994 Nevo, Aharonson Klingman 998 Nevo 998 4 20 4 0 84 92 328
398. 2 3 2. A. Moody, 978 B. C. D. E. Kris, 952 F. Ellis, 973 G. 2 repertoire A. B. 3 metamessage sensitivity A. exaggerations Goodman, 983 B. 84 C. Goodman, 983 E. cognitive shift Morreall, 987 F. 3. emotional shift Morreall, 987 2 Kris, 952 3 4 Freud, 950 5 6 4. 2 3
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400 30. 2. 3. 9 likert 5 4 3 2 2 3 4 5 Cronbach.58.92 Cronbach.95.0.6 87.79.98.60.34.39.75.09.55.20.52.08.70 83 Williams, F. E. creativity Assessment Packet CAP likert 3 2 2 3.40.78 Cronbach.77.88.26.55.59.8 Cronbach 92
40 SARS 30 35 SARS 20 20 N 20 N 35 t 3.40 0.49 3.70 0.38 3.8 3.63 0.49 3.54 0.49 3.48 3.07** 3.20 0.89 3.63 0.67 3.87 3.63 0.78 3.55 0.89 3.4 3.8** 2.96 0.96 3.53 0.79 3.75 3.38 0.86 3.48 0.83 3.35 3.04** 3.47 0.46 3.97 0.50 4.2 3.75 0.57 3.74 0.52 3.66 4.52*** 4.32 0.43 4.46 0.47 4.54 4.45 0.48 4.26 0.49 4.2 2.43** 3. 0.62 3.58 0.73 3.80 3.49 0.77 3.47 0.88 3.34 3.64*** 2 * p.05 ** p.0 ***p.00 Wilks =.83, F 6,36 =.22, p.05 Wilks =.9, F 6,36 =0.58, p.05 Wilks =.95, F 6,36 =0.35, p.05 Wilks =.80, F 6,36 =.48, p.05 Wilks =.84, F 6,36 =.6, p.05 Wilks =.77, F 6,36 =.84, p.05 0 Wilks =.022, F 6,47 =7.2, p.0 0 Wilks =.603, F 6,42
402 =4.62, p.0 Cohen 988 Kirk 995 0.37 0.53 3.8 3.48 p.0036 3.87 3.4 p.0026 3.75 3.35 p.0038 4.2 3.66 p.000 4.54 4.2 p.002 3.80 3.34 p.0006. 2. 5.03, 5.03, 5.3, 6.0, 7.2,GL,. 5.03, 6.0, 6.0, 2. B G A B C BA BG GA GS
403 3. 5.03, 6.0, 7.2,GJ, 6.0,BB,. feel 5.03, 6.0, 2. 7.2,GM,. SARS 5.03, 6.0, 7.2,GL, 2. 7.2,GI, 2 2 N 20 N 35 t 2.80 5.20 7.40 6.78 8.72 5.4 9.06 6.23 9.07 5.47 2.08* 8.30 2.57 9.80 3.3 0.09 9.00 2.99 9.20 2.69 9.03.3 7.45 4.76.45 6.99 2.53 9.26 9.6 0.49 0.42 9.86.53 5.75 5.74 22.00 6.72 22.07 5.9 6.20 7.5 5.0 7.47 4.05*** 9.90 2.78 2.30 2.75 2.45 0.46 3.04.03 2.48 0.94.79.25 5.76 5.55 7.66 5.29 0.69 6.58 0.7 5.4 0.86 3.52*** 9.75 4..80 4.90.34 8.60 4.77 8.43 4.43 8.69 2.62* 2 * p.05 ** p.0 ***p.00
404 Wilks =.93, F 7,33 =0.36, p.05 Wilks =.90, F 7,33 =0.86, p.05 Wilks =.85, F 7,33 =0.86, p.05 Wilks =.85, F 7,33 =0.83, p.05 Wilks =.77, F 7,33 =.44, p.05 Wilks =.75, F 7,33 =.57, p.05 Wilks =.78, F 7,33 =.36, p.05 0 Wilks =.024, F 7,46 =4.60, p.00 0 Wilks =.682, F 7,40 =2.66, p.05.57 Cohen 988 Kirk 995 0.37 8.72 5.47 p.0428 22.07 7.47 p.0002 5.29 0.86 p.000.34 8.69 p.08 3 N 20 N 35 3 2.0 0.23 2.20 0.2 2.25 2.8 0.8 2.2 0.9 2.9 2.06 0.24 2.4 0.25 2.6 2.0 0.9 2.9 0.20 2.7 2.08 0.2 2.3 0.23 2.5 2.09 0.22 2.0 0.22 2.08 2.5 0.3 2.6 0.20 2.4 2.2 0.4 2. 0.5 2.3 Wilks =.90, F 4,42 =.6, p.05 Wilks =.96, F 4,42 =0.45, p.05 Wilks =.9, F 4,42 =.06, p.05 Wilks =.84, F 4,42 =.95, p.05 0 Wilks =.24, F 4,49
405 =8.67, p.00 0 =8.27, p.05 Wilks =.933, F 4,46 4 90 95 84 4. 7 2 0 0 90% 0% 2. 7 2 0 0 90% 0% 3. 7 2 0 0 90% 0% 4. 6 3 0 0 84% 6% 5. 8 0 0 95 5% 9
406 92 SARS
407 SARS Cousins,979 Nezlek & Derks, 200 Lefcourt & Martin, 986 Weinstein, 997 Dodge, 982 87 90 Archimedes Bathtub- the Art and Logic of Breakthrough Thinking 83 33-49 92 34 2 79-98 9 80 84
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4 Bulletin of Educational Psychology, 2004, 35(4), 393-4 National Taiwan Normal University, Taipei, Taiwan, R.O.C. Evaluating the Influence of the ICEMB Training Curriculum (Integrating Cognition, Emotion, Motivation, and Behavior) on College Students Sense of Humor and Creativity HSUEH-CHIH CHEN Department of Educational Psychology and Counseling National Taiwan Normal University Center for Creativity and Innovation Studies National Chengchi University The purposes of this study included: (a) to collect information about humor training curriculums, (b) to design a humor training curriculum, ICEMB, which Integrates components of Cognition, Emotion, Motivation, and Behavior in order to increase people s creativity and sense of humor, and (c) to explore the effectiveness of ICEMB. The ICEMB training curriculum includes 20 units and requires 30 hours to complete. This study was conducted with an experimental-control-group design. 20 students from NTNU (National Taiwan Normal University) and National Taipei Teachers College participated in the experimental group and another 35 students from NTNU participated in the control group. The difference in each participant s performance before and after ICEMB was the dependent variable. The participant s performance consisted of componential performances which were measured by the Multidimensional Sense of Humor Scale, Test of Divergent Feeling, and New Creativity Test. The results were as follows: (a) based on the Multidimensional Sense of Humor Scale, the experimental group was significantly better in understanding humor, creating humor, humor in social life, coping with humor, attitude toward humor, and tendency to laugh. (b) on the Test of Divergent Feeling, there was no difference between the experimental and the control group, (c) on the New Creativity Test, the experimental group was significantly better in language fluency, picture fluency, picture originality, and picture elaboration. In addition, subjects in the experimental group reported that this curriculum had helped them to promote their understanding of humor, appreciation of humor, humorous emotions, motivate to humor, humorous habit, and the development of creativity. Thus, it is evident that ICEMB can help people to improve their sense of humor and creativity. KEY WORDS: humor, creativity, training curriculum.