창의성의 측정방법에 따른 창의성과 지능의 관계

국문 초록 (Abstract)

이 연구의 목적은 창의성 측정방법에 따라 창의성에 대한 지능의 영향이 다르게 나타나는지 확인하는 것이다. 이를 위하여 서울·경기 지역의 3개교 대학생 225명을 대상으로 Gf, Gc,그리고 Glr 검사와 확산적 사고 검사를 실시하였다. 창의성 측정방법에 따른 창의성과 지능의관계를 확인하기 위하여, 확산적 사고 검사의 고전적 측정방법(유창성, 융통성, 독창성)과 확
산적 사고 검사 수행 후 피험자들이 선택한 가장 창의적인 반응 2개를 전문가 3인이 사정한Top 2 측정방법으로 창의성 점수를 산출하였다. 분석 결과, 확산적 사고 검사의 고전적 측정방법은 창의성 점수에 Glr(β=.311, p<.01)의 영향이 유의하게 나타난 반면에, Top 2 방법은Gc(β=.388, p<.001)의 영향이 유의하게 나타났다. 이러한 결과는 제한 시간 안에 생성된 반응
수의 총합과 각 반응의 출현 빈도로 창의성을 측정하는 고전적인 측정방법은 저장된 기억을빠르게 인출하는 능력인 Glr을 요구하는 반면, 저장된 지식을 탐색하는 확산적 사고와 창의적인 아이디어를 선택하는 평가적 사고를 모두 반영하는 Top 2 측정방법은 저장된 기억을 인출하는 Glr 이상의 Gc 능력을 요구함을 보여주는 것이다. 이 연구는 창의성과 지능의 관계가 창
의성 측정방법에 따라 달라질 수 있음을 경험적으로 규명하였다는 점에 그 의의가 있다.

다국어 초록 (Multilingual Abstract)

This study aims to prove that the effects of the intelligence on the creativity may vary depending on
the creativity measuring method. The subjects of this study were 225 university students(81 males and
144 females) from three different universities. 10 intelligence tests(Gf, Gc, and Glr) to measure and 2
divergent thinking tests were conducted. As for the creativity measuring method, Top 2 scoring method
was used that 3 experts examined 2 responses which showed the most creative responses selected by
examinee, after conducting the classical divergent thinking measuring method(fluency, flexibility, and
originality) and the divergent thinking test. The result of structure regression model analysis, the uses of
the classical measured value was effected by Glr(β=.311, p<.01) significantly, and Gc(β=.388, p<.001)
effected on the uses of Top 2 measured value as well. This result proves that subfactor of the intelligence
could be differ to the creative measuring methods empirically. Relating to the creativity measuring
method, the classical measuring method of the divergent thinking test is to measure the creativity by the
sum of responses in the limited time and the frequency of each response, and it showed the significance
of effect of Glr. On the contrary, the Top 2 measuring method of the divergent thinking test reflected
both of the divergent thinking and the evaluate thinking, therefore, it appeared that Gc was required to
output restored memory above Glr.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 결론 및 제언

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