坐着还是更多地移动? 摆动对创造力的影响
Marily Oppezzo1, Daniel L Schwartz2, Rocky Aikens3,4
1Stanford Prevention Research Center, Stanford University, California, USA.
Journal of educational psychology
|November 27, 2025
概括
允许学生自由移动可以增强创造性思维,与记忆或注意力不同. 课堂环境可以适应以支持自然运动,以产生更好的想法.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 儿童发展 儿童发展
背景情况:
- 现代课堂经常限制身体运动,可能阻碍认知过程.
- 学生的注意力经常与静止有关,这种规范可能与最佳学习不一致.
- 了解运动对学生认知功能的影响,对于教育实践至关重要.
研究的目的:
- 研究限制与自由运动对中学生创意思维和认知任务的影响.
- 为了比较不同教室座位条件对创造力和注意力的影响.
- 为了确定运动限制是否特别影响创造性思维.
主要方法:
- 对六年级和七年级学生进行了两项主体内研究.
- 条件包括"静坐"",自由移动" (使用摇摆) 和"像往常一样坐".
- 评估了创意思维 (替代用途测试) 和认知任务 (记忆,集中注意力).
主要成果:
- "移动自由"与限制移动相比,显著提高了创新想法产生和创造力比率.
- 在口头记忆或集中注意力任务中没有发现任何显著的差异.
- 运动的影响对创造性想法具有选择性,而不是一般的认知表现.
结论:
- 允许学生选择性地自由移动有利于创造性思维.
- 课堂座位和运动政策可能需要重新评估,以支持学生的自然运动.
- 进一步的研究可以探索最佳的运动策略,以实现各种学习成果.
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