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題名：注意力缺陷過動症學生在威廉斯創造力測驗表現之研究
書刊名：特殊教育與復健學報
作者：蔡明富 引用關係／龔盈涵
作者(外文)：Tsai, Ming-fu／Kung, Yin-han
出版日期：2005
卷期：13
頁次：頁49-67
主題關鍵詞：注意力缺陷過動症；創造力；威廉斯創造力測驗；ADHD；Creativity；Creativity assessment packet
原始連結：連回原系統網址new window
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本研究主要目的在探討注意力缺陷過動症學生（Attention-Deficit /Hyperactivity Disorder, 簡稱ADHD）與普通學生在認知與情意創造力表現的差異，並探討ADHD學生認知與情意創造力之關係。研究對象共有兩群：ADHD學生來自高雄縣市國小四年級至國中三年級共48名，普通學生為威廉斯創造力測驗臺灣常模樣本，研究工具為林幸台、王木榮（民83）修訂威廉斯創造力測驗，採取測驗包括學生自評的威廉斯創造性思考活動與威廉斯創造性傾向量表，所得資料以t考驗與Pearson積差相關進行分析，研究結果如下： 一、認知創造力方面 ADHD學生在整體威廉斯創造思考活動表現優於普通學生，且在流暢力、開放性、變通力、獨創力、精密力與標題等六項表現均優於普通學生。 二、情意創造方面 ADHD學生在整體威廉斯創造性傾向量表表現低於普通學生，但從各分項表現而言，雖然ADHD學生在好奇性與挑戰性表現均低於普通學生，但冒險性及想像力表現與普通學生無差異。 三、認知與情意創造力之相關 ADHD學生在整體威廉斯創造思考活動與威廉斯創造性傾向量表表現之相關很低，兩者相關係數為.068，兩份測驗各分項表現之相關多數出現低相關，相關係數介於-.282～.364之間，其中僅精密力與冒險性、標題與冒險性有達顯著相關。
The main purpose of the study were (a) to examine the differences between ADHD and regular students on the performance of creativity, (b) to examine the relationship between the performance of cognitive and affective creativity in ADHD students. Participants consisted of 48 v students and norm students from creativity Assessment Packet. All ADHD participants were students from grades 4-9 in the Kaohsiung City and Kaohsiung County. Assessing instrument was the Creativity Assessment Packet from a student self-assessment. The data obtained were analyzed by t-test and Pearson correlation analysis. The main findings were summarized as follows: 1. The ADHD students were significantly higher total scores than the regular students on the cognitive performance from the Creativity Assessment Packet. Subtest score analysis revealed that ADHD subjects scored significantly higher than the regular students in fluency, openness, flexibility, originality, elaboration, and plot titles subtests. 2. The ADHD students show less than regular students on the affective performance from the Creativity Assessment packet. Subtest score analysis revealed that ADHD students scored significantly less than regular students in curiosity and complexity subtest. No significantly group difference were found on risk taking and imagination subtests. 3. There were no significantly total score correlation between cognitive and affective performance from the Creativity Assessment Packet in ADHD students. All of the subtests score were almost no significantly correlation, while there were significantly correlation between elaboration and risk taking, plot titles and risk taking. Further discussions are made according to the present research findings. Some suggestions for ADHD education and further studies are also proposed.
期刊論文
1.Shaw, G. A.(1992)。Hyperactivity and creativity: the tacit dimension。Bulletin of the Psychonomic Society，30，157-160。  new window
2.Shaw, G. A.、Brown, G.(1991)。Laterality, implicit memory and attention disorder。Educational Studies，17，15-23。  new window
3.丁興祥(199101)。羅塞浦創造傾向量表修訂報告。測驗年刊，38，189-200。new window  延伸查詢new window
4.李宏鎰、曾祖漢、吳歡鵲、黃淑琦(20031200)。注意力缺陷過動症之創造力。國小特殊教育，36，18-29。new window  延伸查詢new window
5.Cramond, B.(1994)。Attention-Deficit Hyperactivity Disorder and Creativity--What is the connection?。The Journal of Creative Behavior，28(3)，193-210。  new window
6.Leroux, J. A.、Levitt-Perlman, M.(2000)。The gifted child with attention deficit disorder: An identification and intervention challenge。Roeper Review，22(3)，171-176。  new window
7.Sang, B.、Yu, J.、Zhang, Z.(2002)。A comparative study of the creative thinking and academic adaptativity of ADHD and normal children。Psychological Science，25(1)，31-33。  new window
8.蔡明富、洪儷瑜(20040300)。國小教師與同儕對注意力缺陷過動症標記之知覺研究。特殊教育研究學刊，26，293-317。new window  延伸查詢new window
9.Sherrill, C.(1986)。Fostering creativity in handicapped children。Adapted Physical Activity Quarterly，3，236-249。  new window
10.陳心怡、楊宗仁(20000700)。WISC-III分測驗特殊組型基本率研究：臺灣常模、學習障礙及注意力缺陷過動症兒童之比較。測驗年刊，47(2)，91-110。new window  延伸查詢new window
11.洪儷瑜(19930600)。注意力缺陷及過動學生的人際關係及其相關問題研究。特殊教育研究學刊，9，91-106。new window  延伸查詢new window
研究報告
1.洪儷瑜、丘彥南、張郁雯、孟瑛如、蔡明富(2001)。注意力缺陷過動症學生安置與輔導工作第三年期末報告。國立臺灣師範大學特殊教育學系。  延伸查詢new window
學位論文
1.錢秀梅(2001)。心智圖法教學方案對身心障礙資源班學生創造力影響之研究(碩士論文)。國立台北師範學院，臺北市。  延伸查詢new window
2.邱皓政(1990)。認知需求、刺激尋求動機、社會焦慮與個人創造性之關係研究(碩士論文)。輔仁大學。  延伸查詢new window
圖書
1.Torrance, E. P.(1995)。Why fly? A philosophy of creativity。Norwood, NJ：Ablex Publishing Corporation。  new window
2.Maker, C. J.(1977)。Providing programs for the gifted handicapped。Reston, VA：The Council for Exceptional Children。  new window
3.American Psychiatric Association(1994)。Diagnostic and Statistical Manual of Mental Disorder: DSM-IV。Washington, D.C.：American Psychiatric Association。  new window
4.Barkley, R. A.(1998)。Attention-Deficit Hyperactivity Disorder: a handbook for diagnosis and treatment。New York, NY：The Guilford Press。  new window
5.DuPaul, G. J.、Stoner, G.(1994)。ADHD in the schools: Assessment and intervention strategies。New York, NY：The Guilford Press。  new window
6.Williams, F. E.、林幸台、王木榮(1994)。威廉斯創造力測驗：指導手冊。臺北：心理。  延伸查詢new window
單篇論文
1.Reid, B. D.，McGuire, M. D.(1995)。Square Pegs in Round Holes--These Kids Don't Fit: High Ability Students with Behavioral Problems，Storrs, CT：National Research Center on the Gifted and Talented。(ED402701)。  new window
其他
1.楊雅惠(1990)。國中聽覺障礙學生創造力評量方式之研究。  延伸查詢new window
2.蔡明富、龔盈涵(2004)。「過」人的「創意」--注意力缺陷過動症與創造力之探討，台北市：國立台北師範學院。  延伸查詢new window
3.Alt, C. A.(1999)。The relationship among attention-deficit/hyperactivity disorder (ADHD), personality type and creativity in adults using the Myers-Briggs Type Indicator (MBTI) and the Torrance Tests of Creative Thinking (TTCT)。  new window
4.Barkley, R. A., DuPaul, G. J., & McMurray, M. B.(1990)。A comprehensive evaluation of attention deficit disorder with and without hyperactivity。  new window
5.Biederman, J., Newcorn, L., & Sprich, S.(1991)。Comorbidity of attention deficit hyperactivity disorder with conduct, depressive, anxiety, and other disorders。  new window
6.Cramond, B.(1994a)。The relationship between attention-deficit hyperactivity disorder and creativity。  new window
7.Douglas, V. I., Barr, R. G., Desilets, J., & Sherman, E.(1995)。Do high doses of stimulants impair flexible thinking in attention-deficit hyperactivity disorder?。  new window
8.Feidler, N. L., & Ullman, D. G.(1983)。The effects of stimulant drugs on curiosity behaviors of hyperactive boys。  new window
9.Flint, L. J.(2001)。Challenges of identifying and serving gifted children with ADHD。  new window
10.Funk, J. B., Chessare, J. B., Weaver, M. T., & Exley, A. R.(1993)。Attentiondeficit hyperactivity disorder, creativity, and the effects of methylphenidate。  new window
11.Ford, B. G., & Ford, R. D.(1981)。Identifying creative potential in handicapped children。  new window
12.Gallagher, S. A.(1986)。A comparison of the concept of overexcitabilities with measures of creativity and school achievement in sixth-grade students。  new window
13.Goldstein, S., & Goldstein, M.(1990)。Managing attention disorders in children: A guide for practitioners，New York：John Wiley & Sons。  new window
14.Gollmar, S. M.(2000)。An investigation of attention deficit/hyperactivity disorder, creativity, and cognitive style: Internaction and impact on school success。  new window
15.Krippner, S.(1977)。Hyperkinetic behavior, stimulant drugs, and creative children。  new window
16.Landau, S., & Moore, L. A.(1991)。Social skill deficits in children with attention deficit hyperactivity disorder。  new window
17.Pliszka, S. R., Carlson, C. L., & Swanson, J. M.(1998)。ADHD with comorbid disorders: Clinical assessment and management，New York：The Guilford Press。  new window
18.Silver, R. A.(1977)。The question of imagination, originality, and abstract thinking by deaf children。  new window
19.Solanto, M. V., & Wender, E. H.(1989)。Does methylphenidate constrict cognitive functioning?。  new window
20.Walter s, A. S., & Barrett, R. P.(1993)。The history of hyperactivity，Boston：Allyn and Bacon。  new window
21.White, A.(1976)。Project SEARCH: Phase II evaluation, 1975-1976。  new window
圖書論文
1.Karnes, M. B.、Johnson, L. J.(1991)。Gifted handicapped。Handbook of gifted education。Boston：Allyn & Bacon。  new window
2.林幸台(20000000)。創造力評量。創造力研究。臺北：心理。new window  延伸查詢new window
 
 
 
 
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