다양한 관점 점화가 과업의 창의성에 미치는 효과: 창의성 자기평가와 대중평가 비교
The effect of various perspective-priming images on task creativity: A comparison between public and self-assessments of creativity
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인공지능이 인간의 인지기능을 대체하는 시대를 맞이하면서, 인간이 이에 대처하는 방법으로 창의적 사고가 주목받고 있다. 이러한 사회적 분위기에 발맞추어 창의성 관련 연구들의 중요성이 점차 증대되었다. 그러나 지금까지 창의성 관련 연구들은 창의성 교육의 효과를 측정하는 방법과 주체, 연구 설계에 한계가 있으며, 다양한 창의성 교육 콘텐츠를 제공하지 못했다는 한계가 있다. 본 연구는 이러한 선행연구의 한계를 보완하기 위해 두 가지 실험을 진행하였으며, 실험1, 2에서 참가자들은 두 가지 조건(다양한 관점vs.통제)에 무선할당 되었다. 다양한 관점 조건의 참가자에게는 다양한 관점 점화 영상을 제작하여 제시하였으며, 통제조건 참가자들에게는 클래식에 대한 설명 영상을 제시하거나(실험1), 본인이 평소 즐겨보는 영상을 같은 시간 동안 제시하였다(실험2). 그 후, 모든 참가자들은 ‘터키 어린이를 위한 신데렐라 이야기의 줄거리 작성’이라는 과업을 수행하였다. 또한 참가자의 창의성 과업에 대한 창의성 자기평가와 대중평가를 병행한 후, 둘 사이에 얼마나 차이가 있는지 비교하였다. 결과적으로 두 가지 실험에서 모두 창의성에 대한 자기평가 점수가 증가할수록 대중평가는 낮아지는 부적상관이 관찰되었다. 또한 대중은 다양한 관점 점화 조건 참가자가 수행한 과업의 창의성을 통제 조건 참가자가 수행한 과업의 창의성보다 더 높게 평가한 반면, 참가자 자신은 통제 조건에서 수행된 과업의 창의성을 다양한 관점 점화 조건에서 수행된 과업의 창의성보다 더 높게 평가하는 이원상호작용이 관찰되었다. 본 연구는 작업기억과 창의적 사고, 창의성 증진 교육, 창의성 점화 등에 시사점을 준다.
Abstract
As we enter the era in which artificial intelligence is replacing human cognitive function, creative thinking is attracting attention as a method of not giving up all that humans can do to artificial intelligence. In addition, the importance of research related to creativity has gradually increased, keeping pace with this social atmosphere. Creativity-related research to date, however, has limitations in how to measure the effectiveness of creative education, who to measure, and how to design research, and have failed to provide various creative education contents. The present study conducted two experiments to address these limitations in previous studies. In Experiments 1 and 2, participants were randomly assigned to two conditions(various perspective-priming condition vs. control condition). Specifically, participants with various perspective-priming condition were presented to the various perspective-priming video. On the other hand, participants with control condition were presented to the video of the classic(Expt. 1) or a video they usually enjoyed(Expt. 2). After that, all participants performed a task involving “creating an outline of the Cinderella story for Turkish children.” In addition, public and self-assessments of the creativity expressed in this task were performed, and the difference between the two was compared. The results showed a negative correlation in which the higher the self-assessment score, the lower the public assessment score in both experiments. Furthermore, a two-way interaction in which the public assessed the creativity of the participants in the experimental condition (various perspective-priming images condition) as higher than that of the participants in the control condition was observed. Meanwhile, the participants themselves assessed the creativity of the task performed in the control condition as higher than that in the experimental condition (various perspective-priming images condition). The present study has implications for working memory and creative thinking, creativity enhancing education, and creativity priming.
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