Generalization of creative tool improvisation training in preschoolers.

摘要

Generalization is a crucial issue in creativity research, given that creativity is generalization (Holman, Goetz, & Baer, 1977). Generalization of creativity training was investigated in a multiple-baseline study modeled on a 1978 tool improvisation study by Parsonson and Baer. After baseline measurement of tool improvisations, eight preschoolers were provided with training aimed at increasing novel improvisations. Some participants were trained on three tool classes (hammers, containers, and brooms), some on two tool classes (hammers and containers), and some on one tool class (hammers). Training was initiated in a staggered fashion across and within participants, with untrained participants serving as controls and untrained tasks serving as a measure of generalization. Five participants showed evidence of generalization at the level of improvisation objects. Two participants showed possible evidence of generalization on tasks similar to trained tasks (within-class generalization). Further, two participants showed possible evidence of generalization on tasks that were topographically different from trained tasks (across-class generalization.) The concept of multiple stimulus control (Sloane, Endo, and Della-Piana, 1980) was utilized to discuss the findings from the present study, which suggest that generalization of creative tool improvisation training may occur given appropriate generalization technology.