Creativity has been considered in terms of process, product or person, and has been defined as the interpersonal and intrapersonal (self)process by means of which original, high quality, and genuinely significant products are developed. In dealing with young children, the focus should be on the process, i.e., developing and generating original ideas, which is seen as the basis of creative potential. When trying to understand this process, it is helpful to consider the differentiation between convergent and divergent thought. Problems associated with convergent thought often have one correct solution. But problems associated with divergent thought require the problem-solver to generate many solutions, a few of which will be novel and workable—hence creative. For a proper understanding of children's creativity, one must distinguish creativity from other cognitive abilities such as intelligence and talent. Some experts expressed concern about whether these abilities could be differentiated in young children. But more recent studies have shown that components of creative potential can indeed be distinguished from intelligence, and the term "gifted" is often used to imply high intelligence. There are also scientists who argue that intelligence and creativity are independent of each other, and a highly-creative child may or may not be highly intelligent. Creativity goes beyond possession and use of artistic talent. Talent may sometimes only refer to the possession of a high degree of technical skill in a specialized area. Thus, an artist may have wonderful technical skills, but may not succeed in evoking the emotional response that makes the viewer feel that a painting, for example, is unique. It is also important to keep in mind that creativity is evidenced not only in music, art, or writing, but throughout the curriculum, in science, social studies and other areas. Most measures of children's creativity have focused on ideational fluency. Ideational fluency tasks require children to generate as many responses as they can to a particular stimulus, as is done in brainstorming. Ideational fluency is generally considered to be a critical feature of the creative process. Children's responses may be either popular or original, with the latter considered evidence of creative potential. For young children, the focus of creativity should remain on process: the generation of ideas. Adult acceptance of multiple ideas in a non-evaluative atmosphere will help children generate more ideas and move to the next stage of self-evaluation. As children develop the ability for self-evaluation, issues of quality will then become more important because they will revise their ideas based on that evaluation. Evaluation by others and criteria for genuinely significant ideas should be used only with older adolescents or adults. What is the main purpose of Para. 2? A. To reveal the close connection between intelligence and creativity.B. To illustrate that intelligence and creativity are not always related.C. To explain that highly creative children are usually intelligent.D. To express concern about whether intelligent children are creative.
Creativity has been considered in terms of process, product or person, and has been defined as the interpersonal and intrapersonal (self)process by means of which original, high quality, and genuinely significant products are developed. In dealing with young children, the focus should be on the process, i.e., developing and generating original ideas, which is seen as the basis of creative potential. When trying to understand this process, it is helpful to consider the differentiation between convergent and divergent thought. Problems associated with convergent thought often have one correct solution. But problems associated with divergent thought require the problem-solver to generate many solutions, a few of which will be novel and workable—hence creative.
For a proper understanding of children's creativity, one must distinguish creativity from other cognitive abilities such as intelligence and talent. Some experts expressed concern about whether these abilities could be differentiated in young children. But more recent studies have shown that components of creative potential can indeed be distinguished from intelligence, and the term "gifted" is often used to imply high intelligence. There are also scientists who argue that intelligence and creativity are independent of each other, and a highly-creative child may or may not be highly intelligent.
Creativity goes beyond possession and use of artistic talent. Talent may sometimes only refer to the possession of a high degree of technical skill in a specialized area. Thus, an artist may have wonderful technical skills, but may not succeed in evoking the emotional response that makes the viewer feel that a painting, for example, is unique. It is also important to keep in mind that creativity is evidenced not only in music, art, or writing, but throughout the curriculum, in science, social studies and other areas.
Most measures of children's creativity have focused on ideational fluency. Ideational fluency tasks require children to generate as many responses as they can to a particular stimulus, as is done in brainstorming. Ideational fluency is generally considered to be a critical feature of the creative process. Children's responses may be either popular or original, with the latter considered evidence of creative potential.
For young children, the focus of creativity should remain on process: the generation of ideas. Adult acceptance of multiple ideas in a non-evaluative atmosphere will help children generate more ideas and move to the next stage of self-evaluation. As children develop the ability for self-evaluation, issues of quality will then become more important because they will revise their ideas based on that evaluation. Evaluation by others and criteria for genuinely significant ideas should be used only with older adolescents or adults.
What is the main purpose of Para. 2?
- A. To reveal the close connection between intelligence and creativity.
- B. To illustrate that intelligence and creativity are not always related.
- C. To explain that highly creative children are usually intelligent.
- D. To express concern about whether intelligent children are creative.
题目解答
答案
解析
本题考查对文章段落主旨的理解。解题的关键在于梳理段落中关于创造力与智力、天赋关系的论述，并分析各个选项与段落核心内容的契合度。
- 段落首先指出要正确理解儿童的创造力，必须将其与其他认知能力如智力和天赋区分开来。
- 接着提到一些专家曾对能否在幼儿中区分这些能力表示担忧，但近期研究表明创造力的组成部分确实可以与智力区分开。
- 然后又有科学家认为智力和创造力是相互独立的，一个高创造力的孩子可能聪明，也可能不聪明。
- 对各选项进行分析：
- A选项“To reveal the close connection between intelligence and creativity”，段落强调的是二者可区分、相互独立，并非紧密联系，所以A选项错误。
- B选项“To illustrate that intelligence and creativity are not always related”，与段落中表达的智力和创造力可分离、高创造力孩子不一定高智力的意思相符，B选项正确。
- C选项“To explain that highly creative children are usually intelligent”，段落明确指出高创造力孩子可能聪明也可能不聪明，并非通常聪明，C选项错误。
- D选项“To express concern about whether intelligent children are creative”，段落只是提及专家对能否区分创造力和智力有担忧，并非对聪明孩子是否有创造力表示担忧，D选项错误。