فصلنامه روانشناسی شناختی

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The purpose of the present study was to compare the creativity and critical thinking between bilingual students of Persian-Armenian language and monolingual students of Persian language. The study method is causal-comparative. Statistical community is all Bilingual of Persian-Armenian language and monolingual of Persian language students in first year of high school in the Tehran city in the 1393-94 academic year. The sample group is included 120( 60 monolingual students and 60 bilingual students and each group consisted of 30 male and 30 female) that were selected by multistage cluster sampling method. To collect data  used from Abedi creativity test and California critical thinking skills test. Data using independent sample t-test were analyzed. The results showed that there is not significant difference between monolingual and bilingual students in creativity and it subscales (including fluency, elaboration, originality and flexibility) and critical thinking and it subscales (including analysis, inference, evaluation, deductive reasoning and inductive reasoning) mean scores. Also there is not significant difference between male and female students in critical thinking and it subscales mean scores and creativity  and it subscales with the exception of flexibility subscale. Mean scores of female students in flexibility from creativity subscales was higher than of male students. In explaining these results we can say that due to the not found significant difference between creativity and critical thinking of monolingual and bilingual students  as two cognitive skills, Therefore, bilingualism is not a defect and obstacle for bilingual students cognitive development and  with proper educational strategy bilingualism becomes an opportunity for the cognitive skills development.

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The purpose of this study was to investigate the structural relationship between creativity and wisdom. Participants were 268 (133 women, 135 men) undergraduate students of Shiraz University which were chosen via random multi-stage cluster sampling method. They completed creativity test and self-report wisdom scale. The data were analyzed using Pearson’s correlation coefficient and the structural equation modeling technique. The results indicated that there was a positive correlation between creativity facets (fluency, flexibility, and originality) and wisdom components (sense of humor, emotional regulation, reflectiveness, openness to experience, and critical life experiences). The result of structural equation modeling showed that creativity had a significance positive effect (β=0.51, p<0.001) on wisdom and can explain 26% of the variances for wisdom. According to the research findings, it can be suggested that as wisdom can be predicted by creativity, educational administers and scholars can train creativity by providing rich environments and raise wise individuals.
 

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The purpose of this study was to identify the role and application of the concept of metaphor of Lakoff in thinking teaching. This research has been conducted with conceptual analysis method of 30 selected sources in two parts of the technical language and the conventional language. The results of technical language analysis indicate that the role or outcomes of conceptual metaphor in the teaching of creative thinking can be generally divided into two cognitive and social domains. Cognitive outcomes include: developing the skills of reasoning, improving the ability to reason, and rational and formal ability, and the ability to conceptualize, and from the social consequences of learning logic and reasoning to speak, learning to speak properly, principled, attractive and thoughtful, and reinforcement of spiritual and everyday speech and the like. The results of conventional language analysis show that thinking education is mostly metaphorical and metaphorical, and the choice of different metaphors can have different educational outcomes. The use of conceptual metaphors in teaching thinking is effective in facilitating learning and learning, and teachers can, for better thinking, use students to direct their thoughts, ideas and phenomena, both metaphors, and that learners create metaphors to improve their learning and to creativity in their thinking. Teachers and educators should, in the process of teaching teaching, while working with children, follow the offending and gradual stages. At the end of the article, a typical model for the teaching of creative thinking based on conceptual metaphor was presented.

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Creativity is recognized as a function or ability that emerges as genuine, valued and usefull. Each person's level of creativity can be measured by assessing their performance in the tests of creativity. One of the most commonly used tests of creativity is Remote Associates Task. The Remote Associates Task, developed by Mednick (1967), is recognized as a valid convergent thinking tool. The purpose of this study was to investigate the psychometric properties and the Farsi version of the Remote Associates Task. For this purpose, 482 students of Arak University were selected through cluster sampling method. Thus, at first 200 students were selected and answered the Remote Associates Task. After the initial refinement, some modifications were made to the initial version, and then 282 different subjects responded to the Remote Associates Task, insight problem solving, and Guilford's Alternate Uses test. Two classical approaches and item response theory were used to investigate the coefficient of difficulty of the items, construct validity, and reliability. Significant positive correlations of distance associations test with insight problem-solving test and lack of significant relationship with Guilford's Alternate Uses test indicate convergent and differential validity, respectively, and appropriate construct validity of the test. The results show the appropriate psychometric properties of the 30-item version of the Remote Associates Task presented in this study and it can be said that this test is effective and suitable for measuring convergent thinking in Persian.
 

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Creativity can play an important role in today's world, and especially in education. Using innovative approaches in teaching can help students cope with stressful situations and learn better and deeper but unfortunately, little value is given to creativity. The purpose of this study was to compare the effectiveness of divergent thinking and metaphorical thinking as creativity-training methods on critical thinking among English learners. The present study is an experimental study with pre-test and post-test and control group. The study population consisted of 45 TOEFL students in Jahade Daneshgahi in Tabriz University. The data were collected using Honey Critical Thinking Questionnaire, and for the data analysis covariance analysis was used. The results showed that although the critical thinking score in the divergent thinking group was higher than the metaphorical thinking score, this difference was not significant, but both methods were effective in enhancing students' critical thinking. Although more studies are needed to better understand and deepen the impact of creativity on critical thinking, the present study suggests that the use of creative methods can increase the sense of innovation and creativity and critical thinking in learners. Also teachers can use both creativity-training methods in teaching English

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