日本語版拡散連想課題の開発と妥当性

Chiaki Ishiguro; Sotato Suzuki; Masasi Hattori; Lisa Abe; Kunhao Yang

doi:10.51094/jxiv.721

##article.authors##

Chiaki Ishiguro Department of Psychology, Faculty of Leberal Arts, University of the Sacred Heart https://orcid.org/0000-0003-4556-9367 https://researchmap.jp/ishigurochiaki
Sotato Suzuki Graduate school of Engineering, Kanazawa Institute of Technology https://orcid.org/0009-0004-4726-8271
Masasi Hattori College of Comprehensive Psychology, Ritsumeikan University https://orcid.org/0000-0002-6974-6906 https://researchmap.jp/read0058953
Lisa Abe Graduate School of Human Science, Ritsumeikan University https://orcid.org/0000-0001-5745-4634
Kunhao Yang Graduate School of Sciences and Technology for Innovation, Yamaguchi University https://orcid.org/0000-0002-7654-9441 https://researchmap.jp/Yang-Kunhao

DOI:

https://doi.org/10.51094/jxiv.721

Keywords:

divergent thinking, creativity, semantic distance, computational scoring, validation

Abstract

Divergent thinking (DT) has long been studied as a part of creative potentials; however, the extensive scoring process for DT poses issues. A recent solution gaining attention is automated scoring by calculating semantic distance. The Divergent Association Task(DAT), a simplified version of the existing DT task, allows participants to engage in DT tasks within a shorter time, with immediate and automatic scoring. This study developed and validated the Japanese version of the DAT (DAT-J). Twelve candidate word vectors derived from the Japanese corpus were prepared to calculate DAT scores, and three surveys were conducted to examine the validity and reliability of the DAT-J. In Survey 1, 95 art majors completed an online questionnaire, including the DAT-J and creativity-related scales. Because Survey 1 revealed that the DAT-J may include inappropriate responses for automatic scoring, we modified the DAT-J instructions and developed a web application to validate inappropriate responses. In Survey 2, 358 students participated in the modified version of the DAT-J, the existing DT tasks, and the creativity-related questionnaire. The DAT-J was retested two weeks later. In Survey 3, an experiment was conducted comparing DAT-J responses by handwritten, web app, and web app with validation. Survey results demonstrate the basic validity and reliability of the DAT-J, underscoring its potential utility for assessing DT. Furthermore, the DAT-J answering format did not affect DAT scores. Finally, limitations of the DAT-J and future improvements for measurement accuracy were discussed.

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Development and validation of Japanese version of Divergent Association Task

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