J.P. guildford: guildford (1897- 1987), an American psychologist, is mainly engaged in the research of psychometric methods, personality and intelligence. He is famous for applying psychometric methods and factor analysis to the study of personality traits, especially the classification of intelligence. /kloc-0 was elected president of the American Psychological Association in 1950, member of the National Academy of Sciences in 1954, and awarded the Outstanding Scientific Contribution Award by the American Psychological Association in 1964. Guildford was born in Marquette, Nebraska, and died in Los Angeles, California. His father is a clever farmer, and he is actively learning new things. His family members include his brothers and sisters. When I was in the first grade of primary school, I could catch up with the level of the third grade, and even passed the high school entrance examination at the age of 12. However, due to family factors, I did not enter high school directly, but entered high school in the same year as my peers. 19 14 He graduated from Aurora High School, worked as a primary school teacher for two years and studied at the University of Nebraska for one year. He once wanted to be a chemist, and later he was drafted into the army. 19 19, he returned to the university of Nebraska, and Winifred F. Hyde asked him to be a teaching assistant to raise tuition, which made him interested in psychology. 1922 and 1924 were awarded bachelor's and master's degrees respectively. During this period, he served as the director of temporary psychological clinic and handled about 65,438+000 cases. This experience made him feel that his ability to understand children only by IQ was very limited, so he thought of a more complete way to identify intellectual needs.

1924 He entered Cornell University and received his doctorate from E. Tiechener. He also married L. thurston, C. Spearman and Hellson (Harry Hellson,1889.6438+0.09-1978+000.5089.00000000606, he married Ruth S. Burke and had a daughter. 1927 received a doctorate in philosophy. After working in the University of Illinois and the University of Kansas, he returned to the University of Nebraska as a professor of psychology on 1928, where he gradually gained an international reputation and became one of the famous American psychologists. 1940, working at the University of Southern California. Except for 194 1, he was responsible for the selection and ranking of crew members at the Santa Ana Army Air Base until 1962 retired. 1964 was awarded the Outstanding Scientific Contribution Award by the American Psychological Association, 1974 was awarded the Contribution Award by the Educational Testing Service Society of Education and Psychometrics, and 1977 was the president of the International Intellectual Education Association. 1983 won the gold medal in psychology.

1987 died in Los Angeles, California, USA. There are more than 400 books and papers. The main works are: statistics (1940),

Personality (1959),

Intelligence analysis (197 1),

Exceeding IQ (1977),

The frame of reference of cognitive psychology (1979)

Creative talents (1985), etc. On the basis of years of factor analysis and research, he put forward the theory of three-dimensional structure model of intelligence (SOI) in 1959. He denied the existence of the universal factor G [1]. It is believed that the information structure should be considered from three dimensions: operation, content and product. Intellectual activity is a process in which people process (manipulate) objective objects (contents) and produce knowledge (products) in their minds. The operation process of intelligence includes five factors: cognition, memory, divergent thinking, convergent thinking and evaluation. The content of intellectual processing includes four factors: graphics (images of concrete things), symbols (things composed of symbols such as letters and numbers), semantics (meanings and concepts of words and sentences), behavior (social skills) and * * * *. The product of intelligence processing includes six factors, namely unit, category, relationship, system, transformation and implication. In this way, intelligence consists of 4×6×5= 120 basic abilities. Guildford identified more than 70 intelligence factors in the intelligence structure.

He constantly enriches his three-dimensional spatial structure. In 197 1, he revised his theory and divided the original graphic materials into visual and auditory, so he regarded intelligence as a combination of 5×5×6= 150 different factors. 1983, he divided the memory of operational dimension into short-term memory and long-term memory, from five to six, and the components of intellectual structure increased to 5×6×6= 180. Guildford believes that every factor is a unique ability. For example, students' mastery of English words is the ability of semantics, memory and unit. For another example, it is necessary to tell which things, such as fish, horses, chrysanthemums, the sun and monkeys, belong to the same category. The operation of answering such questions is cognition, the content is semantics, and the product is category.

Guildford recommended the above model of intelligence structure as a reference system of cognitive psychology. An outstanding content of guildford's knowledge structure theory is the analysis of creativity. He linked creativity with divergent thinking, which was ignored in the concept of intelligence. It also corresponds to divergent thinking and convergent thinking. He believes that divergent thinking has three dimensions: fluency, flexibility and originality, and is the core of creativity. Guildford also pointed out that personality is a unified whole composed of seven characteristics: attitude, temperament, ability tendency, shape, physiology, needs and interests. It is a heptagon interactive body, and seven different personality traits can be observed from different angles.

Although guildford's theory of intelligence structure denies the existence of G factor, his theory puts forward the research and test of creativity, which provides new clues for the research of intelligence. He is famous for applying psychometric methods and factor analysis to the study of personality traits, especially the classification of intelligence. 1949- 1950, President of American Psychological Association. 1977- 1979 chairman of the international intellectual education association. 1964 won the Outstanding Scientific Contribution Award of American Psychological Association, 1974 won the Contribution Award of Educational Testing Service of Education and Psychometrics, and 1983 won the Gold Award of Psychological Foundation. There are more than 400 books and papers. 1967, American psychologist J.P. guildford put forward the "three-dimensional structure of intelligence" model on the basis of detailed factor analysis of creativity. Guildford believes that human intelligence should be composed of various factors in three dimensions: the first dimension refers to the content of intelligence, including graphics, symbols, semantics and behavior; The second dimension refers to the operation of intelligence, including cognition, memory, divergent thinking, convergent thinking and evaluation. The third dimension refers to the product of intelligence, including unit, category, relationship, system, transformation and implication. In this way, four contents, five operations and six products * * * can be combined into 4x5x6= 120 independent intelligence factors (the model was modified and supplemented twice by guildford at 197 1 and 1988, and finally became18.

Guildford believes that the core of creative thinking is the second "divergent thinking" in the above three-dimensional structure. So he and his assistant (torrance and others) made an in-depth analysis of divergent thinking, and on this basis, put forward four main characteristics of divergent thinking:

Fluency: the number of ideas and opinions that can be expressed continuously in a short time;

Flexibility: be able to think flexibly from different angles and directions;

Originality: having unique ideas and unique ideas for solving problems;

Exquisite: Being able to imagine and describe specific details of things or events.

Guildford thinks this is the main feature of creative thinking, and has developed a set of concrete methods to measure these features. Then, they apply this theory to educational practice, and cultivate divergent thinking around the above indicators (according to guildford's theory, that is, cultivate creative thinking), so that the cultivation of divergent thinking becomes an operational teaching procedure. Although it is a simple understanding to equate creative thinking with divergent thinking, it has greatly promoted the research and application of creative thinking. The contributions of guildford and torrance should not be denied. Test purpose: to examine the fluency, flexibility, uniqueness and exquisiteness of thinking.

Test question type: open question type.

Guildford

Guildford is the president of the American Psychological Association. He believes that divergent thinking can represent individual creativity to a certain extent, so the measurement of divergent thinking is essentially the measurement of creativity. He and his colleagues created a set of test questions with 14 parts. Among them, the first 10 requires verbal response, and the last 4 is non-verbal test of graphic content. The age range of this scale is mainly teenagers and adults above junior high school. Its main contents are as follows:

(1) Word Fluency Test (DSU): Ask participants to write a word containing a specific letter quickly, such as A, and the answer may be abac, about, act, …

(2) Conceptual Fluency Test (DMU): Subjects are required to quickly write something belonging to a special category, such as an object with a semicircular structure. The answer may be: arch bridge, parachute, swimming cap. ...

(3) Association Fluency Test (DMR): Participants are required to list synonyms of a word, such as promise. The answer may be: bear, bear, bear. ...

(4) Expression fluency test (DMS): Four words are required to write a sentence, and the prefixes of these four words all specify a letter. For example, k-u-y-i, the answer may be: keep interested; Kill useless yellow insects ...

(5) Abnormal use test (DMC): The subjects are required to list the abnormal use of an object, such as bricks. The answer may be: being a bench, beating dogs, sharpening sickles, and writing. ...

(6) Metaphor Comprehension Test (DMS): The subjects are required to fill in several sentences with similar meanings. For example, the beauty of this woman is autumn, and her ... The answer may be: ... She has spent the most touching time, and before she can fully enjoy her life, she has already entered a semi-old age in Xu Niang. Another example is to explain that a drop in the ocean kills two birds with one stone.

(7) Utility test (DMU): The subjects are required to list as many uses as possible, such as an empty can and bottle. The answer may be: making vases, cutting round cakes, raising earthworms and so on.

(8) Story Proposition Test (DMU, DMT): Subjects are required to write all the appropriate titles of a short story. For example, when winter comes, a new assistant in a department store is busy selling gloves, but forgets that gloves are to be sold in pairs. As a result, there were 100 left-handed gloves left in the store. The answer may be: new shop assistant, 100 left-handed gloves, the gospel of left-handed people and so on.

(9) Consequence Inference Test (DMT DMO): Participants are required to list all the different results of a hypothetical event. For example, what about an extra day off every week? The answer may be: there are more tourists and more fat people. ...

(10) Occupational Symbolism Test (DMI): Participants are required to list all possible jobs represented or symbolized by a certain title. For example, light bulbs, the answer may be: electrical engineers, light bulb manufacturers, electricians. ...

(1 1) Drawing Test (DFU): Subjects are required to complicate a simple figure and form as many recognizable objects as possible.

(12) Decoration Test (DFI): Participants are required to design as many different decoration schemes as possible on the outline of ordinary objects.

(13) Composition Object Test (DFS): It is required to draw a specified object with a set of simple patterns, such as circle, triangle, rectangle, trapezoid, etc. When drawing an object, you can reuse any shape or change its size, but you can't add other shapes or lines.

(14) Match problem (DFI): Move a certain number of matches and keep a certain number of squares or triangles.

Description: Each answer gets 1, and the higher the score, the stronger the divergent thinking ability. Guildford also pointed out that personality is a unified whole composed of six characteristics: attitude, temperament, ability tendency, shape, physiological needs and interest. It is the intersection of a hexagon, and seven different personality traits can be observed from different angles. Guildford is famous for applying psychometric methods and factor analysis to the study of personality traits, especially the classification of intelligence.