Abstract: Adopted Williams Creativity Assessment Pocket–R(CAP-R), children with higher creativity level and lower creativity level were selected and assigned to one of 3 different conditions: brainstorming training, forced relation training and a control group. After 5 weeks′ creativity training，the results were as follows: To the lower creativi?鄄ty level group, brainstorming training had great effects on the dimensions of openness and elaboration. Two training methods had no significant effects on higher creativity level children. When creativity training was in?鄄volved, we should care more about individuals′ differences and the effects of methods.

Key words: creativity, brainstorming, forced relation, training

摘要： 采用修订的威廉斯创造性思维量表筛选出创造力水平低和创造力水平高的两组儿童，随机分配到头脑风暴法训练组、强制联想法训练组和控制组，分别进行5周的创造力训练。结果显示，在创造力的开放性和精密性维度上，头脑风暴法对创造力水平低的儿童的创造力提高具有显著的效应；两种训练方法对高创造力水平儿童的创造力成绩提高不起作用。儿童的创造力训练应考虑个体原有的创造力水平之间的差异和方法的有效性。

关键词: 创造力, 头脑风暴法, 强制联想法, 训练