Can originality in real-world creative design thinking be improved through instruction and practice? Do such frequently-used measures of creative ideation as the Alternative Uses Task or Torrance Tests of Creative Thinking, or other factors predict students' performance on actual industry-based design-brief challenges? Results to date are weakly promising but mixed. Here, we adopt a multi-componential view of creativity, according to which creative performance is influenced by multiple intrapersonal cognitive-motivational and environmental factors. As part of a 14-week undergraduate creative methods course, we obtained performance-based measures on several cognitive-behavioral divergent thinking tasks, together with self-report measures of personality and task-related interest. Analyses of the creative performance of 98 students who completed the creative methods course showed that (1) originality on a pre-course design challenge was predicted by a composite of performance on divergent-thinking tasks, personality, and task-related interest factors, (2) students demonstrated large and significant pre-to-post gains in originality on the design challenge and on two verbal Torrance tests, (3) gains were shown equally regardless of initial design performance. Those who started the course with lower originality scores on the design challenge gained at least as much as those who embarked with higher originality scores. These results are consistent with a multi-componential theoretical view of creativity, suggesting that a multipronged training approach, involving hands-on individual and team activities combined with explicit instruction, can markedly boost creative problem-solving capabilities. Taken together, our findings indicate that creative abilities are not fixed and can improve through training and mentoring that embraces iterative design processes.

现实世界的创意设计思维中的独创性能否通过指导和实践得到提升？创造性思维的替代用途任务或托伦斯测试等常用的创造性思维测量方法或其他因素是否可以预测学生在实际基于行业的设计简报挑战中的表现？迄今为止的结果不太乐观，但喜忧参半。在这里，我们采用了创造力的多成分观点，根据这种观点，创造性表现受到多种个人内在认知动机和环境因素的影响。作为为期 14 周的本科创造性方法课程的一部分，我们获得了多项认知行为发散性思维任务的基于绩效的测量，以及个性和任务相关兴趣的自我报告测量。对完成创意方法课程的 98 名学生的创意表现的分析表明，(1) 课前设计挑战的独创性可以通过发散思维任务、个性和与任务相关的兴趣因素的综合表现来预测，( 2) 学生在设计挑战和两次口头托伦斯测试中表现出巨大且显着的前后原创性增益，(3) 无论初始设计性能如何，都表现出同样的增益。那些在设计挑战中以较低的独创性分数开始课程的人至少与那些以较高的独创性分数开始课程的人一样多。这些结果与创造力的多成分理论观点一致，表明多管齐下的培训方法，涉及动手的个人和团队活动，结合明确的指导，可以显着提高创造性解决问题的能力。总之，我们的研究结果表明，创新能力不是固定的，可以通过包含迭代设计过程的培训和指导来提高。