T h oma s B . Wa r d , S t ev e n M. S mi t h a n d R on a l d A . F i n k e

Pr e s en t e d by Ke l l y n D u n n a n d S a ma n t h a R oppo l o

F i f t h o f O c t ober, Tw o T h ou s a n d Ten

CREATIVE COGNITION

what is creative cognition?

an extension of cognitive psychology

cognitive psychology: a branch of psychology concerned with mental processes (as perception, thinking, learning, and memory) especially with respect to the internal events occurring between sensory stimulation and the overt expression of behavior (m-w.com)

two goals of creative cognition extend scientific understanding of cognition by observing the

cognitive processes when people are engaged in generative tasks

advance the scientific understanding of creativity

schooler and melcher’s research on insight provides a strong example of the importance of creative cognition

generative tasks & normative cognition

examples of generative tasks:

artistic advancement flexible use of language combination of concepts to generate more complex ones

generative tasks comprise a major portion of human functioning

generative cognitive processes are common and normative

important goal of creative cognition is to identify factors that determine how much and which portions of existing knowledge will be applied to new situations and how this can affect creative functioning

overcoming objections

Do individual difference in creativity exist?

Ward, Smith and Finke are not arguing against individual differences in creativity – instead, they are rejecting the idea that extraordinary forms of creativity only come from minds that are uniquely different from the population as a whole.

Can other factors that contribute to product generation exist?

Ward, Smith and Finke acknowledge that other factors lead to product generation – however, Ward, Smith and Finke emphasize that variations in the mental processes are central to the difference in the quality of ideas that are different people produce

Dr. Ronald A. Finke

Professor, Texas State University

Received his Ph.D. in Cognitive Science

from MIT

established a heuristic model for the creative cognitive approach

geneplore model of creative functioning suggests creative activities can be examined in terms of generation of potential solutions that are followed by exploration of those ideas

implications the geneplore model

generative processes

(preinventive structures)

exploratory processes

creative thinking is characterized in terms of how these various processes are employed and combined

a particular process or structure does not have to be present but when their involvement increases, creative innovation is more likely

Dr. Thomas B. Ward

Professor, Univ. of Alabama

Ward’s Conceptual Expansion Experiments

• subjects were asked to draw animals living on a planet vastly different from Earth

• the subject’s knowledge about typical features of familiar categories structured there imaginative creations – drawn aliens displayed many features common with those of typical Earth animals

• an example of structuring is science fiction authors creating aliens that have Earth-like characteristics

conceptual expansion

this type of structuring illustrates the role of the geneplore model

creators are limited by the need to communicate with the audience and relate any novel ideas with these connections

ward’s conclusions about conceptual expansion:

while existing knowledge does not reduce creative potential, there may be times when central properties of existing concepts are better left behind

encouraging people to move more to abstract problem characterizations will lead to more innovation

recently activated knowledge

long-term knowledge v. priming or activation knowledge by recent experiences

smith et. al toy experiment findings suggest there is special care need when relying on examples to solve problems

involuntary/unavoidable nature of certain mental blocks that can impede/constrain creative thinking

smith and tindell’s research encourages future study in creative cognition to investigate methods for recognize and overcome involuntary blocks to problem solving and creative thinking

conceptual combinations

Hampton’s Attribute

Inheritance Model

Wilkenfeld’s Similar/Dissimilar

Pairs

Wisniewski’s Strategies

Used to Interpret Combinations

Hampton’s Attribute Inheritance Model

subjects asked about fruit furniture suggested that it would have to have regenerative properties

“demonstrates . . . the compound concept does not include all of the attributes characterizing its constituent concepts”*

*Pavol Štekauer, Meaning Predictability in Word Formation

conceptual combinations

Hampton’s Attribute Inheritance Model

Wilkenfeld’s Similar/Dissimil

ar Pairs

Wisniewski’s Strategies

Use to Interpret Combinations

Wilkenfeld’s Similar/Dissimilar Pairs

more discrepant concepts will result in more creative outcomes that more compatible concepts

similar pairs: easily merged; act more like dissimilar pairs once initial alignment for similar pairs is exhausted

dissimilar pairs: less readily aligned

dissimilar pairs resulted in more emergence, but only on the first definition

conceptual combinations

Hampton’s Attribute Inheritance Model

Wilkenfeld’s Similar/Dissimilar

Pairs

Wisniewski’s Strategies

Used to Interpret Combinations

Wisniewski’s Strategies Used to Interpret Combinations

1. finding some relation to link them2. constructing a property of one in the

other3. forming a hybrid or blend of the two

highlights how conceptual combinations influence information processing

creative imagery

imagery plays a central role in creative functioning

delay in the search for creative interpretations until after the preinventive structures are initially completed may enhance creative discovery

interpretive possibilities (that were not considered when the preinventive structures were initially generated) encourage exploration when they were used in unexpected categories

making connections: product development

making connections: nihf stem schools

making connections: concept car

making connections: artificial intelligence

discussion questions

1. are there specific characteristics of a mental block that would make it easier to identify? if so, would naming the problem help start the healing process?

2. does graham wallas’ four stage model (preparation, incubation, illumination and verification) apply to the geneplore model?

3. what are some examples of how structure can enhance the creative process?

4. of the three, which is more important to creative thinking: the generative process, the exploratory process or preinventive structures?

discussion questions

5. as a model for the creative thought process, is the geneplore model’s structuring limiting or does its simplicity work?

6. can you think of examples of conceptual combinations that have made a significant impact to our society in the last five years?

7. does the geneplore model relate to other processes in the fields of science or business? if so, how are they are they similar? how are they different?

discussion questions

8. in most cases, constraints are often cast in a negative light. can you think of circumstances where the role of constraints in the geneplore model could be beneficial?

9. what are some ways you can attempt to move past a mental block?

10. can you think of an advertisement that combined two different concepts that was considered highly creative?