Abstract
While many people report interruptions from problem-solving to be beneficial for the creative process (‘incubation’), experimental demonstration of the phenomenon has been difficult. Factors that might lead to incubation effects are discussed and implemented in a study in which 80 university students solved word-association problems under continous work or interrupted conditions. The interruptions involved work on other problems, other problems plus periods of conversation or other problems plus work on an unrelated mental rotation task. The results showed the incubation phenomenon in one condition and, most importantly, the ability level of the Ss for the task involved determined whether incubation would occur. High-ability Ss benefited from the interruptioninvolving the rotations task, while low-ability Ss did not show any incubation effects. Comparisons to previous studies and suggestions for future research are made throughout.
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