Convergent Problem Solving Research Articles

Convergent thinking and insight problem solving relate to semantic memory network structure

The associative theory of creativity has long held that creative thinking involves connecting remote concepts in semantic memory. Network science tools have recently been applied to map the organization of concepts in semantic memory, and to study the link between semantic memory and creativity. Yet such work has largely overlooked the domain of convergent thinking, despite the theoretical importance of semantic memory networks for facilitating associative processes relevant for convergent problem solving (e.g., spreading activation). Convergent thinking problems, such as the Compound Remote Associates (CRA) test, can be solved with insight (the sudden “aha” experience) or analysis (deliberately and incrementally working towards the solution). In a sample of 477 participants, we adopted network science methods to compare semantic memory structure across two grouping variables: 1) convergent thinking ability (i.e., CRA accuracy), and 2) the self-reported tendency to solve problems with insight or analysis. Semantic memory networks were constructed from a semantic fluency task, and problem solving style (insight or analysis) was determined from judgments provided during solving of CRAs. We found that, compared to the low-convergent thinking group, the high-convergent thinking group exhibited a more flexible and interconnected semantic network—with short paths and many connections between concepts. Moreover, participants who primarily solved problems with insight (compared to analysis) showed shorter average path distances between concepts, even after controlling for accuracy. Our results extend the literature on semantic memory and creativity, and suggest that the organization of semantic memory plays a key role in convergent thinking, including insight problem solving.

Effects of stimulant medication on divergent and convergent thinking tasks related to creativity in adults with attention-deficit hyperactivity disorder.

Common pharmacological treatments for attention-deficit hyperactivity disorder (ADHD) are central nervous system stimulants acting as norepinephrine-dopamine reuptake inhibitors. The noradrenergic and dopaminergic systems have been shown to impact performance on tasks assessing creativity. Some previous studies suggest higher performance on creativity tasks in ADHD. Stimulant medication has been shown to differentially impact creativity in those without ADHD. However, the full range of effects of stimulant medication on creativity in those with ADHD is not known. This study examined the effects of stimulants on convergent and divergent tasks associated with creativity in adults with ADHD. Seventeen adults diagnosed with ADHD who were prescribed stimulant medication attended two counterbalanced sessions: one after taking their prescribed stimulant dose and one after the dose was withheld. Participants completed convergent problem-solving (anagrams, Compound Remote Associates) and divergent generative (letter/semantic fluency, Torrance Test for Creative Thinking (TTCT)-Verbal) tasks. There was a significant increase in words generated on the semantic fluency task for the stimulant session. Additionally, significant increases were found in the stimulant session for originality, flexibility, and fluency scores on the TTCT. Stimulant medication did not have an effect on any of the problem-solving tasks. Stimulant medication enhanced verbal fluency in adults with ADHD but had no effect on convergent abilities. Furthermore, stimulants enhanced fluency, flexibility, and originality scores on the TTCT. Therefore, stimulants appear to have positive effects on divergent task performance in adults with ADHD, but not convergent tasks. This finding warrants further studies into the specific roles of norepinephrine and dopamine in this effect.

Grand Challenges and Emergent Modes of Convergence Science

In order to address complex problems, scholars are increasingly faced with challenges of integrating diverse knowledge domains. We analyzed the evolution of this convergence paradigm in the broad ecosystem of brain science, which provides a real-time testbed for evaluating two modes of cross-domain integration -- subject area exploration via expansive learning and cross-disciplinary collaboration among domain experts. Our results show that research involving both modes features a 16\% citation premium relative to a mono-disciplinary baseline. However, research utilizing cross-domain subject area exploration alone -- a convergence shortcut -- is less effective at integrating domains, markedly less impactful and yet to produce breakthroughs, despite growing faster than alternative cross-disciplinary modes. This counterproductive pattern may derive from internetization of expansive learning approaches to problem solving and the competitive pressures deriving from the current era of global flagship funding initiatives. Without additional policy support, such flagship initiates may unintentionally incentivize convergence science shortcuts that undercut the role of domain expertise in challenges calling upon convergent problem solving.

Effects of acute stress on divergent and convergent problem-solving

This study examined the effects of acute stress on creative problem-solving. Thirty-five male participants underwent stress induction via the Trier Social Stress Test; another 35 male participants engaged in a comparable, but less stressful, control task. Subsequently, they all took the Alternative Uses Test (AUT) and the Remote Associates Test (RAT), both of which are standard creative problem-solving tasks. Heart rate (HR) and salivary cortisol were recorded at regular intervals. Compared to controls, stressed participants responded with higher HR and salivary cortisol and reported more negative affect. A comparison of the effects of acute stress on two forms of creative problem-solving tasks, convergent and divergent problem-solving, showed stress-related reductions in the flexibility of solving. These effects were manifested according to the nature of the tasks: in convergent solving, stress induced faster, but less accurate responding; in divergent solving, stress reduced the flexibility of solution production, resulting in less variety of solutions.

Role of Science for Conservation—A Personal Reflection

The opinion article presented here argues that good science may contribute to a solid technical basis for management and conservation, although scientists are increasingly being criticized for not providing the needed facts. However, since management and conservation is a societal activity done by people for people, which happens outside the scientific domain of convergent problem solving, political and sectorial interest are often far more decisive for management outcomes than is the technical basis these decisions were supposedly based upon. This field of conflict is exemplified with the Galapagos archipelago.

Convergent thinking and traumatic brain injury: an investigation of performance on the remote associate test

ABSTRACTObjective: While deficits in several cognitive domains following moderate-to-severe traumatic brain injury (TBI) have been well documented, little is known about the impact of TBI on creativity. In the current study, our goal is to determine whether convergent problem solving, which contributes to creative thinking, is impaired following TBI.Methods: We administered a test of convergent problem solving, the Remote Associate Task (RAT), as well as a battery of neuropsychological tests, to 29 individuals with TBI and 20 healthy comparisons.Results: A mixed-effect regression analysis revealed that individuals with TBI were significantly less likely to produce a correct response, although on average they attempted to respond to the same number of items. Moreover, we found that the TBI (but not the comparison) group’s performance on the RAT was significantly and positively associated with verbal learning and memory, providing further evidence supporting the association between declarative memory and creative convergent thinking.Conclusion: In summary, our findings reveal that convergent thinking can be compromised by moderate-to-severe TBI, furthering our understanding of the higher-level cognitive sequelae of TBI.

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage.

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N = 5) and healthy normal comparison participants (N = 5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. © 2016 Wiley Periodicals, Inc.

Play and Divergent Problem Solving: Evidence Supporting a Reciprocal Relationship

A series of three studies was conducted to examine the relationship between specific forms of social and pretend play and divergent (figural and semantic) and convergent problem solving in preschool aged children. Naturalistic and experimental designs were used to provide a clearer account of the nature of the relationship between play and problem solving and to challenge the assumption that there is a single direction bf influence (play influencing problem solving) rather than the influence being complex and reciprocal. Overall, the results support a complex reciprocal causality model in which the development of divergent problem solving skills facilitates the development of play skills and vice versa.

Learning Preferences and Skill Patterns among Underachieving Gifted Adolescents

The performance of achieving and underachieving gifted adolescents was compared on achievement subtests requiring either analytic/convergent or holistic / divergent cognitive processing Underachievers ex hibited a significant performance discrepancy between these two types of subtests that favored those requiring holistic rather than analytic information processing. The achievers showed no such discrepancy. Under achievers then, perform as well as as achievers on tasks which require holistic processing but do not perform as well on detailed or computational tasks which require precision, attention to detail, and/or convergent problem solving.

The Effects of Exploration on Preschoolers' Problem-Solving Ability

Abstract Specific contributions of exploration for divergent and convergent problem-solving ability in preschool children were investigated. Participants were identified as players or nonplayers based on naturalistic observations of free-play activities, and were assigned to either an exploration or nonexploration control condition prior to administration of two divergent and two convergent problem-solving tasks. No significant differences were found between the exploration and nonexploration groups on either divergent or convergent problem-solving tasks. Subjects in the exploration group, however, spent significantly less time in the related convergent problem-solving task than in the nonrelated convergent task. The player/nonplayer distinction was also nonsignificant.

Relationship between Reflection-Impulsivity and Problem Solving

Performance of 88 children categorized as reflective or impulsive was compared on convergent and divergent problem-solving tasks. The matching familiar-figures test was administered along with tests for determining the correct order of a word sequence, and for listing unusual uses for familiar objects. Reflective children ( n = 33) made significantly fewer errors on the convergent problem-solving task than impulsive children ( n = 33), but there was no effect of cognitive style on the divergent problem-solving task. Reflective-impulsive performance was discussed in terms of evaluation criteria for selecting responses.