Divergent Problem Solving Research Articles

A Contribution to Scientific Creativity: A Validation Study Measuring Divergent Problem Solving Ability

ABSTRACT Creativity in science education and research on scientific creativity are becoming increasingly significant. Several domain-specific assessment tools focusing on different aspects of scientific creativity have been developed. Some of these tools consider a wide range of aspects, while others focus on very specific science-related aspects, thereby lacking an explicit focus on problem solving. Therefore, the authors developed the novel divergent problem solving ability in science test (DPAS) to assess students’ potential to design different possible solutions for a particular scientific problem. The test was created as an outcome measure in intervention studies. It consists of two subtests and 13 subject-specific items. This study aims to broadly assess the construct validity and reliability of the DPAS and investigate the factorial longitudinal invariance and group invariance (group receiving interventions aimed at fostering divergent problem solving vs. control group) of the DPAS. Using data from 1,106 secondary school students from Austria, we found support for the construct validity and reliability of the DPAS scores. Moreover, we established robust longitudinal and group invariance of the DPAS, demonstrating its suitability for intervention studies.

The Evaluation of Creative Ideas in Older and Younger Adults

Abstract. The ability to solve problems of divergent type is one of the most intact functions in successful aging. However, neurophysiologic mechanisms that support the efficiency of creative thinking remain largely unknown. This study was aimed to investigate age-related difference in localized induced electroencephalogram (EEG) changes during creative idea evaluation stage of divergent problem-solving (Alternate Uses Task), using standardized low-resolution brain electromagnetic tomography. Younger (45 women, 44 men, Mage = 22.1 years, age range: 18–30 years) and older adults (46 women, 43 men, Mage = 64.9 years, age range: 55–75 years) participated in the study. Higher synchronization in individually adjusted theta frequency band [from (individual alpha peak frequency −6 Hz) to (individual alpha peak frequency −4 Hz)] in anterior areas with the maximum values in anterior cingulate gyrus was revealed in older as compared with younger participants by group contrast. Higher desynchronization in wide beta range [from (individual alpha peak frequency +2 Hz) to 30 Hz] was localized in posterior brain regions with the highest values in posterior cingulate gyrus, precuneus, and parietal lobule in older adults. Induced beta 2 synchronization was positively correlated with originality (as measured by the mean frequency of ideas) in younger and years of education in older subjects. Based on the data, it was supposed that controlling the decision-making processes is more important for older adults while maintenance of the internal image of elements’ recombination may play essential role for younger subjects.

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.

Time Perspective, Coping Styles, Perceived Efficacy in Affect Regulation, and Creative Problem Solving in Adolescence and Youth

The study evaluated, in a sample of 230 adolescents (147 males and 83 females, mean age = 16.67) and a sample of 181 young people (21 males and 160 females, mean age = 22.57), the relationships between time perspective and the following personal skills: coping styles, perceived efficacy on affect regulation, and creative divergent problem solving. Results highlight that future time perspective increases in value from adolescence to youth, while present time perspective decreases. Future time perspective is correlated with creative problem solving and problem solving coping style in both age groups, while present time perspective is positively correlated with expression of positive emotions in both age groups. Results are discussed also for their relevance for school educational and training programs.

Stretch, Dream, and Do - A 21st Century Design Thinking & STEM Journey

This paper describes the journey of d.Loft STEM Learning, a project of The National Science Foundation ITEST program, which supports building knowledge about approaches, models, and interventions involving K-12 education to increase the nation’s capacity and innovation in STEM (science, technology, engineering and mathematics) fields. d.Loft STEM Learning used design thinking as an underlying theoretical and pedagogical approach to enhance STEM learning. Design thinking is a human-centered, prototype-driven innovation process and a series of mindsets that provides a robust scaffold for divergent problem-solving. This paper describes how the design thinking provided a frame within which mentorship and STEM learning thrived, and suggests new ways to conceptualize student learning and teacher practice in 21st century learning contexts.

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.

Cognitive and Social Play of Australian Preschoolers

This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.

Psychological Conditions for Productivity in Schoolchildren's Divergent Problem-solving

Guilford's identification (1956) of the divergent factor (thinking in different directions) in his model of intelligence marked the beginning of a new series of studies of creativity, i.e., the capacity for creative problem-solving. The criteria were productivity, originality, and flexibility of thought. Torrance and his colleagues (1966) developed special tests for children (the Torrance Creative Thinking Tests) containing problems that required a search for different ways to solve them and various alternative solutions. The new tests soon began to be used to study social, cultural, and situational factors influencing the development of divergent thought capacities.

The Effects of Play on Convergent and Divergent Problem Solving

PEPLER, DFBRA J., and Ross, HILmDY S. The Effects of Play on Convergent and Divergent Problem Solving. CmLD DEVELOPMENT, 1981, 52, 1202-1210. This research examined behaviors that characterize play with convergent and divergent materials and the effects of play on convergent and divergent problem solving. In the first study 64 3and 4-year-olds were assigned to 4 conditions: (1) play with convergent materials, (2) play with divergent materials, (3) observe convergent activity, and (4) observe divergent activity. The play materials, 5 sets of 9 pieces which fit into 5 formboards, could be used as puzzles (convergent activity) or play blocks (divergent activity). All children participated individually in 3 10-min sessions. After the third session, a battery of convergent and divergent problem-solving tasks was given. There were marked differences in play behaviors with convergent and divergent materials. With the formboards present, the convergent group spent two-thirds of their time placing the pieces, whereas the divergent group engaged more often in a wide variety of activities with the pieces. The divergent group performed better on a divergent measure. The second study was similar to the first, except a nonplay control replaced the observe conditions and the problemsolving tasks were modified. The differences in play behaviors were replicated. The divergent group performed better than the convergent and control groups on the divergent tasks, whereas the convergent group used a higher proportion of stategy-based moves in solving the convergent tasks.

The Effects of Play on Convergent and Divergent Problem Solving

The Effects of Play on Convergent and Divergent Problem Solving

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.

DIVERGENT PROBLEM SOLVING

On compare les performances d'adolescents hindous (N = 70) et américains (N = 94) habitant des bourgs agricoles, dans deux épreuves de créativité (divergent thinking). Les résultats montrent que les sujets américains donnent plus de réponses nouvelles aux problèmes, tandis que les Hindous répondent de façon routinière, ce qui ne convient pas aux tâches proposées. On peut interpréter ces différences de deux manières: ou bien c'est l'environnement pris globalement qui entraîne une capacité différentielle à penser de façon créatrice; ou bien il s'agit d'une influence spécifique de la maison et de l'école. Une réplique partielle de la première étude a été réalisée à New Delhi (Inde): le milieu urbain présente des ressemblances avec l'environnement global des adolescents américains, tout en conservant les traditions hindoues en matière d'habitat et d'école. Les résultats sont en faveur de l'hypothèse selon laquelle ce sont les différences dans l'environnement global qui influent sur la créativité.