Divergent Thinking Process Research Articles

Using Divergent Thinking Processes to Identify Breast Cancer Screening Barriers

Using Divergent Thinking Processes to Identify Breast Cancer Screening Barriers

Implementation of Design Thinking to Support Creativity-Oriented Learning: A Literature Review

Learning to Support the Implementation of Concepts for Real-World Problem Solving can be achieved by applying outcome-oriented learning that produces products as problem-solving solutions. Design Thinking is a strategy that can be utilized to support the achievement of these goals. This research aims to specifically examine the stages and characteristics of design thinking as a learning strategy oriented towards enhancing creativity. This research is a literature review study conducted using the narrative review method. The source of information used is secondary data in the form of literature related to design thinking in international journals. The literature selected is deemed capable of addressing the research questions. The results of this study indicate that design thinking is a learning process that can foster creativity. Design thinking involves a divergent thinking process in the problem-finding stage (empathy and design) and ideation. Creativity in both problem-finding and ideation resides in the realm of creative thinking. Problem-finding refers to the process of discovering various ways to obtain information about users. Ideation refers to the process of generating various solutions to solve user problems. Various literature studies demonstrate the role of design thinking in generating creative ideas and products to solve problems.

Preparing Business Students for Success in the 4th Industrial Revolution

The fast-changing, technology-dominate Fourth Industrial Revolution is upon us. Unfortunately, our current education system is based on training compliant workers to perform repetitive tasks required for the industrial revolution of the early 1900’s. Today, employers are looking for skills such as complex problem solving, critical thinking, creativity, people management, emotional intelligence, divergent thinking, and cognitive flexibility. It is our responsibility as educators to make sure our students are taught in a manner that supports their success and helps them benefit from the exponential changes occurring in our world, one that fosters complex problem solving, critical thinking, creativity, and cognitive flexibility. We develop these skills in students by creating an environment where they are called to use their imagination, experiences, and unique perspective while applying the taught concepts. Asking open-ended questions such as “How are you going to do it?” results in unique and infinite answers that are not right or wrong, encouraging students to take risks and be creative. In this paper, the authors present several ways to activate this creative, divergent thinking process.

Divergent Thinking Process of Prospective Mathematics Teachers: A Case Study of an Open-Ended Problem

Divergent thinking is important for fostering creativity. This study aims to analyze the process of divergent thinking in solving open-ended problems and its cognitive characteristics. The method applied is qualitative. Researchers obtained data with test and interview techniques. Data analysis consists of reduction, display, and conclusion. Based on the level of creativity, three students were taken as informants by purposive sampling. Researchers determine the divergent thinking process from identification, exploration, construction, and evaluation. Students in the very creative, creative, and quite creative categories can write down initial information and the core of the problem. The exploration phase provides information to obtain an initial solution. Students are quite creative not to write down relevant information due to a lack of initial knowledge. Students in the very creative and creative category can create different and new ideas at the construction stage. The main focus at the evaluation stage is examining the completion process and the relevance of the answers to the problem.

Improvisation in the Time of a Pandemic: Field Notes on Resilience.

Improvisation in the Time of a Pandemic: Field Notes on Resilience.

Divergent thinking in four-year-old children: An analysis of thinking processes in performing the Alternative Uses Task

The present study examined the divergent thinking (DT) processes of four-year-old children, as part of a longitudinal project that investigates the development of DT in children. Following a similar approach used in a study with adults, children were encouraged to report on their thinking processes through interactive dialogues while performing a widely used DT task, the Alternative Uses Task (AUT). Content analysis of children’s utterances revealed that children generated uses mostly based on automatic, bottom-up associative processes and occasionally based on effortful, top-down executive processes. Using (multilevel) regression analysis, we found that (1) both associative and executive DT processes predicted children’s fluency scores on the AUT, whilst only the executive DT process Performing mental operations on the stimulus uniquely predicted originality; (2) children at the age of four years already showed a serial order effect in the originality of their responses, indicating that the originality of uses increased the later a particular use was generated in the series of mentioned uses; and (3) similar serial order effects characterized the occurrence of executive processes. These results suggest that increasing originality depends on increasing involvement of effortful executive processes. Especially the executive process of mentally isolating properties or parts of objects and the subsequent recombination of these parts and properties into a new structured whole might be a key characteristic of DT to generate original ideas.

Novel Information Discovery and Collaborative Filtering to Support Group Creativity

Teams that innovate encounter challenges in divergent and convergent thinking processes related to the need to: 1) leverage diverse internal and external knowledge, and 2) produce something that is both novel and valuable. Integrating the extant literature, we describe these challenges and propose a new approach to solving issues related to divergent and convergent thinking in groups in an innovation context. Specifically, we design group processes to support divergent and convergent thinking, including the use of several information technology (IT) tools to support them: 1) a novel-information discovery tool to foster computer-supported divergent thinking and sensemaking, and 2) a collaborative-filtering tool to foster computer-supported convergent thinking and sensegiving. Findings indicate that the novel-information discovery tool increases efficiency and effectiveness in the divergent thinking process and that the collaborative-filtering tool supports convergent thinking by focusing the group's attention on ideas that might otherwise be neglected. Combining these two IT tools with group processes for divergent and convergent thinking has important implications for both research and practice.

Predicting response originality through brain activity: An analysis of changes in EEG alpha power during the generation of alternative ideas

Growing neurophysiological evidence points to a role of alpha oscillations in divergent thinking (DT). In particular, studies have shown a consistent EEG alpha synchronization during performance on the Alternative Uses Task (AUT), a well-established DT task. However, there is a need for investigating the brain dynamics underlying the production of a sequence of multiple, alternative ideas at the AUT and their relationship with idea originality. In twenty young adults, we investigated changes in alpha power during performance on a structured version of the AUT, requiring to ideate four alternative uses for conventional objects in distinct and sequentially balanced time periods. Data analysis followed a three-step approach, including behaviour aspects, physiology aspects, and their mutual relationship. At the behavioural level, we observed a typical serial order effect during DT production, with an increase of originality associated with an increase in ideational time and a decrease in response percentage over the four responses. This pattern was paralleled by a shift from alpha desynchronization to alpha synchronization across production of the four alternative ideas. Remarkably, alpha power changes were able to explain response originality, with a differential role of alpha power over different sensor sites. In particular, alpha synchronization over frontal, central, and temporal sites was able to predict the generation of original ideas in the first phases of the DT process, whereas alpha synchronization over centro-parietal sites persistently predicted response originality during the entire DT production. Moreover, a bilateral hemispheric effect in frontal sites and a left-lateralized effect in central, temporal, and parietal sensor sites emerged as predictors of the increase in response originality. These findings highlight the temporal dynamics of DT production across the generation of alternative ideas and support a partially distinct functional role of specific cortical areas during DT.

Using computer‐based cognitive mapping to improve students' divergent thinking for creativity development

AbstractCreativity is increasingly considered to be an important goal of education. While creativity can be influenced by many noncognitive factors (eg, personality and motivation), creative thinking remains the most important source of creativity. Creative thinking combines several cognitive processes leading to the generation and selection of new and useful ideas or solutions. Divergent thinking or the ability to generate a range of alternative ideas, is a necessary component of creative thinking. Research has explored cognitive strategies to activate divergent thinking. However, such strategies are often abstract and difficult to implement. This study proposes a computer‐based cognitive mapping approach to improving divergent thinking as a response to this challenge. The approach enables students to build a computer‐based cognitive map that can foster divergent thinking by associating unrelated concept, object or situation (COS), by decomposing a COS into rich details for viewing it from divergent perspectives, and by combining and changing COSs. A quasi‐experiment was conducted with high school students. The results have shown promising effects of the approach on improving students' performance and perceived competence in divergent thinking.Practitioner NotesWhat is already known about this topicDivergent thinking is an important part of the cognitive processes that may lead to creativity.Divergent thinking can be enhanced by training in cognitive strategies, but these strategies involve complex cognitive processes that are abstract and difficult to implement.Cognitive mapping can facilitate complex thinking and cognitive processes.What this paper addsThis study proposes a computer‐based cognitive mapping approach as a divergent thinking tool that may help students visualize the process of applying divergent thinking strategies (association, decomposition, and combination and adjustment) when performing creativity‐related tasks.The approach is effective in improving high school students' divergent thinking performance in terms of idea fluency, flexibility and originality, in addition to perceived competence in divergent thinking.Implications for practice and/or policyIt is important to provide learners with effective thinking tools that facilitate the complex cognitive processes of applying divergent thinking strategies.Divergent thinking processes can be facilitated by associating unrelated concept, object or situation (COS), by decomposing a COS into rich details for viewing it from divergent perspectives, and by combining and changing COSs.

The Relationships between Leader Creativity Expectations, Intrinsic Motivation, and Creative Performance

Objective: The objectives of this conceptual paper are two folds: to propose and argue a) the direct relationship between leader creativity expectations and creative performance; and b) the mediating role of intrinsic motivation between leader creativity expectations and creative performance. Design: Drawing upon Pygmalion effect, Herzberg’s two-factor theory of motivation, and componential theory of creativity, two propositions are suggested. Findings: It is proposed that there will be a positive relationship between leader creativity expectations and creative performance. In addition, the authors also make the case that intrinsic motivation will mediate the relationship between leader creativity expectations and creative performance. Originality: The significant original contribution of this article is that it suggests a theoretical relationship of Pygmalion effect with Herzberg’s two-factor theory of motivation and componential theory of creativity to propose a new conceptual framework. In addition, this paper extends our knowledge regarding the pertinent role of leader creativity expectations in stimulating the divergent thinking process of people in the workplace. Policy Implications: This article attempts to provide a clear guideline to both practitioners and academicians to better explore the relationship between expectations and employee creativity. The proposed framework may be applied in various social contexts such as healthcare, education, creative advertising, research and development, hospitality and new business incubation.

Acceptance finding ability

Acceptance finding is the one of an aspect of mathematical Creative Problem Solving (CPS). The indicator of acceptance finding is characterized by students ability to answer the question by using different methods. The lower acceptance finding ability shows by the tendency from the student to use the same methods. The main goal of this research is to identify the several factors that causing the lower of acceptance finding and how to improve it. This research adopting several data that concern to mathematical CPS ability, from 2014 to 2017 on Elementary School, held on two province, Banten and West Java. The conclusion are: 1) The factor that causing the lower acceptance finding are the fact that student don’t have enough opportunity through divergent thinking process; 2) Situation-Based Learning was designed to improve acceptance finding. SBL was conducted to emphasise students opportunity to analyze and trying to solve a problem, on fearless condition about mistakes. So, its possible to find the variation methods to solve the problem.

A creativity support tool for cognitive idea stimulation in entrepreneurial activities

Entrepreneurship requires creative approaches to tackle many challenges faced in establishing a new business. Recognising opportunities and developing ideas requires entrepreneurs to be creative in order to establish beneficial business models. Actively supporting the creative process can therefore result in enhanced ideas. Within this article, we discuss the relevance of creativity support and the use of information technology to support entrepreneurial creativity. As part of the applied design science research methodology, we developed a creativity support tool, which aims to support the divergent thinking process, which has been identified to be especially important for entrepreneurial ideation. We conducted an experiment to evaluate the efficiency of our artefact. The results indicate that the artefact, which automatically presents external word stimuli to the idea generator, is able to enhance creativity, expand the entrepreneur's solution space and supports the recognition of more idea aspects.

A creativity support tool for cognitive idea stimulation in entrepreneurial activities

Entrepreneurship requires creative approaches to tackle many challenges faced in establishing a new business. Recognising opportunities and developing ideas requires entrepreneurs to be creative in order to establish beneficial business models. Actively supporting the creative process can therefore result in enhanced ideas. Within this article, we discuss the relevance of creativity support and the use of information technology to support entrepreneurial creativity. As part of the applied design science research methodology, we developed a creativity support tool, which aims to support the divergent thinking process, which has been identified to be especially important for entrepreneurial ideation. We conducted an experiment to evaluate the efficiency of our artefact. The results indicate that the artefact, which automatically presents external word stimuli to the idea generator, is able to enhance creativity, expand the entrepreneur's solution space and supports the recognition of more idea aspects.

Are Individuals with Schizophrenia or Schizotypy More Creative? Evidence from Multiple Tests of Creative Potential

Schizophrenia and schizotypy have been often associated with above average creativity; however, empirical studies on the relationship between schizophrenia spectrum disorders and enhanced creativity generated inconsistent results. This research investigates if the association between schizophrenia spectrum disorders and creative potential levels is dependent upon which cognitive processes are examined during administered tests of creative potential. Our study examined 117 participants stratified into the following three subgroups: (a) 39 psychometrically determined low-schizotypal individuals, (b) 35 psychometrically determined high-schizotypal individuals, and (c) 43 patients with schizophrenia. Each participant completed 2 divergent thinking (DT) tasks, 2 convergent thinking (CT) tasks, and 2 creative tasks that combine both DT and CT processes. The data suggest that Group C had typical abilities in the DT, CT, and the combined creative thinking tasks; however, the group as a whole had intact originality during the Figural Completion (DT task) and the Tangram Construction (combined task). Notably, Group B showed significant advantages in both verbal and figural DT tasks. Group A and Group B demonstrated no significant differences in the creative thinking processes of CT; however, both groups outperformed Group C in these tasks.

Incidental Vocabulary Learning Through Information-Loaded and Negotiation-Oriented Tasks

The present study aimed to investigate the effects of implementing two innovative speaking tasks, namely, information-loaded and negotiation-oriented tasks, on the incidental vocabulary acquisition of advanced Iranian EFL learners. To this end, an experimental research was conducted in an English language institute with 30 homogeneous advanced EFL learners randomly divided into two experimental groups. Experimental group I performed some information-loaded tasks using thirty five texts as speaking aids for implementing multicultural experiences, and experimental group II performed some negotiation-oriented tasks utilizing seven argumentative sentences for each topic to promote divergent thinking processes. At the end of the treatment, a vocabulary post-test and a questionnaire were administered to measure the effects of the treatments on the students’ incidental vocabulary knowledge and attitude to the performed tasks in each group. The statistical analysis of the data revealed that the information-loaded tasks group had significantly outperformed the negotiation-oriented tasks group on the vocabulary post-test and had a significantly more positive attitude to the tasks they performed in their class. This study offers some implications for the development of a sizable and profound knowledge of vocabulary in an effortless and pleasant manner. It also fulfils the need of EFL teachers and material developers in their search for some effective activities and techniques that can help to improve EFL learners’ incidental vocabulary knowledge.

Spontaneous eye blinks during creative task correlate with divergent processing.

Creativity consists of divergent and convergent thinking, with both related to individual eye blinks at rest. To assess underlying mechanisms between eye blinks and traditional creativity tasks, we investigated the relationship between creativity performance and eye blinks at rest and during tasks. Participants performed an alternative uses and remote association task while eye blinks were recorded. Results showed that the relationship between eye blinks at rest and creativity performance was compatible with those of previous research. Interestingly, we found that the generation of ideas increased as a function of eye blink number during the alternative uses task. On the other hand, during the remote association task, accuracy was independent of eye blink number during the task, but response time increased with it. Moreover, eye blink changes in participants who responded quickly during the remote association task were different depending on their resting state eye blinks; that is, participants with many eye blinks during rest showed little increasing eye blinks and achieved solutions quickly. Positive correlations between eye blinks during creative tasks and yielding ideas on the alternative uses task and response time on the remote association task suggest that eye blinks during creativity tasks relate to divergent thinking processes such as conceptual reorganization.

Guidelines of System Design for Embodying Benefits of Inconvenience

The benefits obtained from inconvenience, which we call the FUrther BENEfit of a Kind of Inconvenience (fuben-eki), are now being recognized in many research fields. To design systems that embody such benefits, this paper proposes fuben-eki cards. A set of them consists of principle cards and benefit cards. Each principle card shows a tenet to make a system inconvenient that leads to the positive outcomes shown on each benefit card. The results of evaluation experiments show that principle cards increased the number of ideas when they were used for the divergent thinking processes of a fuben-eki system design.

How to Improve Divergent Thinking Capability by Information Technology and Extenics

Divergent Thinking capability has become increasingly important for innovation and problem solving. We need efficient and effective ways to support the divergent thinking process. Based on Basic-element theory of Extenics, a new model to improve the divergent thinking capability has been developed using information management and extension transformation. With the guide of the extension innovation method, we collect attributes of different things through information technology on the web, and then extend many divergent thinking directions systematically. The case study shows it is helpful as a common innovative approach to improve divergent thinking capability by integration of information technology and Extenics.

Movement and Clay

Our program, like many other early childhood programs, is an environment of emergent and playbased programming for twenty-five 3-and 4-year-old children. In September 2011 we decided to introduce clay into our program. We had been moving toward presenting materials in our space that are open ended, rather than fixed or prescribed in meaning, and that allow for change. Materials that inspire imagination, creativity, and exploration. It was hoped that the introduction of clay would extend on and allow for a creative and divergent thinking process that only open-ended materials can provide for the children, families, and educators of the centre. What follows are my reflections on our work with clay: how this material led us to a state of inquiry, exploration, wonder, and dialogue. The story of how clay became alive in our space, our ideas, and our minds and ultimately led us to a line of flight we couldn’t have imagined, a place of new questions and changing dialogues.

Meta-synthesis approach to exploring constructing comprehensive transportation system in China

In this paper, meta-synthesis system approach (MSA) is applied to a consulting project on exploring constructing comprehensive transportation system in China. Firstly, brief introduction about the concept of comprehensive transportation is given to indicate that comprehensive transportation is an open complex giant system, which thus MSA is applied to exploring its constructing in China. A group argumentation environment (GAE) is applied to facilitate group divergent thinking process about what the concerned topics are in the project and acquire qualitative hypotheses for meta-synthetic system modeling. A multi-agent system model is constructed to analyze competitive relations of passenger transport between railway and highway as a demonstration of modeling by rule, one of 6 strategies of meta-synthetic system modeling. An evaluation support system is developed to integrate a variety of indicators and their related measure methods by a framework of input-output-outcome of comprehensive transportation to facilitate consultants to monitor current state of operation and management of transport system and generate alternatives of a set of indicators to evaluate efficiency or effectiveness of the whole system or its elements on demand.