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The Designer
Published in Miguel Ángel Herrera Batista, The Ontology of Design Research, 2020
Guilford proposes two kinds of intellect factors of production:10 convergent thinking and divergent thinking. Convergent thinking allows for logical conclusions to be reached, guided by reason, while divergent thinking is more related to creativity. Guilford (1967: 138) establishes the following characteristics of creative production: Fluency. This is the ability to generate ideas and can be evaluated by the number of alternatives generated in the solution to a problem.Flexibility. This refers to the ability to generate diversity among ideas and can be tested by the qualitative difference between the ideas produced.Originality. This is related to the generation of unique and new responses, that is, unconventional.Elaboration. This is linked to the ability to perceive deficiencies, generate ideas, and redefine them to get new improved versions.
Metacognition in Creativity: Process Awareness Used to Facilitate the Creative Process
Published in Bo T. Christensen, Linden J. Ball, Kim Halskov, Analysing Design Thinking: Studies of Cross-Cultural Co-Creation, 2017
Dagny Valgeirsdottir, Balder Onarheim
Two distinct cognitive processes have been proposed to be part of creativity: divergent- and convergent thinking (Guilford, 1950). The two concepts were developed as part of the seminal work of J. P. Guilford – a psychologist often referred to as “the godfather of creativity” as he was the first one to publicly establish creativity as a research field. We see divergent- and convergent thinking as being related to the two aspects of the standard definition of creativity. Divergent thinking is the process of coming up with novel ideas or alternatives, and convergent thinking is the process of combining those into something useful (Onarheim & Friis-Olivarius, 2013). Furthermore, these two cognitive processes are related to an operational design process, that is, a process of alternating between ‘opening up’ (diverging) and ‘closing down’ (converging), as is operationalized, for example, in the Double Diamond model (Design Council, 2005). Other cognitive aspects can potentially affect the creative process of an individual such as the ability to make remote associations (Mednick, 1962), which is one of the Five Key Concepts of neurocreativity (Onarheim & Friis-Olivarius, 2013b); remote associations, cognitive inhibition, priming, fixation and incubation are all believed to influence the creative process of an individual.
The Property of Goal Seeking in TPS, Part 2
Published in Marksberry Phillip, The Modern Theory of the Toyota Production System, 2012
Table 4.1 summarizes various problem-solving methodologies and frameworks used in structured thinking. Despite the wide variety of problem-solving frameworks, several major themes exist: scientific inquiry, creative thinking, heuristics and instructional theory. Scientific inquiry, as originally proposed by Dewey, has become extremely influential in structured thinking. Scientific inquiry emphasizes convergent thinking, which involves aiming for a single correct solution to a problem by generating and testing a hypothesis. Convergent thinking emphasizes speed, accuracy, and logic. Another unique thinking style is creative thinking. Creative thinking brings about divergent thinking, which involves the generation of multiple answers to a problem set. Researchers have connected divergent thinking as a type of flexible thinking that draws on ideas from across disciplines and fields of inquiry (Guilford, 1967). Heuristics is concerned with the mechanics of the decision-making process and compares consequences of decisions. Various heuristics are used in generating solutions, such as induction, generalization, subgoal development, pattern recognition, reduction, specialization, working backward, diagrammatic reasoning, and extension (Simon, 1977; Polya, 1945). Instructional theory is the study of facilitation of human learning through instruction, often labeled as guided discovery (Gagne and Brown, 1961). It is a process not simply of applying learned rules but also of yielding new learning.
The Developers’ Design Thinking Toolbox in Hackathons: A Study on the Recurring Design Methods in Software Development Marathons
Published in International Journal of Human–Computer Interaction, 2023
Kiev Gama, George Valença, Pedro Alessio, Rafael Formiga, André Neves, Nycolas Lacerda
Behind these models, there are key shared concepts like divergent and convergent thinking (Brenner et al., 2016), and the notion of a problem and solution spaces, which form a general perspective of the design process, as presented by Lindberg et al. (Lindberg et al., 2011) (Figure 1). The purpose of divergent thinking is to create choices, while convergent thinking focuses on eliminating options and making choices (Brown, 2009). The problem space and solution space, illustrated on Figure 1, are also commonplace in design. The goal is to explore the problem space to build a shared understanding of the problem before the actual development process starts, and to explore the solution space to promote a creative ideation process to choose the most viable path among the many alternatives generated (Lindberg et al., 2011).
CRUX: a creativity and user experience model
Published in Digital Creativity, 2021
Sylvain Fleury, Rishi Vanukuru, Charles Mille, Killian Poinsot, Aurélien Agnès, Simon Richir
Creative thinking is composed of two main processes depending on the type of task: divergent thinking is when the participants have to generate numerous creative ideas, while convergent thinking consists in following a set of logical steps to arrive at a correct solution. The above-mentioned experiments in VR are based on divergent thinking tasks (Feeman, Wright, and Salmon 2018; Yang et al. 2018) and this is the type of task we are interested in. To qualify a set of ideas generated in a divergent creativity session, Guilford’s (1960) criteria appear relevant. These are Originality (which evaluates whether the participant’s ideas were unique when compared to other participants), Fluency (the number of ideas generated), Flexibility (the number of ideas belonging to different domains or categories) and Elaboration (the amount of added detail given for each idea). Another approach, called ‘Consensual Assessment Technique’ consists of asking expert judges in the field to evaluate the level of creativity of ideas by means of a score (Amabile 1982). This approach does not seek to qualify the different facets of ideas, but rather to rank their relevance on the basis of expert opinions.
Exploring suppliers’ perceptions and approaches toward codes of conduct: behind the scenes at Indian apparel export firms
Published in International Journal of Fashion Design, Technology and Education, 2019
Geetika Jaiswal, Jung Ha-Brookshire
Divergent thinking is a thought process used to generate creative ideas by exploring many possible solutions to a problem. It provides the foundation for creative ideas, as it requires ideational search without directional boundaries and is determined by fluency, flexibility, and originality (Ledwidge, 2014). Active engagement is important in divergent thinking, as it requires a broader response than just putting pieces together (Moore, 2009). On the other hand, convergent thinking is oriented towards deriving the single best answer to a clearly defined question. Convergent thinking is a style of thought that attempts to consider all available information and arrives at the single best answer (Puccio, 1998). It involves taking different pieces of available information and putting them together in an organised manner (Zent, 2001). Overall, it places emphasis on accumulating information, recognising the familiar, reapplying set techniques, and preserving the already known.