Creative problem solving in knowledge-rich contexts. Issue 10 (October 2022)

• Record Type: Journal Article
• Authors: Yang, Wenjing; Green, Adam E.; Chen, Qunlin; Kenett, Yoed N.; Sun, Jiangzhou; Wei, Dongtao; Qiu, Jiang
• Is Part Of: Trends in cognitive sciences. Volume 26:Issue 10(2022)
• Page Start: 849
• Page End: 859
• Publication Date: 2022-10
• Subjects: creativity -- creative problem solving -- knowledge -- analogy -- transfer; Cognitive science -- Periodicals; Cognitive neuroscience -- Periodicals; 153.05
• DOI: 10.1016/j.tics.2022.06.012
• Languages: English
• ISSNs: 1364-6613

Abstract

Abstract : Creative problem solving (CPS) in real-world contexts often relies on reorganization of existing knowledge to serve new, problem-relevant functions. However, classic creativity paradigms that minimize knowledge content are generally used to investigate creativity, including CPS. We argue that CPS research should expand consideration of knowledge-rich problem contexts, both in novices and experts within specific domains. In particular, paradigms focusing on creative analogical transfer of knowledge may reflect CPS skills that are applicable to real-world problem solving. Such paradigms have begun to provide process-level insights into cognitive and neural characteristics of knowledge-rich CPS and point to multiple avenues for fruitfully expanding inquiry into the role of crystalized knowledge in creativity. Highlights: Creative problem solving (CPS) relies on the reorganization of existing knowledge to serve new, problem-relevant functions. Extant creativity research, especially brain-based research, largely does not reflect the knowledge-rich contexts in which the application of previously-acquired knowledge is critical, as is frequently the case in real-world CPS. Knowledge-rich CPS frequently involves expertise, and can be fruitfully studied in expert participants. It can also be studied in novices when content knowledge is available as a component of the experimental paradigm. Behavioral and neuroimaging CPS paradigms based on analogical transfer can provide process-level insights into knowledge-rich CPS in nonexperts. The transfer-based heuristic prototype paradigm has the potential to be flexibly applied across diverse domains of knowledge. Better understanding of CPS as a process, especially via analogical transfer, has timely potential to inform education and creativity training.