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Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers
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Page 1: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Creativity and Problem Solving

Amy TillJenn Risch

Jennifer Elpers

Page 2: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Problem Solving

• Definition: A cognitive act where people reach a conclusion by forming responses and selecting the best response for a particular dilemma.

• Functional Fixedness: arises when abstract and abnormal ways of thinking do not occur to a person.

Page 3: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Problem Solving

• Easy• Medium

• Hard

– Example: Trace the lines of this house without going over the same line more than once and without lifting your pencil off the paper. Please number each line that you draw.

Page 4: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Creativity

• Convergent Thinking: Drawn on previously encoded information.

• Divergent Thinking: Flexibility and abstraction in cognition.

– How can you use a shoebox?• Convergent: Put shoes in it.• Divergent: Use it as a toilet.

Page 5: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Ideational Fluency

• Require people to generate as many responses as they can to a particular stimulus, as is done in brainstorming.

– For example: List many types of uses for a shoebox.

Page 6: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Ideational Flexibility

• Flexibility in thought that allows people to create many different categories for a particular item.

– For example: A shoebox can be used as a hat, a diorama, and a shield.

– These items are in three different categories: clothing, art, and toy.

Page 7: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Research Questions

1. Does creativity influence a person’s problem solving ability?

2. Will ideational fluency and ideational flexibility influence the types of problems people answer correctly?

3. Will certain categories predict the types of problems people answer correctly?

Page 8: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Participants

• Small, Midwestern Liberal Arts College

• Participants: 18 Total– Males = 3

– Females = 15

• Ages Ranged From 18-22

Page 9: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Procedure

• Consent Form: Gained permission• Creativity Task: Participants had 4

minutes to write as many uses for a shoebox.

• Problem Solving Task: Participants had 30 minutes to complete the problem solving set.

• Debriefing Form: Explain purpose for study and future contact information.

Page 10: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Measures

• Creativity Task: open-ended section– Ideational Fluency: the total number of uses

for a shoebox.– Ideational Flexibility: the total number of

categories created for uses of a shoebox.

• Problem Solving: 12-item questionnaireExample: A goat is tied to a rope. The rope is only

5 feet long, yet the goat can reach a pile of hay that is 10 feet away. How is this possible?

Page 11: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Reliability

Interrater

1.00

Easy

alpha = .77

Medium alpha = .82

Hard alpha = .86

Page 12: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Results

Subscales/Scales Mean SD

Total Creative Items 12.89 0.47

Total Categories 4.33 0.76

Art 1.89 1.32

Clothing 1.17 0.92

Container 5.94 2.31

Destroy 0.56 0.70

Furniture 1.78 3.26

Toy 1.56 2.06

Page 13: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Category

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3

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Page 14: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Problem Solving Task

0

0.5

1

1.5

2

2.5

Easy Medium Hard

Problem Difficulty

Me

an

To

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be

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Page 15: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Creativity and Problem Solving

• Ideational Fluency and Flexibility: r = .41, p < .10

• Ideational Fluency and Total Problems Correct: r = .44, p < .10

• Ideational Flexibility and Total Problems Correct: r = .56, p < .05

Page 16: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Creativity and Problem Difficulty

• Ideational Fluency and Easy Problems:

r = .54, p < .05

• Ideational Flexibility and Hard Problems: r = .43, p < .10

Page 17: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Ideational Flexibility and Problem Solving

• Uncreative Category (clothing, furniture, and toy) and easy problems correct: r = .51, p < .05

• Creative Category (destroy) and hard problems correct: r = .46, p < .10

Page 18: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Discussion

• Ideational Fluency and Flexibility both influenced problem solving abilities.

• Ideational Fluency predicted answering more easy problems correctly.

• Ideational Flexibility predicted answering more hard problems correctly.

Page 19: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Discussion Continued…

• Uncreative Category items predicted answering more easy problems correctly.

• Creative Category items predicted answering more hard problems correctly.

Page 20: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Discussion Continued…

• Although more items were generated in the Container Category than any other category, this did not predict any significant results in regard to problem solving…why?

• Items in the Art Category were also not predictive of better problem solving abilities…why?

Page 21: Creativity and Problem Solving Amy Till Jenn Risch Jennifer Elpers.

Questions???