Errors in Creative Thought? Cognitive Biases in a Complex Processing Activity

Abstract

The generation of new ideas is a complex demanding activity involving multiple processing operations. As is the case in other forms of complex cognition, biases in process execution can induce errors that limit peoples' ability to generate viable new ideas. In the present effort, the nature of these biases, and their impact on creative thought, are examined. It is noted that these biases arise from multiple sources including knowledge, limitations in processing capacity, patterns of information use, and the strategies applied in process execution. The implications of these observations for enhancing creative performance are discussed along with potential strategies for error remediation.

Free will and the construction of options

“…30 Sternberg and Lubart (1991) offers an influential componential model that highlights the role of motivation, knowledge, and habits of personality in creative thinking. Mumford et al (2006) and Amabile and Gryskiewicz (1989) discuss errors and biases that limit creativity. 31 See Huebner (forthcoming) for a discussion of how shared intentions and collective agency expand the set of possibilities we can jointly construct, though in certain cases they can also sharply limit it.…”

The CAMBRIA case: Learning through experience

“…CAMBRIA allowed them to experience what they had learned in the classroom in the real world, as it was a non-simulated space in which events that occurred had tangible consequences. Besides, the contrast between theory and practice together with the experience acquired, allowed students to analytically evaluate different alternative solutions to problems, contributing to their creative thinking (Mumford et al, 2006) and to improving their decision-making criteria by strengthening their critical thinking skills (Brookfield, 1987;Halpern, 1999;Yousefi & Mohammadi, 2016). The fact of learning by doing meant students had to find new approaches for managing difficult situations (Marguc et al, 2015), work in teams, perform in high-pressure situations, and value and manage resources and time.…”

“…Its relevance can be found in countless scientific, artistic, theoretical and practical contexts (Stokes, 2011). Despite the dissimilar findings when trying to explain the nature and origin of creative thought, and existing theoretical differences, it can be affirmed that creative thinking occurs, at least in individuals, in situations that require novel solutions (Mumford, Blair, Dailey, Leritz, & Osburn, 2006). Under this framework, and having in mind certain abilities and attributes which cannot be achieved under the traditional teaching models, experiential learning scenarios have demonstrated to be a successful trigger of the skills and characteristics associated with creative thinking.…”

Innovation Process Planning Model in the Bpmn Standard

“…At the same time there is an articulated fact that even preparing the initial plan guarantees keeping the realisation direction on the right track and provides guidelines for the realisation of such a complex undertaking [32]. Moreover, as was noticed by Lonergan and Mumford [34,39], in the case when the situations are poorly defined which are characteristic to a creative thinking, people tend to doubt and choose more reliable, familiar, less risky and less innovative solutions. From such a perspective the plan constitutes the guiding point leading to more innovative solutions than in the case if it was missing [3].…”