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Chapter 3 Theories of Creativity and the CPS Process

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1 Chapter 3 Theories of Creativity and the CPS Process
Many of the technological achievements we see today are the product of a chain of creative thought and problem solving conducted by several different researchers. Television!

2 CPS in Top Management Limited application of Analytic planning
Interconnected networks of problems verses isolated problems ‘high intuition’ (not guesswork) rapid pattern recognition solutions generated solutions regenerated (new information)

3 Ideation- Idea Generation Source
Human experience and understanding! From Knowledge Observation of the external world Awareness of our own internal ruminations on these observations ‘Knowledge’ More than remembered observations and includes some form of interpretation of these observations

4 Ideas Ideas may not merely come into and go out of our awareness like randomly displayed data elements, but instead can be consciously related to each other in ways that we begin to find useful, interesting, satisfying or even entertaining. Idea processing takes individual ideas and manipulates, synthesises and associates them with one another until they form a larger contextual pattern that we can consciously relate to some human concern or problem.

5 Whole Brain Model Two cerebral hemispheres – a left and a right.
Mental process includes vision, hearing, body senses, reasoning, language, non-verbal visualization …. Each hemisphere is to be found one half of the limbic system control centre that governs such things as hunger, thirst, sleeping, waking, body temperature, heart rate, blood pressure, emotions… plays an important role in transferring incoming information into memory

6 Definition Cerebral Limbic
Involving intelligence rather than emotions or instinct Limbic A border or edge of any of various body parts distinguished by color or structure

7 The Whole Brain/Four-Quadrant Model
Fibers connect the two cerebral hemispheres. Solving complex problems Different thinking methods are required The brain switches signals back and forth very rapidly between different areas within the two hemispheres via the fiber links Switching thinking modes within the cerebral hemispheres is simple between the two lower or upper quadrants is more difficult diagonal switching is most difficult because there are no fibre connections

8 The Whole Brain/Four-Q Model Top Management Perspective
higher cognitive functioning both hemispheres are involved each half of the brain produced different modes of complex thinking Two modes of thinking verbal (left) non-verbal (right) Dominance and preference Left Brain/Right Brain theory Left brain is used for logical thinking, judgment and mathematical reasoning, Right brain is the source of dreaming, feeling, visualization and intuition.

9 The Whole Brain/Four-Quadrant Model
Cerebral Hemisphere 1 The upper (cerebral) left A analytical, mathematical, technical and problem solving 2 The lower (limbic) left B controlled, conservative, planned, organised and administrative in nature 3 The lower (limbic) right C interpersonal, emotional,musical, and spiritual 4 Upper (cerebral) right D imaginative, synthesising, artistic, holistic and conceptual modes Preparation & Verification Incubation & Illumination Limbic System

10 A quadrant thinkers prefer organizing information logically in a framework, listening to lectures and reading textbooks, studying example problems and solutions, thinking through ideas, doing scientific/academic research, judging ideas based on facts, criteria and logical reasoning, dealing with reality and current problems. B quadrant thinkers like finding practical uses for knowledge learned, planning projects, practicing new skills, writing practical guides about how to do something. C quadrant thinkers like to be very organised and precise in their work D quadrant thinkers like to take an overall view of new topics (not the detail), to take the initiative, ponder on possible outcomes of actions, use visual aids, solve open-ended problems, enjoy wild ideas, experiment, rely on intuition rather than on logic, synthesize ideas, approach a problem from different angles.

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12 Walla’s model of the creative process
In the preparation stage Define the problem, need, or desire, Gather related information Set up criteria for verifying the solution’s acceptability. In the incubation stage Step back from the problem Contemplate and work it through In the illumination stage Ideas arise- basis of a creative response. Pieces or whole Often very brief, involving a tremendous rush of insights In verification Feasibility of illumination stage & preparation stage Time frame!

13 The Whole Brain/Four-Q Model
Analytical, mathematical, technical problem solving Imaginative, synthesizing, artistic, holistic, conceptual Controlled, conservative, planned, organised, administrative Interpersonal, emotional, musical, spiritual Cerebral System Preparation & Verification Incubation & Illumination Limbic System

14 Sherlock Homes "When you have eliminated the impossible, whatever remains, however improbable, must be the truth." ~ Sir Arthur Conan Doyle

15 Albert Einstein "Imagination is more important than knowledge." ~ Albert Einstein What it would be like to ride on a beam of light? Special theory of relativity.

16 Divergent & Convergent Thinking
Divergent thinking there is no unique answer a broad search for decision options Alternatives- finding many combinations Fluency of thinking and originality vs. adherence to prescribed steps and criteria for finding some uniquely ‘correct’ result. Convergent thinking Opposite- it is a unique solution to meet the prescribed criteria that is sought. Example!

17 Divergent & Convergent Thinking ...
Creative Thinking? Used in isolation , intermixed Standard IQ tests Divergent Thinking Convergent Thinking Vertical thinking digs the same hole deeper; lateral thinking is concerned with digging a hole in another place A divergent approach can be used on the way to a convergent solution

18 Leonardo da Vinci’s ~ Mona Lisa Einstein’s equation ~ E= MC² Design of the Opera house, Sydney Australia Gone with the Wind, Margaret Mitchell Future Shock, Alvin Toffler Melting clocks ~ Salvador Dali

19 The right question How can divergent and convergent thinking be improved and utilized for CPS

20 Conditions Of Creative Thinking
Receptivity Detaching oneself from one’s current activities Simply paying attention to the ideas that arise. Immersion (Paradox) Existing ideas tend to blind us to new ones spend a time and energy engaged in the activity that makes their emergence difficult Seeing questions A question requiring an answer can limit creative thinking Utilization of errors Error can present a new problem and thus stimulate thought. Detached devotion (Paradox) Very intense motivation to solve a problem may well impede the problem solving process.

21 Routine Problem Solving
Not all problems require the use of a CPS process. In some cases a CPS process would not be as useful as an existing routine or ready-made solution. These kind of solutions generally exist for recurring problems, and when it is possible to use one, it is often much quicker and more practical.

22 Theories Of Creativity - Grace
Creativity is something of a mystery, drawing forth images of wonderful insights, imaginative efforts, illumination and intuitions that come from nowhere. It seems the work of magic. The idea of genius may add force to this notion since creative artists, musicians, etc. seemed to be endowed with superhuman potential. Creativity in this sense is seen as a divine gift.

23 Theories Of Creativity - Accident
This is the opposite of it being a divine gift. It rises by chance. Holders of this view offer various types of accidental discoveries such as those of immunisation arising from an interruption in work, radioactivity from the wrong hypothesis, and the smallpox vaccination from observation.

24 Theories Of Creativity - Association
The most popular theory Suggests applying procedures from one area to another Underlies the justification for many divergent thinking techniques such as lateral thinking and brainstorming

25 Theories Of Creativity - Cognitive
Creativity is a normal human activity It uses cognitive processes like recognition, reasoning and understanding

26 Theories Of Creativity - Personality
Creativity is a state of mind which can be learned Some people seem to have a facility for it while others do not, but they can improve with practice Mental barriers to creativity have to be removed to allow innate spontaneity to flourish Creative acts are not isolated acts of perception, they require an emotional disposition too, for any new idea replaces and in effect destroys the previous order It takes courage and persistence to brave the resistance that any change seems to engender

27 The Cognitive Theory Of Creativity
"the act or process of knowing in the broadest sense; specifically, an intellectual process by which knowledge is gained from perception or ideas” (Cognition: Webster's Dictionary). Study of the process of applying our cognitive processes to evaluating arguments (propositions) and making decisions

28 At the core of the thinking process is memory- Information Processing
Long term memory - large capacity Short term memory - small capacity Accessing large volume of long term memory via short term memory- bottleneck Creative problem solving aids are used to compensate for the bottleneck Also affected by perceptual filters Complex networks of information Making the connections along/across

29 AI & Cognitive Science Schemas known as scripts and deltacts
Useful dealing with problems Scripts are stereotyped responses based on experience Guides behavior (think and say) Deltacts (from goal directed behavior) sub-goals and associated plans Scripts assembled from smaller data elements called MOPS (memory organization packets) organize experiences

30 The index metaphor The index metaphor supposes that we store all our information, knowledge and experience in a huge ‘mental book’ which has an index and cross-referencing facilities. The index provides us with a number of references to entries regarding the information we have related to the subject of the problem Look up each of these the kind of information that we need for PS Exact fit not available Cross-references under various headings (MOPS) in the mental book which enable us to put together sufficient information (a new schema or script) to solve the problem

31 Problem Index References Find Cross Solution? Reference? ‘Stuckness’
Check Index References Yes Find Solution? Cross Reference? No No ‘Stuckness’ Yes CPS Aids Solve

32 The huge mental book is, of course, being constantly updated with new material and adjustments made to the index. New cross-references (MOPS) are also entered. A cross-reference (MOP) may be entered every time two apparently unrelated, weakly related or unrelated events seem to have a particular bearing on a particular matter. The cross-references (MOPS) may fade with time if they are not subsequently reinforced with evidence to support their usefulness.

33 Analogical Reasoning Analogical reasoning allows the individual to map the current experience on to a template that has been derived from previous experiences. Pieces must fit together in a cohesive pattern. Typically birds can fly, so …

34 Problem Solving Method IDEAL- Bransford and Stein (1993)
I = Identify problems and opportunities. Crude Water Filters D = Define goals. Mission/Vision/Strategy Deciding which one to choose E = Explore possible strategies Consider relevant information (short-term memory) A = Anticipate outcomes and act. Contingency plans L = Look back and learn.

35 When trying to solve a problem the emphasis should be on finding the first step rather than on trying to find a complete solution immediately.

36 From the CPS Angle Objective finding - define the problem area
Fact finding - gather information Problem finding - define the problem correctly Idea finding - generate solutions to the problem Solution finding - evaluate and choose betwee Acceptance finding (divergent)

37 Objective Finding Generate a list of problems Divergent thinking Identify the most relevant problem areas for further exploration Convergent thinking 'Hits' and 'hotspots' are identified by questioning Ownership - is one motivated to solve it? Priority - how important is the problem? Critical nature - how urgent is it to solve this problem?

38 Fact Finding Increased understanding of the problem by collection of relevant information New ideas to be generated (Naturally) 'Hits' and 'hotspots' can assist convergence The previously identified problem(s) may now be seen from a new perspective (angle)

39 Problem Finding Problem-finding essentially uses the previous stage 'hits' to identify the most productive problem definition possible. Idea Finding Idea-finding helps to structure the search for potential solutions Mainly divergent activity is used to generate many ideas using a variety of idea-generation aids

40 Solution Finding Solution-finding is basically the choice of ideas that can be transformed into workable solutions. Acceptance-finding (divergent) Helps to implement solutions successfully Potential implementation obstacles and ways to overcome them Preventive actions and contingency plans Generating an action plan

41 A Nine-stage Process FOR CPS
Constantly analyzing the environment to find potential problems. Objective finding – define the problem area. Fact finding – gather information. Problem finding – define the problem correctly. Specifying assumptions. Idea finding – generate solutions to the problem. Solution finding – evaluate and choose between possible solutions. Acceptance finding – implement chosen ideas correctly. Controlling to ensure that objectives are achieved post-implementation.

42 CPS Theories Conditions for creativity
Neuro-physiological structure of the brain: Four Qs, Fiber connectors, Comm. between Qs Other explanations of creativity: Association Chance Divine gift Personality Cognitive theory of creativity: creation and retrieval of schemas from memory Convergent and divergent thinking The index metaphor: How we get ideas Searching the mental book Cross-references Stuckness The need for CPS mechanisms Problem solving theories CPS Theories The CPS process

43 Mid-One | 4th March Covers: Chapter 1,2,3 Find Problems on-site Submit office document(s) In home exam 2 day time limit

44 Annex

45 Thinking outside the box
The "nine dots" puzzle. The goal of the puzzle is to link all 9 dots using four straight lines or less, without lifting the pen.

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47 Assignment: PW-1 (Group Project) Due 28th Feb Create a company of your own Open your companies “Facebook” page Fill in all relevant information Report Link to your facebook page List three major problems you encountered during the process and how you solve it (or why you could not solve it) Explain the different quadrant you used and the time spent on each of these (Hint: The Whole Brain/Four-Quadrant Model)

48 Sample problems You wish to avoid stale-mate in chess
You wish to become a better footballer You wish to start a new company You wish to get a job at GrameenPhone You wish to get a job at City Bank It is the evening before an exam, the text book you need is unavailable in the library and the bookshop is closed. You have upgraded your computer from Windows 2000 to Windows Vista and want to perform certain operations as before

49 Chapter Organization Ideation process
Some of the ideas by the neuro-physiological functioning of the brain Whole-brain and two-brain theories Connection between the NP functioning and the cognitive theory of CPS Theory of creative thinking divergent and convergent thinking conditions for ideation Creative problem solving & the paradigm of creative thinking Cognitive approach Processes of CPS

50 Topics Whole brain model Walla’s model of the creative process
Divergent and convergent thinking Conditions of creative thinking Theories of creative problem solving Information processing ‘IDEAL’ problem solving process Creative Problem Solving


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