Problem Solving, Creativity,

and Human Intelligence

Course Instructor: Qubsha Munir
Problem Solving
• Problem solving is thinking that is directed toward the solving of a specific problem that
involves both the formation of responses and the selection among possible responses.
• We encounter an untold number of problems in our daily lives that cause us to form
response strategies, to select potential responses, and to test responses in solving a problem.
• Although Gestalt psychology is particularly known for its theories of perceptual
organization, it is also known for insight into problem solving. Gestalt is roughly
translatable as “configuration” or “organized whole.”
Gestalt Psychology and Problem Solving
• According to the gestaltists, problems, especially perceptual problems, exist when tension or
stress occurs as a result of some interaction between perception and memory. By thinking about
a problem, or by examining it from different angles, the “correct” view can emerge in a
moment of insight.
• The early Gestalt psychologists (Max Wertheimer, Kurt Koffka, Wolfgang Kohler)
demonstrated the perceptional reorganization viewpoint in problem-solving activity. Out of
their work emerged the concept of functional fixedness, originated by Karl Duncker (1945).
• This concept, which was to have considerable impact on problem-solving research, held that
there is a tendency to perceive things in terms of their familiar uses and that that tendency often
makes it difficult to use them in an unfamiliar way (e.g., using a brick as a measuring
device). In effect, objects or ideas become set in their functions and, when they are part of a
problem-solving task that requires that they serve a different function, the subject must
overcome that “set.”
• Functional fixedness is a cognitive bias that limits a person to use an object only in the way
it is traditionally used. The concept of functional fixedness originated in Gestalt psychology.
Gestalt theory proposes that insight is key to problem-solving. Insight is the process of
moving from a state of not knowing the solution to a problem to a state of knowing the
solution. Individuals derive a representation of their problem which influences the way they
see the problem. Teachers following the gestalt way try to build insight so that students are
able to better represent the problem. Insight formation can happen in various ways:
1. By looking at the problem in a different light.
2. Looking at all the components of the problem together as a whole.
3. Removing mental barriers that hinder problem-solving.
4. By visually representing the problem.
Representation of the Problem
Stereotypical sequence of problem solving,
Internal Representation and Problem Solving
• Internal Representation is a presentation to the mind in the form of an idea or image.

• Individuals solve problems by internally representing them in their own manner.

Such internal representations are highly subjective. In addition, they may be far from
the actual objective reality.
• How does internal representation occur? Individuals rely heavily on past experiences
and memory. They think actively about how they solved similar problems in the past.
• This is the top-down approach to information processing.

• Top down and Bottom up Approach.

• For example, after you meet someone for the first time, how does the brain memorize
the face so that you can recognize him/her next time? The person’s hairstyle,
makeup, the viewing angle, and almost certainly the lighting conditions will be
different, but these usually do not deter us from recognizing the person.
Creativity

• Creativity is a cognitive activity that results in a new or novel way of viewing a problem
or situation.
• This definition does not restrict creative processes to utilitarian acts, although the
examples of creative people are almost always drawn from some useful invention,
writing, or theory they have created.
• Everyday creativity is thinking about new ideas over the course of the day. It is
expressing yourself in an original way. Or, it can be making something artistic –
painting, writing, drawing, dancing, making music.
• Creativity helps you learn and grow.

• For example, if you are working on a professional project, creativity can help you find
new and innovative ways to tackle challenges and achieve your goals. In short, creativity
is an essential tool for learning and growth, and can help you reach your full potential.
Creative Process
• It is ironic that no dominant theory has emerged during the past twenty years that might
unify the disparate and sometimes conflicting studies of creativity. The absence of a
unified theory points out both the inherent difficulty of the topic and the lack of
widespread scientific attention. Nevertheless, creativity is widely heralded as an
important part of everyday life and education.
• A long time ago in the history of cognitive psychology, Wallas (1926) described the
creative process as having four sequential stages:
1. Preparation. Formulating the problem and making initial attempts to solve it.
2. Incubation. Leaving the problem while considering other things.
3. Illumination. Achieving insight to the problem.
4. Verification. Testing and/or carrying out the solution.
1. Preparation: the author begins to collect research, resources, and general ideas for
their story.

2. Incubation: the author goes about their daily life, doing some dedicated work for
brainstorming their story as well as letting their subconscious play with plot
possibilities.

3. Illumination: the author has a moment of inspiration which gives them clarity for the
direction that they want to take their story.

4. Verification: the author begins their drafting process and brings it to completion.
Creativity and Functional Fixedness
• Functional fixedness also may hinder creativity (which points out the similarity
between the concepts of problem solving and creativity).

• People who do the same old thing over and over again or who think the same
thoughts are considered to be rather unimaginative, not to mention being socially
boring.

• On the other hand, creative people see novel relationships or unusual connections
among seemingly unrelated things, such as the person who slipped an oversized
tire over a small tree so when the tree grew it would have a built-in ring seat.
Investment Theory of Creativity
• The creative individuals are metaphorically “buying low”. “ Then, once their ideas have gained some
acceptance, the creative individuals “sell high,“ reaping the profits of their good idea and moving on
to the next unpopular idea.
• Many times the creative person will “sell high,” which means that when the idea is more in trend, he or
she will move on to another problem.
• Sternberg and Lubart (1996) have developed a theory of creativity based on a multivariate approach to
the topic, which is built around six attributes. These six facets of creativity are:
• Processes of intelligence
• Intellectual style
• Knowledge
• Personality
• Motivation
• Environmental context
• Truly creative performance is rare, not because people are lacking in any one
attribute but because it is difficult to get all six attributes working together. These
attributes are seen much as an investment portfolio might be seen in a business
enterprise.

• Our creativity portfolio is the basis of creative acts. These six facets of the portfolio
can combine to yield creative performances at any stage of life, and the intellectual
environment, such as school or home life, has an important early influence on
creativity.
The Adaptive Function of Creativity
• Adaptive creativity refers to thinking that applies existing solutions, techniques, or
products to new scenarios or changed conditions.

• Adaptive creative thinkers try to do things better,

• Adaptive creative thinkers create original ideas that are more likely to fit the existing
paradigms.

• Those who are adaptively creative generally apply a disciplined systematic approach, want
to solve (rather than identify) problems, refine current practices, and work well with a group.
 Judging Creativity

• In most cases judging creative acts is a highly subjective affair. Sometimes the standards are
set by an authority in the field, such as a noted professor of design, a film critic, a former
Olympic skater, or a very discerning person.

• This approach to psychology sounds more like art than science, and, understandably, many
scientifically obsessed psychologists would rather put on a white coat, go to their laboratory,
and measure blips on an oscilloscope made by a cat looking at a vertical line than try to
evaluate a creative act or person. Yet some bold individuals have rushed in where their
angelic colleagues fear to tread.
 Divergence Production Test
• J. P. Guilford (1967) has spent most of his long and celebrated professional career developing theories and
tests of mental ability that includes creativity. He has distinguished between two types of thinking:
convergent thinking and divergent thinking.

• Convergent thinking moves in a straightforward manner to a particular conclusion. Much of education

emphasizes convergent thinking, in which students are asked to recall factual information, such as What is
the capital of Bulgaria?

• Divergent thinking requires a person to generate many different answers to a question, the “correctness” of
the answers being somewhat subjective. For example: For how many different things can you use a brick?

• Convergent thinking is the process of finding concrete and familiar solutions to problems. Divergent thinking
is the creative process of generating original ideas and new possibilities.
• Convergent thinking focuses on • Divergent thinking, often referred to as
reaching one well-defined solution to lateral thinking, is the process of
a problem. This type of thinking is creating multiple, unique ideas or
best suited for tasks that involve logic solutions to a problem that you are
as opposed to creativity, such as trying to solve.

• answering multiple-choice tests or • Brainstorming: An individual or group

solving a problem where you know writes down as many ideas (no matter
how crazy they seem) as possible within
there are no other possible solutions.
a certain amount of time. The ideas can
• Solving an algebraic equation that has be evaluated and connected later.
one correct answer is an example of • Showing a person a photo and asking
convergent thinking. them to create a caption for the photo.
• Giving a child a stack of blocks and
asking them to see how many shapes
they can create with those blocks.
H. O.: Case Study of an Artist—
Solso; Miall
and Tchalenko
Thankyou so much
Any Questions?????