Creative problem solving in knowledge-rich contexts

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. 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. 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. a task that aims to measure divergent thinking by asking participants to think of novel uses for everyday objects. a task that aims to measure convergent thinking by providing participants with three unrelated words (e.g., pine, sauce, and crab) and asking them to think of a fourth word (in this case, apple) that forms a compound association with each of the given words. requires homing in on a limited number of response (often only one correct solution) from a number of possible alternatives. knowledge that is learned and then retained across years, decades or an interval of hours or days. refers to expansive generation of novel ideas. One critical component of creative cognition. creativity in which the application of previously-learned knowledge is de-emphasized relative to origination of novel and/or divergent responses. creativity (including creative problem solving) that takes the form of applying (often via transfer) previously learned knowledge, for example, in a novel manner, or in a novel context. a task intended to simulate real-life CPS which addressed important problems by drawing inspiration from other things.