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:// Malaga, R. A. (2000). The effect of stimulus modes and associative distance in individual creativity support systems. Decision Support Systems, 29(2), 125-141. Mednick, S. (1962). The associative basis of the creative process. Psychological Review, 69(3), 220. Mumford, M. D., Baughman, W. A., Threlfall, K. V., Supinski, E. P., & Costanza, D. P. (1996). Process-Based Measures of Creative Problem-Solving Skills: I. Problem Construction. Creativity Research Journal, 9(1), 63-76. Mumford, M. D., Reiter-Palmon, R., & Redmond, M. R. (1994). Problem construction and cognition

References 1. Amabile Teresa M. (1996), Creativity in Context: Update to The Social Psychology of Creativity, Avalon Publishing, New York 2. Christensen Thomas (2010), Thoroughbass as music theory, in: Thomas Christensen, Robert Guerdoned, Giorgio Sanguinetti, Rudolf Lutz (eds.) (2010), Portamentos and Continuo Playing, Leuven University Press, Leuven, 9-42 3. Couger T. Daniel (1995), Creative Problem Solving and Opportunity Finding, Boyd & Fraser Publishing, San Francisco 4. Csikszentmihalyi Mihaly (1996), Creativity: Flow and The Psychology of Discovery and


The ability to communicate complex meanings is a specific human ability which plays a crucial role in social interactions. A habitual example of these interactions is conversation. However, we observe that spontaneous conversation often hits an impasse when none of the interlocutors immediately produces a follow-up utterance. The existence of impasses in conversations, and the way that interlocutors overcome them provide evidence for our argument that conversation is a sequence of creative problem solving. In this work we use techniques from Conversation Analysis (CA) on publicly available databases of naturally-occurring speech and we suggest a framework to understand how impasses are reached and overcome. As a result, we hope to reveal yet another instance of the bond between language and creativity.

REFERENCES Abykanova, B., Bilyalova, Z., Makhatova, V., Idrissov, S., & Nugumanova, S. (2016). Psychological and pedagogic conditions of activating creative activity in students for successful learning, International Journal Of Environmental & Science Education , 11 (10), 3333-3343. Althuizen, N., & Reichel, A. (2016). The Effects of IT-Enabled Cognitive Stimulation Tools on Creative Problem Solving: A Dual Pathway to Creativity. Journal of Management Information Systems , 33 (1), 11-44. Amabile, T. M. (1983). The social psychology of creativity. New York

Abstracts International Section A , 54 , 3700. Arlin, P. K. (1975a). A Cognitive process model of problem finding. Educational Horizons , Winter , 99-106. Arlin, P. K. (1975b). Cognitive development in adulthood: A fifth stage?. Developmental Psychology , 11 (5), 602-606. Arlin, P. K. (1977). Piagetian operations in problem finding. Developmental Psychology , 13 (3), 297-298. Arreola, N. J. (2012). The influence of personality on problem construction and creative problem solving (unpublished master thesis). University of Nebraska at Omaha, NE. Ayas, M. B., & Sak


The paper describes creativity in role context and how drama features and techniques can stimulate creative thinking. The first part of the article concerns the role of drama as a stimulator by encasing the participant in fiction. Aspects of development are also taken into account and the areas of differences in the use of drama at various stages of development, and thus at different stages of education are highlighted. The second part of the paper is devoted to drama techniques - heuristics based on taking on a role. The last part of the article describes how drama stimulates the process of solving problems and delineates its specificity.


Over the last decade, computational creativity as a field of scientific investigation and computational systems engineering has seen growing popularity. Still, the levels of development between projects aiming at systems for artistic production or performance and endeavours addressing creative problem-solving or models of creative cognitive capacities is diverging. While the former have already seen several great successes, the latter still remain in their infancy. This volume collects reports on work trying to close the accrued gap.

Criteria weighting by using the 5Ws & H technique

Background: This paper introduces the use of the 5Ws & H technique, which is the creative problem solving technique based on who, what, when, where, why and how questions, for the establishing of the criteria weights in multi-criteria decision-making (MCDM). Objectives: The main goal of this paper is to adapt and complete the steps of the 5Ws & H technique, usually used in the problem definition phase, to establish the importance of criteria by the methods based on an interval scale. It also aims to verify the applicability of the proposed approach in the selection of the most appropriate blade. Methods/Approach: In terms of prescriptive approach, the creative 5Ws & H technique was used in the weighting step of the frame procedure for MCDM. During synthesis, the additive model was used, whereas interactions among criteria were considered by using the discrete Choquet integral. Results: The first result is a theoretical statement of the weighting scheme for a new decision mechanism. The second result is the application of this scheme in a real-world case-study. Considering interactions among criteria strengthened the decision-making basis in the selection of the most appropriate blade. Conclusion: The creative 5Ws & H technique proved useful in criteria weighting.


Educators generally concur to the idea that one of the most essential goals of schooling is to empower students to become efficient problem solvers for the knowledge-based society. Problem-based learning (PBL) is an instructional methodology mainly focused on developing students’ abilities to deal with solving realistic issues by employing team-oriented strategies. The present paper discusses the opportunities of integrating PBL in the teaching of English for specific purposes, starting from the firm belief that by putting students in the role of effective collaborators, critical thinkers, creative problem-solvers, and capable communicators, the proposed strategies efficiently prepare cadets for real-life environments, for the challenges of their professional careers, and for an active citizenship. Drawing on a solid theoretical conceptualization of problem-based instruction, the article outlines the advantages of PBL for both teachers and students and proposes a series of practical strategies that are intended to facilitate our cadets’ development in four key skills – critical thinking, creativity, communication and collaboration, –with the help of project-based learning.

creative thinking techniques: A German perspective. In S. G. Isaksen, M. C. Murdock, R. L. Firestien, and D. J. Treffinger (Eds.), 14. Nurturing and developing creativity: The emergence of a discipline (p. 215-236). Norwood, NJ: Ablex. 15. Gordon, W. J. (1961). Synectics: The development of creative capacity . New York: Harper. 16. Isaksen, S.G., Dorval, K.B., & Treffinger, D.J. (1994). Creative approaches to problem solving: A framework for change. Buffalo, NY: Creative Problem Solving Group . 17. Isaksen, S.G., Dorval, K.B., & Treffinger, D.J. (2000). Creative