Divergent thinking is a thought process or method used to generate creative
ideas by exploring many possible solutions. It is often used in
conjunction with its cognitive opposite, convergent thinking, which follows a
particular set of logical steps to arrive at one solution, which in some
cases is a ‘correct’ solution. By contrast, divergent thinking typically
occurs in a spontaneous, free-flowing, 'non-linear' manner, such that many
ideas are generated in an emergent cognitive fashion. Many possible
solutions are explored in a short amount of time, and unexpected connections are
drawn. After the process of divergent thinking has been completed, ideas and
information are organized and structured using convergent thinking.
The psychologist J.P. Guilford first coined the terms convergent thinking and
divergent thinking in 1956. Free association theory of creativity
Developing one's divergent thinking skills is thought to enhance creativity.
Creativity can be seen as an ability to retrieve and connect disparate concepts
stored in long-term memory systems. Concepts are connected in our brains in
'semantic networks'. Psychologist have proposed that individual differences in
creativity are due to differences in whether associative networks were
'steep' or 'flat'- those with 'flat' networks have numerous and loose
conceptual connections, enabling them to be more creative. Those with 'steep'
networks tend to have more logical, linear associations between nodes.
Someone with a flat network quickly and creatively hops – node to node –
something someone ‘linear’ in their thinking would struggle with.
Traits associated with divergent thinking
Psychologists have found that a high IQ alone does not guarantee creativity.
Instead, personality traits that promote divergent thinking are more important.
Divergent thinking is found among people with personality traits such as
nonconformity, curiosity, willingness to take risks, and persistence.
Promoting divergent thinking Activities which promote divergent
thinking include creating lists of questions, setting aside time for
thinking and meditation, brainstorming, subject mapping, bubble mapping, keeping
a journal, creating artwork, and free writing. In free writing, a person will
focus on one particular topic and write non-stop about it for a short period of
time, in a stream of consciousness fashion.
Playfulness and divergent thinking Parallels have been drawn between
playfulness in kindergarten-aged children and divergent thinking. In a
study documented by Lieberman, the relationship between these two traits
was examined, with playfulness being “conceptualized and operationally
defined in terms of five traits: physical, social and cognitive
spontaneity; manifest joy; and sense of humour". The author noted that during
the study, while observing the children’s behaviour at play, they
"noted individual differences in spontaneity, overtones of joy, and sense
of humour that imply a relationship between the foregoing qualities and some
of the factors found in the intellectual structure of creative adults and
adolescents”. This study highlighted the link between behaviours of divergent
thinking, or creativity, in playfulness during childhood and those displayed in
later years, in creative adolescents and adults. Future research opportunities in
this area could explore a longitudinal study of kindergarten-aged children and
the development or evolution of divergent thinking abilities throughout
adolescence, into adulthood, in order to substantiate the link drawn between
playfulness and divergent thinking in later life. This would be an interesting
long-term study as it would help parents and teachers identify this behaviour in
children, specifically at an age when it can be reinforced if already displayed,
or supported if not yet displayed. Effects of positive and negative mood on
divergent thinking In a study at the University of Bergen,
Norway, the effects of positive and negative mood on divergent-thinking were
examined. In this study, nearly two hundred arts and psychology students
participated, first by measuring their moods with an adjective checklist before
performing the required tasks. The results showed a clear distinction in
performance between those with a self-reported positive versus negative
mood: Results showed natural positive mood to
facilitate significantly task performance and negative mood to inhibit
it… The results suggest that persons in elevated moods may prefer satisficing
strategies, which would lead to a higher number of proposed solutions. Persons in
a negative mood may choose optimizing strategies and be more concerned with
the quality of their ideas, which is detrimental to performance on this kind
of task. A series of related studies suggested a
link between positive mood and the promotion of cognitive flexibility. In a
1990 study by Murray, Sujan, Hirt and Sujan, this hypothesis was examined more
closely and “found positive mood participants were able to see relations
between concepts”, as well as demonstrating advanced abilities “in
distinguishing the differences between concepts”. This group of researchers
drew a parallel between “their findings and creative problem solving by arguing
that participants in a positive mood are better able both to differentiate
between and to integrate unusual and diverse information”. This shows that
their subjects are at a distinct cognitive advantage when performing
divergent thinking-related tasks in an elevated mood. Further research could
take this topic one step further to explore effective strategies to improve
divergent thinking when in a negative mood, for example how to move beyond
“optimizing strategies” into “satisficing strategies” rather than
focus on “the quality of their ideas”, in order to generate more ideas and
creative solutions.. Effects of sleep deprivation on
divergent thinking While little research has been conducted
on the impact of sleep deprivation on divergent thinking, one study by J.A.
Horne, illustrated that when even motivation to perform well is
maintained, sleep can still impact divergent thinking performance. In this
study, twelve subjects were deprived of sleep for thirty-two hours, while a
control group of twelve others maintained normal sleep routine.
Subjects’ performance on both a word fluency task, and a challenging
nonverbal planning test, was “significantly impaired by sleep loss”,
even when the factor of personal motivation to perform well was
controlled. This study showed that even “one night of sleep loss can affect
divergent thinking”, which “contrasts with the outcome for convergent thinking
tasks, which are more resilient to short-term sleep loss”. Research on
sleep deprivation and divergent thinking could be further explored on a
biological or chemical level, to identify the reason why cognitive
functioning, as it relates to divergent thinking, is impacted by lack of sleep
and if there is a difference in its impact if subjects are deprived of REM
versus non-REM sleep. See also
Lateral thinking Creativity
Convergent and divergent production References
1. Author Unknown. Strategies of Divergent Thinking. University of
Washington. Retrieved August 6, 2009. 2. Horne, J.A.. Sleep Loss and
“Divergent Thinking” Ability. Raven Press, Ltd., New York, Association of
Professional Sleep Societies, 1988. 3. Lieberman, J. Nina. Playfulness and
Divergent Thinking: An Investigation of Their Relationship at the Kindergarten
Level. The Journal of Genetic Psychology, 107, 219-224.
4. Vosburg, Susanne K.. The Effects of Positive and Negative Mood on
Divergent-Thinking Performance. Creativity Research Journal, Vol. 11,
No. 2, 165-172. 5. Wade, Carole; Tavris, Carol.
Invitation to Psychology. Upper Saddle River, NJ: Pearson - Prentice Hall,
2008. ISBN 9780321060464 External links
"Changing Paradigms" by Sir Ken Robinson - video animation by the Royal Society
of Arts Divergent Thinking in Psychology:
Definition, Examples and Quiz Fuel Creativity in the Classroom with
Divergent Thinking What Type of Thinker Are You? When you
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