Creative problem solving in knowledge-rich contexts

Abstract

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.

Keywords: analogy; creative problem solving; creativity; knowledge; transfer.