The influence of divergent and convergent problem construction processes on creative problem solving

Previous research examining problem construction and creativity focused narrowly on the divergent thinking sub-process of problem construction. The current study examined the utility of two different methods used to initiate divergent thinking during problem construction. It was expected that identifying goals and constraints of a problem before attempting to creatively solve a problem would be more conducive to creativity than restating the problem in many different ways before solving it. Furthermore, researchers have suggested that divergent thinking is responsible for generating novel approaches to a problem, whereas convergent thinking helps one decide which approach(es) to pursue. Based on the importance of finding the best way to evaluate and combine information into a single conceptualization of a problem, the current study examined how convergent thinking could be intentionally initiated to optimize the effectiveness of problem construction and facilitate creative problem solving. To examine these research questions an experimental study was conducted in which participants were assigned to one of five conditions and asked to creatively solve an ill-defined story problem. The first four conditions were based on a 2 (divergent thinking method A vs. divergent thinking method B) x 2 (convergent thinking vs. no convergent thinking) design, with the fifth condition acting as control condition that asked participants to creatively solve the problem without any mention of problem construction. Results of the study indicated that after controlling for general intelligence, divergent thinking ability, convergent thinking ability, self-efficacy, and task interest, the type of instructions used to initiate divergent thinking during problem construction did not influence participants' creativity. However, participants instructed to engage in convergent thinking during problem construction generated more creative solutions than those who were not instructed to engage in convergent thinking. Thus, the current study suggests that the method by which problem construction is initiated is less important than ensuring one intentionally converges on the elements of the problem that are most salient to generating a creative solution. Implications and limitations of the findings are discussed in the manuscript.