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, playing tabletop role-playing games,{{cite journal|last1=Dyson|first1=Scott Benjamin|last2=Chang|first2=Yu-Lin|last3=Chen|first3=Hsueh-Chih|last4=Hsiung|first4=Hsiang-Yu|last5=Tseng|first5=Chien-Chih|last6=Chang|first6=Jen-Ho|title=The effect of tabletop role-playing games on the creative potential and emotional creativity of Taiwanese college students|journal=Thinking Skills and Creativity|date=March 2016|volume=19|pages=88–96|doi=10.1016/j.tsc.2015.10.004}} 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.

Convergent thinking is the process of finding one solution. Divergent thinking involves more creativity, and is typically regarded as spontaneous. In other words, convergent thinking involves more logical thinking with the aim of finding the most efficient solution. Divergent thinking is more useful for brainstorming to explore multiple potential solutions, with less focus on immediate practicality.{{Cite web |last=Asana |title=Convergent vs. Divergent Thinking: Finding Balance [2024] • Asana |url=https://asana.com/resources/convergent-vs-divergent |access-date=2024-10-19 |website=Asana |language=en}}

Benefits of convergent thinking:

• No room for vagueness or uncertainty
• Organization and structure
• Quick resolutions

Benefits of divergent thinking:

• New opportunities
• Allows for creativity to flow
• Multiple perspectives

Parallels have been drawn between playfulness in kindergarten-aged children and divergent thinking. In a study documented by Lieberman,{{Cite journal|last=Lieberman|first=J. Nina|date=1965-12-01|title=Playfulness and Divergent Thinking: An Investigation of their Relationship at the Kindergarten Level|journal=The Journal of Genetic Psychology|volume=107|issue=2|pages=219–224|doi=10.1080/00221325.1965.10533661|pmid=5852592|issn=0022-1325}} 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 long-term study would help parents and teachers identify this behaviour (or lack thereof) in children, specifically at an age when it can be reinforced if already displayed, or supported if not yet displayed.

Certain divergent thinking patterns have been associated with mental health disorders, while divergent thinking as a practice may have therapeutic benefits.{{citation needed|date=November 2024}}

Divergent thinking can be counterproductive when used excessively. Extreme divergent thinkers end up in loops of endless possibilities without making a decision. Schizophrenia is a variation of extreme divergent thinking, exhibiting actions and thoughts not yielding creativity. Some well-known artists and writers display extreme thinking traits including impulsive nonconformity and over-inclusive thinking.{{Citation |last1=Kim |first1=Kyung Hee |title=Convergent Versus Divergent Thinking |date=2013 |encyclopedia=Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship |pages=245–250 |editor-last=Carayannis |editor-first=Elias G. |url=https://doi.org/10.1007/978-1-4614-3858-8_22 |access-date=2024-04-30 |place=New York, NY |publisher=Springer |language=en |doi=10.1007/978-1-4614-3858-8_22 |isbn=978-1-4614-3858-8 |last2=Pierce |first2=Robert A.|url-access=subscription }}

The ability to use divergent thinking is said to increase the mental status of young adults according to Bennliure and Moral.{{Cite journal |last1=Alfonso-Benlliure |first1=Vicente |last2=Meléndez Moral |first2=Juan Carlos |date=2022-04-19 |title=Creativity as a "vaccine" for depressed mood: coping and divergent thinking in young adults |url=https://revistas.um.es/analesps/article/view/481761 |journal=Anales de Psicología |volume=38 |issue=2 |pages=209–218 |doi=10.6018/analesps.481761 |issn=1695-2294|doi-access=free |hdl=10550/96484 |hdl-access=free }} Mental health can have major impacts on people's lives. It can be beneficial to some people to learn more about divergent thinking and how it can help with coping mechanisms. Bennliure and Moral state that people with low divergent thinking can get overwhelmed by thinking of the same "repetitive" answer or thought process, leading to feelings of anxiety or depression. On the other hand, being able to create multiple ideas, answers, or plans of action for a certain stressor can create less "thoughts of helplessness, catastrophism, and hopelessness." For this reason, being able to use divergent thinking can be beneficial in lessening anxiety and depression symptoms by "having a more active and open approach" to problems or stressors.

Divergent thinking not only encourages playfulness but reasoning skills as well. Pier-Luc Chantal, Emilie Gagnon-St-Pierre, and Henry Markovits of Université du Quebec à Montréal conducted a study on preschool-aged children in which the relationship between divergent thinking and deductive reasoning were observed.{{Cite journal |last1=de Chantal |first1=Pier-Luc |last2=Gagnon-St-Pierre |first2=Émilie |last3=Markovits |first3=Henry |date=July 2020 |title=Divergent Thinking Promotes Deductive Reasoning in Preschoolers |url=https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13278 |journal=Child Development |language=en |volume=91 |issue=4 |pages=1081–1097 |doi=10.1111/cdev.13278 |pmid=31297799 |issn=0009-3920|url-access=subscription }} They found that incorporating components of divergent thinking into learning, such as generating unique ideas, "might be a powerful tool to improve reasoning." This approach stresses the idea that "deductive reasoning is not only about getting the 'right' answer but requires going beyond the most obvious ideas in order to generate even very unlikely possibilities."

Guila Fusi, Sara Lavolpe, Nara Crepaldi, and Maria Lusia Rusconi conducted a systematic review on the effect of age on divergent thinking. They found that the relationship between age and DT abilities is not at all linear, but "complex and multidimensional."{{Cite journal |last1=Fusi |first1=Giulia |last2=Lavolpe |first2=Sara |last3=Crepaldi |first3=Maura |last4=Rusconi |first4=Maria Luisa |date=2020-06-23 |title=The Controversial Effect of Age on Divergent Thinking Abilities: A Systematic Review |url=http://dx.doi.org/10.1002/jocb.461 |journal=The Journal of Creative Behavior |volume=55 |issue=2 |pages=374–395 |doi=10.1002/jocb.461 |issn=0022-0175|url-access=subscription }} Many variables can influence DT abilities, including "educational level, intelligence, WM (working memory) abilities, and speed of processing." Before any further research should be done, the authors first believe that a theoretical discussion needs to be held. Of course, "new and more accurate information about which of the DT abilities might be preserved or impaired in the elderly population could have significant practical implications."

In a study at the University of Bergen, Norway, the effects of positive and negative mood on divergent thinking were examined.{{Cite journal|last=Vosburg|first=Suzanne K.|date=1998-04-01|title=The Effects of Positive and Negative Mood on Divergent-Thinking Performance|journal=Creativity Research Journal|volume=11|issue=2|pages=165–172|doi=10.1207/s15326934crj1102_6|issn=1040-0419}} Nearly two hundred art 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:

{{Blockquote|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.| (Vosburg, 1998)}}

A series of related studies suggested a link between positive mood and the promotion of cognitive flexibility.{{Cite journal|last1=Isen|first1=Alice M.|last2=Daubman|first2=Kimberly A.|date=1984-12-01|title=The influence of affect on categorization.|journal=Journal of Personality and Social Psychology|language=English|volume=47|issue=6|pages=1206–1217|doi=10.1037/0022-3514.47.6.1206|issn=1939-1315}}{{Cite journal|last1=Isen|first1=Alice M.|last2=Johnson|first2=Mitzi M.|last3=Mertz|first3=Elizabeth|last4=Robinson|first4=Gregory F.|title=The influence of positive affect on the unusualness of word associations.|journal=Journal of Personality and Social Psychology|volume=48|issue=6|pages=1413–1426|doi=10.1037/0022-3514.48.6.1413|year=1985|pmid=4020605 }} In a 1990 study by Murray, Sujan, Hirt and Sujan,{{Cite journal|last1=Murray|first1=Noel|last2=Sujan|first2=Harish|last3=Hirt|first3=Edward R.|last4=Sujan|first4=Mita|title=The influence of mood on categorization: A cognitive flexibility interpretation.|journal=Journal of Personality and Social Psychology|volume=59|issue=3|pages=411–425|doi=10.1037/0022-3514.59.3.411|year=1990}} 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.

While little research has been conducted on the impact of sleep deprivation on divergent thinking, one study by J. A. Horne{{Cite journal|last=Horne|first=J. A.|date=1988|title=Sleep Loss and "Divergent Thinking" Ability|url=http://www.journalsleep.org/articles/110604.pdf|journal=Sleep|volume=11|issue=6|pages=528–536|doi=10.1093/sleep/11.6.528|pmid=3238256|doi-access=free|access-date=2015-05-31|archive-date=2017-08-10|archive-url=https://web.archive.org/web/20170810165739/http://www.journalsleep.org/Articles/110604.pdf|url-status=dead}} illustrated that even when 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.

It has been described that in Black communities there is a higher likelihood for neurodivergent individuals to mask their condition.{{Cite web |last=Yancy |first=Yvonne |date=Jan 9, 2023 |title=It's hard to talk about neurodiversity in Black communities—but we have to do it |url=https://en.wikipedia.org/w/index.php?title=User:Jinx3x/Divergent_thinking&action=edit§ion=2 |url-status=live |archive-url=https://www.fastcompany.com/90831641/neurodiversity-in-black-communities |archive-date=Jan 9, 2023 |access-date=Jan 9, 2023 |website=FastCompany}} Hence, many neurodivergent adults and children are dismissed, and there is an issue with underdiagnosis. This results in higher bias against divergent individuals of the black community. About 33% of black students with disabilities spend 80% of the time in a classroom, compared to disabled white students, about 60% spend about 80% in the classroom. This can be attributed to black disabled students being deemed as a disturbance or intellectually inept. This is also exemplified by the statistic that white children are twice as likely to receive an ADHD diagnosis.{{citation needed|date=November 2024}} Black children are more likely to be undiagnosed and are instead viewed as rude, lazy, and negative. Eventually these children grow up and are not prepared to navigate the real world or workforce because they are misunderstood and do not have the knowledge of their disability.

Music itself is a source of creativity, that enhances cognition, learning, and memory.{{Cite web |title=How Music Helps Us Be More Creative |url=https://greatergood.berkeley.edu/article/item/how_music_helps_us_be_more_creative |access-date=2024-10-19 |website=Greater Good |language=en}} A study was done where participants listened to music and their emotions were then measured as well as their creativity. Most people expressed the emotions of calm, happy, sad, or anxious. However, results showed that those who listened to calmer and happier music had significantly higher scores of creativity than those who did not listen to any music. Though, the actual mood changes of participants were not closely analyzed, or whether they enjoyed the music or not there was a positive correlation between positive mood and creativity. Which allowed for the inference that happy music was the reason mood and creativity was boosted.

Ethnomusicology is the study of music in various cultures by socializing, investigating, and comparing.

Divergent thinking is often used by ethnomusicologist to express an array of musical tradition. Various cultures carry unique sounds and patterns. New works are made when blending different sounds and patterns to highlight musical styles. Ethnomusicologists often go out and study and observe in different environments to convey different music phenoms. With incorporating divergent thinking into musical classrooms we can allow students to broaden their perspectives and create more cultural expressions.

One can become a more innovative thinker when following habits of the mind. By staying persistent one can focus on the tasks at hand. Divergent thinking also allows for keeping an open mind and learn new things. New learning can be applied to past or future problems. Divergent thinking also enhances imagination, striving for more originality, and pushes others to do the same. The more originality, the more ideas can be expressed in group settings.

Both convergent and divergent processing have been subject to modeling. The first process has been modeled by emulating responses to the Remote Associates Test (RAT) by Olteţeanu and Falomir (2015){{Cite journal |last1=Olteţeanu |first1=Ana-Maria |last2=Falomir |first2=Zoe |date=December 2015 |title=comRAT-C: A computational compound Remote Associates Test solver based on language data and its comparison to human performance |url=https://linkinghub.elsevier.com/retrieve/pii/S0167865515001609 |journal=Pattern Recognition Letters |language=en |volume=67 |pages=81–90 |doi=10.1016/j.patrec.2015.05.015|bibcode=2015PaReL..67...81O |url-access=subscription }} and Klein and Badia (2015).{{Cite journal |last1=Klein |first1=Ariel |last2=Badia |first2=Toni |date=March 2015 |title=The Usual and the Unusual: Solving Remote Associates Test Tasks Using Simple Statistical Natural Language Processing Based on Language Use |url=https://onlinelibrary.wiley.com/doi/10.1002/jocb.57 |journal=The Journal of Creative Behavior |language=en |volume=49 |issue=1 |pages=13–37 |doi=10.1002/jocb.57|url-access=subscription }} The RAT was modeled by both research teams as a proof-of-concept to investigate how remote associative concepts relate to statistically based Natural Language Processing techniques and how these connections relate to the convergent and divergent cognitive processes involved in creativity. According to Klein and Badia, distant associates are tracked down and chosen using a strictly lexical-based modeling technique, where both the frequency of co-occurrence and the frequency of each term in the corpus are valued in the convergent and divergent parts of the process.

On a more divergent focus, Klein and Badia (2022),{{Cite journal |last1=Klein |first1=Ariel |last2=Badia |first2=Toni |date=2022-08-18 |title=Where Divergent Ideas Converge: Answers to AUT Found on Short List of Word Co-Occurrences Terms |url=https://doi.org/10.1080/10400419.2022.2103314 |journal=Creativity Research Journal |volume=36 |pages=138–154 |doi=10.1080/10400419.2022.2103314 |s2cid=251684394 |issn=1040-0419}} and Olteţeanu and Falomir (2016){{Cite journal |last1=Olteţeanu |first1=Ana-Maria |last2=Falomir |first2=Zoe |date=2016-09-01 |title=Object replacement and object composition in a creative cognitive system. Towards a computational solver of the Alternative Uses Test |url=https://www.sciencedirect.com/science/article/pii/S1389041716000073 |journal=Cognitive Systems Research |series=From human to artificial cognition (and back): new perspectives of cognitively inspired AI systems |language=en |volume=39 |pages=15–32 |doi=10.1016/j.cogsys.2015.12.011 |s2cid=34742279 |issn=1389-0417|url-access=subscription }} proposed a divergent thinking emulation by modeling the Alternative Uses Task (AUT). The former researchers proposed a simple co-occurrence based method with and without grammatical labeling to solve this test. The later applied what they named Object Replacement and Object Composition with specific reference to AUT. Other ideas for DT generation, include Veale and Li (2016){{Cite journal |last1=Veale |first1=Tony |last2=Li |first2=Guofu |date=2016-04-01 |title=Distributed Divergent Creativity: Computational Creative Agents at Web Scale |url=https://doi.org/10.1007/s12559-015-9337-9 |journal=Cognitive Computation |language=en |volume=8 |issue=2 |pages=175–186 |doi=10.1007/s12559-015-9337-9 |s2cid=255615490 |issn=1866-9964|url-access=subscription }} template approach, and López-Ortega (2013){{Cite journal |last=López-Ortega |first=Omar |date=2013-07-01 |title=Computer-assisted creativity: Emulation of cognitive processes on a multi-agent system |url=https://www.sciencedirect.com/science/article/pii/S095741741201295X |journal=Expert Systems with Applications |language=en |volume=40 |issue=9 |pages=3459–3470 |doi=10.1016/j.eswa.2012.12.054 |issn=0957-4174|url-access=subscription }} who proposed an application of divergent exploration in a multi agent system.  

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• {{annotated link|Lateral thinking}}

{{Reflist}}

• [https://www.youtube.com/watch?v=zDZFcDGpL4U Changing Education Paradigms] by RSA Animate on YouTube
• [http://www.edutopia.org/blog/fueling-creativity-through-divergent-thinking-classroom-stacey-goodman Fuel Creativity in the Classroom With Divergent Thinking] on Edutopia
• [http://www.psychologytoday.com/blog/turning-straw-gold/201302/what-type-thinker-are-you What Type of Thinker Are You?] at Psychology Today
• [https://hbr.org/2023/07/how-generative-ai-can-augment-human-creativity How Generative AI Can Augment Human Creativity: Use it to promote divergent thinking] at Harvard Business Review

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Category:Problem solving skills