Ask someone to name as many uses as possible for a brick, and you’ll get most people listing a handful of obvious answers \u2014 building a wall, a doorstop, maybe a weapon in a pinch \u2014 before running dry within thirty seconds. This deceptively simple task, called the Alternative Uses Test, has been one of the central tools in creativity research since psychologist J.P. Guilford introduced the concept it measures back in 1950: divergent thinking, the capacity to generate multiple, varied solutions to an open-ended problem, as distinct from convergent thinking, which homes in on a single correct answer to a well-defined problem.<\/p>\n\n\n\n
Guilford, in a landmark 1950 address to the American Psychological Association, argued that intelligence research up to that point \u2014 dominated by IQ tests built almost entirely around convergent, single-correct-answer problems \u2014 had systematically neglected an entire dimension of intellectual capability. Convergent thinking is what a standard math problem or a multiple-choice test measures: narrowing down to the one right answer through logical elimination. Divergent thinking is what’s required when a problem has no single correct answer at all, and the goal instead is to generate as many varied, useful, and original possibilities as feasible.<\/p>\n\n\n\n
Guilford proposed that divergent thinking could itself be broken into measurable components: fluency (how many ideas a person generates), flexibility (how many distinct categories or approaches those ideas span), originality (how statistically rare or unusual the ideas are relative to a broader population’s responses), and elaboration (how much detail and development a person adds to a given idea). These four dimensions remain the backbone of divergent thinking assessment to this day, more than seventy years later, even as the specific tests used to measure them have been refined considerably.<\/p>\n\n\n\n
A test that measures how many uses someone can imagine for a paperclip might seem like a rather thin proxy for the kind of creativity involved in composing a symphony or formulating a scientific theory, and this concern has been a live methodological debate within creativity research for decades.<\/p>\n\n\n\n
The evidence on this question is genuinely mixed but leans cautiously positive. Longitudinal research, including a well-known 22-year follow-up study led by researcher Mark Runco tracking children’s divergent thinking test scores into adulthood, found meaningful correlations between childhood divergent thinking scores and adult creative achievement across multiple domains \u2014 not an overwhelming relationship, but a real and statistically significant one, roughly comparable in magnitude to some of the more modest but accepted predictors used elsewhere in psychology. A separate and often-cited finding comes from a 1968 study following students who had participated in NASA’s creativity assessment program as young children: when retested with the same divergent thinking measures as adults, a strikingly small percentage retained the same “highly creative” classification they’d received in childhood \u2014 a finding sometimes used to argue that standard schooling and socialization measurably suppress divergent thinking capacity as children age, though the study’s methodology and framing have both drawn later scrutiny.<\/p>\n\n\n\n
The most defensible current position among creativity researchers is that divergent thinking tests capture something real and relevant to creative potential, but represent one ingredient among several rather than a complete or standalone measure \u2014 a person can score exceptionally well on the Alternative Uses Test without ever producing a genuinely creative real-world achievement, because translating raw idea generation into a finished creative product also requires domain expertise, motivation, evaluative judgment about which ideas are actually worth pursuing, and the sustained follow-through to execute on them.<\/p>\n\n\n\n
Modern neuroimaging has added a valuable mechanistic layer to Guilford’s original behavioral framework, discussed in more detail in this series’ article on brain scans and genius, but worth revisiting specifically through the lens of divergent thinking. Research led by cognitive neuroscientists including Roger Beaty has consistently found that generating original ideas during divergent thinking tasks recruits both the default mode network (DMN) \u2014 associated with spontaneous, internally generated thought, mind-wandering, and loose associative processing \u2014 and the executive control network, associated with focused, goal-directed cognitive control, typically thought to inhibit or compete with DMN activity rather than cooperate with it.<\/p>\n\n\n\n
What distinguishes people who generate more original ideas on these tasks, per this research, isn’t simply stronger DMN activity alone, which would predict lots of ideas but not necessarily good ones, nor stronger executive control alone, which would predict careful, safe, unoriginal ideas. It’s unusually strong functional connectivity between<\/em> the two networks \u2014 the capacity to generate a wide, loosely associated pool of candidate ideas via DMN-style processing while simultaneously applying executive-network evaluation to filter, refine, and select among them, shifting fluidly between generative and evaluative modes rather than getting stuck exclusively in either. Beaty and colleagues have used these connectivity patterns, measured via resting-state fMRI with no task at all being performed, to predict individual differences in subsequent divergent thinking task performance with meaningfully above-chance accuracy \u2014 a notable finding suggesting stable, trait-like brain network architecture underlies at least part of creative fluency.<\/p>\n\n\n\n Among the Big Five personality traits \u2014 the dominant framework in modern personality psychology, comprising openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism \u2014 openness to experience shows by far the most consistent and robust correlation with divergent thinking performance and real-world creative achievement across the research literature. Openness captures a general disposition toward intellectual curiosity, aesthetic sensitivity, imaginative engagement, and preference for novelty and variety over routine and convention.<\/p>\n\n\n\n Meta-analyses examining personality and creativity, including influential work by Gregory Feist reviewing dozens of studies on the personalities of scientists and artists, have consistently found openness as the single strongest and most reliable personality predictor of creative achievement, alongside somewhat more domain-specific findings \u2014 artists as a group tend to show elevated openness alongside modestly higher neuroticism relative to the general population, while creative scientists tend to combine high openness with notably higher-than-average conscientiousness, a trait not strongly associated with creativity in the arts, reflecting the sustained, disciplined, methodologically rigorous follow-through that scientific research demands even after an original hypothesis has been generated.<\/p>\n\n\n\n A more specific and somewhat counterintuitive line of research concerns “latent inhibition” \u2014 the ordinarily adaptive cognitive process by which the brain learns to automatically filter out stimuli previously experienced as irrelevant, allowing attention to focus on what matters without being constantly distracted by familiar background information. Research led by psychologist Shelley Carson and colleagues at Harvard found that individuals with high measured creative achievement, particularly among those also scoring highly on measures of openness and general intelligence, showed reduced latent inhibition compared to the general population \u2014 meaning they were less able, or less inclined, to automatically filter out previously irrelevant information.<\/p>\n\n\n\n The theoretical interpretation offered is a genuinely interesting one: reduced filtering of “irrelevant” information may allow highly creative individuals access to a wider, messier pool of potential associations and connections that a more efficiently filtering brain would never surface for conscious consideration in the first place \u2014 a larger, noisier search space that, combined with sufficient cognitive capacity to sift through and evaluate the resulting flood of associations, produces a genuine creative advantage. Carson’s research specifically found this combination mattered: reduced latent inhibition without the accompanying high working memory and general cognitive capacity to manage the resulting flood of associations correlated instead with psychiatric vulnerability rather than creative achievement \u2014 a nuance directly relevant to the long-debated relationship between creativity and mental illness, covered separately elsewhere in this series.<\/p>\n\n\n\n Divergent thinking training programs \u2014 structured exercises intended to improve fluency, flexibility, originality, and elaboration \u2014 have proliferated in schools and corporate settings, with a substantial body of intervention research, including meta-analyses by Jonathan Scott and colleagues, finding that such training does reliably improve performance on divergent thinking tests themselves. Whether these gains transfer meaningfully to real-world creative achievement outside the trained tasks \u2014 the same “near transfer versus far transfer” problem that plagues working memory training research, discussed elsewhere in this series \u2014 remains considerably less well established, and should temper enthusiasm for any claim that a short workshop or app can reliably manufacture creative genius.<\/p>\n\n\n\n What the divergent thinking research offers, taken as a whole, is a genuinely useful decomposition of what “creative problem-solving” is actually made of: the raw capacity to generate a wide field of candidate ideas, a personality disposition toward seeking out novelty and complexity in the first place, a distinctive brain network architecture that shifts fluidly between generation and evaluation, and \u2014 in its more surprising corners \u2014 a filtering system tuned looser than the average brain’s, paired with just enough cognitive horsepower to make sense of everything that gets through.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Divergent Thinking: The Psychology of Creative Problem-Solving Ask someone to name as many uses as possible for a brick, and you’ll get most people listing a handful of obvious answers \u2014 building a wall, a doorstop, maybe a weapon in a pinch \u2014 before running dry within thirty seconds. This deceptively simple task, called the […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-457","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/posts\/457","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/comments?post=457"}],"version-history":[{"count":1,"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/posts\/457\/revisions"}],"predecessor-version":[{"id":458,"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/posts\/457\/revisions\/458"}],"wp:attachment":[{"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/media?parent=457"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/categories?post=457"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mutantgenius.com\/articles\/wp-json\/wp\/v2\/tags?post=457"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Personality: Openness to Experience as the Consistent Correlate<\/h2>\n\n\n\n
The Role of Latent Inhibition and Cognitive Disinhibition<\/h2>\n\n\n\n
Practical Implications and Limits<\/h2>\n\n\n\n