Conceptual Combinations and Subsequent Creativity

Abstract

Conceptual combination has been advocated as an important component of creativity, but relatively little research has investigated its importance. Two experiments were designed to extend previous research on the relationship between performance on conceptual combination tasks and subsequent performance on creativity tasks. Both experiments involved the generation of category exemplars and manipulated the type of conceptual combination experience and whether the items presented were related or unrelated to one another. In the first experiment, this was followed by a brainstorming task (divergent thinking) and in the second experiment by a creative problem solving task (convergent thinking). Contrary to expectations, the condition that required conceptual combinations did not enhance the generation of the number and originality of exemplars. As predicted, exposure to unrelated items led to more original products than related ones. The conceptual combination task with related items was predictive of performance on the creative problem solving task but not the divergent thinking task. Performance on the divergent task was related to the generation of exemplars for unrelated items. These results suggest that the conceptual combination task taps creative problem solving rather than divergent creativity.

Acknowledgments

The research reported in this article was supported by a collaborative grant BCS 0729305 from the National Science Foundation, which includes support from the Deputy Director of National Intelligence for Analysis and a collaborative Creative IT grant 0855825 from the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Lauren Arditti and Ajeeta Deuja assisted in the conduct of this research.