A pragmatic perspective on visual representation and creative thinking

Abstract

This paper offers a cognitive analysis of how visual representations can increase the chances of creativity, while also considering the ways in which they might hinder it. Specifically, it presents four cognitive mechanisms of creativity supported by visualisation: reinterpretation, abstraction, combination and mapping. Each process is described, analysed for potential benefits and pitfalls, and illustrated with examples. Although none of these processes guarantees creativity, together they can increase the odds of a creative moment. The paper concludes with a discussion of how to best prepare people to make use of visuals to support creative thought.

Additional information

Notes on contributors

Lee Martin

Lee Martin is an Assistant Professor at the University of California, Davis School of Education. He studies the varied ways that people assemble social, material and intellectual resources to enhance their own learning environments. His research spans formal and informal learning environments and draws implications for schools on how to prepare students to be flexible and adaptive in their thinking and problem solving.

Daniel L. Schwartz

Daniel Schwartz is a Professor at the Stanford University Graduate School of Education. He studies student understanding and representation and the ways that technology can facilitate learning. His work sits at the intersection of cognitive science, computer science and education. A theme throughout Dr. Schwartz’s research is how people’s facility for spatial thinking can inform and influence processes of learning, instruction, assessment and problem solving.