No edit summary |
No edit summary |
||
Line 2: | Line 2: | ||
'''Convergent''' and '''divergent production''' are the two types of human response to a set problem that were identified by [[J. P. Guilford]]. |
'''Convergent''' and '''divergent production''' are the two types of human response to a set problem that were identified by [[J. P. Guilford]]. |
||
− | Convergent production is the deductive generation of the best single answer to a set problem, usually where there is a compelling inference. For example, find answers to the question ''What is the sum of the internal angles of a |
+ | Convergent production is the deductive generation of the best single answer to a set problem, usually where there is a compelling inference. For example, find answers to the question ''What is the sum of the internal angles of a triangle?'' |
− | Divergent production is the [[creativity|creative]] generation of multiple answers to a set problem. For example, ''find uses for 1 |
+ | Divergent production is the [[creativity|creative]] generation of multiple answers to a set problem. For example, ''find uses for 1 metre lengths of black cotton''. |
Guilford observed that most individuals display a preference for either [[convergent thinking| convergent]] or [[divergent thinking]]. [[Scientist]]s and engineers typically prefer the former and [[artist]]s and performers, the latter. |
Guilford observed that most individuals display a preference for either [[convergent thinking| convergent]] or [[divergent thinking]]. [[Scientist]]s and engineers typically prefer the former and [[artist]]s and performers, the latter. |
||
Line 10: | Line 10: | ||
There is a movement in education that maintains '''divergent thinking''' might create more resourceful students. Rather than presenting a series of problems for rote memorization or resolution, divergent thinking presents open-ended problems and encourages students to develop their own solutions to problems. |
There is a movement in education that maintains '''divergent thinking''' might create more resourceful students. Rather than presenting a series of problems for rote memorization or resolution, divergent thinking presents open-ended problems and encourages students to develop their own solutions to problems. |
||
− | According to [[Guilford College]][http://www.guilford.edu/academics/], divergent or '''synthetic thinking''' is the ability to draw on ideas from across disciplines and fields of inquiry to reach a deeper understanding of the world and one's place in it. |
+ | According to [[Guilford College]][http://www.guilford.edu/academics/], divergent or '''[[synthetic thinking]]''' is the ability to draw on ideas from across disciplines and fields of inquiry to reach a deeper understanding of the world and one's place in it. |
Latest revision as of 19:51, 31 July 2006
Assessment |
Biopsychology |
Comparative |
Cognitive |
Developmental |
Language |
Individual differences |
Personality |
Philosophy |
Social |
Methods |
Statistics |
Clinical |
Educational |
Industrial |
Professional items |
World psychology |
Cognitive Psychology: Attention · Decision making · Learning · Judgement · Memory · Motivation · Perception · Reasoning · Thinking - Cognitive processes Cognition - Outline Index
Convergent and divergent production are the two types of human response to a set problem that were identified by J. P. Guilford.
Convergent production is the deductive generation of the best single answer to a set problem, usually where there is a compelling inference. For example, find answers to the question What is the sum of the internal angles of a triangle?
Divergent production is the creative generation of multiple answers to a set problem. For example, find uses for 1 metre lengths of black cotton.
Guilford observed that most individuals display a preference for either convergent or divergent thinking. Scientists and engineers typically prefer the former and artists and performers, the latter.
There is a movement in education that maintains divergent thinking might create more resourceful students. Rather than presenting a series of problems for rote memorization or resolution, divergent thinking presents open-ended problems and encourages students to develop their own solutions to problems.
According to Guilford College[1], divergent or synthetic thinking is the ability to draw on ideas from across disciplines and fields of inquiry to reach a deeper understanding of the world and one's place in it.