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class="vector-toc-text"> <span class="vector-toc-numb">2</span> <span>Divergent vs convergent thinking</span> </div> </a> <ul id="toc-Divergent_vs_convergent_thinking-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Playfulness" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Playfulness"> <div class="vector-toc-text"> <span class="vector-toc-numb">3</span> <span>Playfulness</span> </div> </a> <ul id="toc-Playfulness-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Divergent_thinking_and_mental_health" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Divergent_thinking_and_mental_health"> <div class="vector-toc-text"> <span class="vector-toc-numb">4</span> <span>Divergent thinking and mental health</span> </div> </a> <button aria-controls="toc-Divergent_thinking_and_mental_health-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Divergent thinking and mental health subsection</span> </button> <ul id="toc-Divergent_thinking_and_mental_health-sublist" class="vector-toc-list"> <li id="toc-Divergent_thinking_and_psychopathology" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Divergent_thinking_and_psychopathology"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.1</span> <span>Divergent thinking and psychopathology</span> </div> </a> <ul id="toc-Divergent_thinking_and_psychopathology-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Therapeutic_value_of_divergent_thinking" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Therapeutic_value_of_divergent_thinking"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.2</span> <span>Therapeutic value of divergent thinking</span> </div> </a> <ul id="toc-Therapeutic_value_of_divergent_thinking-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Deductive_reasoning" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Deductive_reasoning"> <div class="vector-toc-text"> <span class="vector-toc-numb">5</span> <span>Deductive reasoning</span> </div> </a> <ul id="toc-Deductive_reasoning-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Divergent_thinking_and_aging" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Divergent_thinking_and_aging"> <div class="vector-toc-text"> <span class="vector-toc-numb">6</span> <span>Divergent thinking and aging</span> </div> </a> <ul id="toc-Divergent_thinking_and_aging-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Effects_of_positive_and_negative_mood" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Effects_of_positive_and_negative_mood"> <div class="vector-toc-text"> <span class="vector-toc-numb">7</span> <span>Effects of positive and negative mood</span> </div> </a> <ul id="toc-Effects_of_positive_and_negative_mood-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Effects_of_sleep_deprivation" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Effects_of_sleep_deprivation"> <div class="vector-toc-text"> <span class="vector-toc-numb">8</span> <span>Effects of sleep deprivation</span> </div> </a> <ul id="toc-Effects_of_sleep_deprivation-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Demographic_correlation" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Demographic_correlation"> <div class="vector-toc-text"> <span class="vector-toc-numb">9</span> <span>Demographic correlation</span> </div> </a> <ul id="toc-Demographic_correlation-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Divergent_thinking_in_music" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Divergent_thinking_in_music"> <div class="vector-toc-text"> <span class="vector-toc-numb">10</span> <span>Divergent thinking in music</span> </div> </a> <button aria-controls="toc-Divergent_thinking_in_music-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Divergent thinking in music subsection</span> </button> <ul id="toc-Divergent_thinking_in_music-sublist" class="vector-toc-list"> <li id="toc-Diversity_and_ethnomusicology" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Diversity_and_ethnomusicology"> <div class="vector-toc-text"> <span class="vector-toc-numb">10.1</span> <span>Diversity and ethnomusicology</span> </div> </a> <ul id="toc-Diversity_and_ethnomusicology-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Diversity_thinking_and_habits_of_the_mind" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Diversity_thinking_and_habits_of_the_mind"> <div class="vector-toc-text"> <span class="vector-toc-numb">11</span> <span>Diversity thinking and habits of the mind</span> </div> </a> <ul id="toc-Diversity_thinking_and_habits_of_the_mind-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Divergent_thinking_modeling" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Divergent_thinking_modeling"> <div class="vector-toc-text"> <span class="vector-toc-numb">12</span> <span>Divergent thinking modeling</span> </div> </a> <ul id="toc-Divergent_thinking_modeling-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> <span class="vector-toc-numb">13</span> <span>See also</span> </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> <span class="vector-toc-numb">14</span> <span>References</span> </div> </a> <ul id="toc-References-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-External_links" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#External_links"> <div class="vector-toc-text"> <span class="vector-toc-numb">15</span> <span>External links</span> </div> </a> <ul id="toc-External_links-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> 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mw-list-item"><a href="https://ca.wikipedia.org/wiki/Pensament_divergent" title="Pensament divergent – Catalan" lang="ca" hreflang="ca" data-title="Pensament divergent" data-language-autonym="Català" data-language-local-name="Catalan" class="interlanguage-link-target"><span>Català</span></a></li><li class="interlanguage-link interwiki-cs mw-list-item"><a href="https://cs.wikipedia.org/wiki/Divergentn%C3%AD_my%C5%A1len%C3%AD" title="Divergentní myšlení – Czech" lang="cs" hreflang="cs" data-title="Divergentní myšlení" data-language-autonym="Čeština" data-language-local-name="Czech" class="interlanguage-link-target"><span>Čeština</span></a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Pensamiento_divergente" title="Pensamiento divergente – Spanish" lang="es" hreflang="es" data-title="Pensamiento divergente" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target"><span>Español</span></a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D8%AA%D9%81%DA%A9%D8%B1_%D9%88%D8%A7%DA%AF%D8%B1%D8%A7" title="تفکر واگرا – Persian" lang="fa" hreflang="fa" data-title="تفکر واگرا" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target"><span>فارسی</span></a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Pens%C3%A9e_divergente" title="Pensée divergente – French" lang="fr" hreflang="fr" data-title="Pensée divergente" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target"><span>Français</span></a></li><li class="interlanguage-link interwiki-it mw-list-item"><a href="https://it.wikipedia.org/wiki/Pensiero_divergente" title="Pensiero divergente – Italian" lang="it" hreflang="it" data-title="Pensiero divergente" 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The specific problem is: <b>Inline sourcing requires work (eg deprecated source; external links should not be in article body); issues with formatting of headings (use sentence case, not title case; don't use underlining); etc.</b><span class="hide-when-compact"> Please help <a href="/wiki/Special:EditPage/Divergent_thinking" title="Special:EditPage/Divergent thinking">improve this article</a> if you can.</span> <span class="date-container"><i>(<span class="date">October 2024</span>)</i></span><span class="hide-when-compact"><i> (<small><a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a></small>)</i></span></div></td></tr></tbody></table> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1251242444"><table class="box-POV plainlinks metadata ambox ambox-content ambox-POV" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><span class="skin-invert" typeof="mw:File"><span><img src="//upload.wikimedia.org/wikipedia/commons/thumb/f/fe/Unbalanced_scales.svg/45px-Unbalanced_scales.svg.png" decoding="async" width="45" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/f/fe/Unbalanced_scales.svg/68px-Unbalanced_scales.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/f/fe/Unbalanced_scales.svg/90px-Unbalanced_scales.svg.png 2x" data-file-width="400" data-file-height="354" /></span></span></div></td><td class="mbox-text"><div class="mbox-text-span">The <b><a href="/wiki/Wikipedia:Neutral_point_of_view" title="Wikipedia:Neutral point of view">neutrality</a> of this article is <a href="/wiki/Wikipedia:NPOV_dispute" title="Wikipedia:NPOV dispute">disputed</a></b>.<span class="hide-when-compact"> Relevant discussion may be found on the <a href="/wiki/Talk:Divergent_thinking##" title="Talk:Divergent thinking">talk page</a>. Please do not remove this message until <a href="/wiki/Template:POV#When_to_remove" title="Template:POV">conditions to do so are met</a>.</span> <span class="date-container"><i>(<span class="date">November 2024</span>)</i></span><span class="hide-when-compact"><i> (<small><a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a></small>)</i></span></div></td></tr></tbody></table> </div> </div><span class="hide-when-compact"><i> (<small><a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a></small>)</i></span></div></td></tr></tbody></table> <p><b>Divergent thinking</b> is a thought process used to generate <a href="/wiki/Creativity" title="Creativity">creative</a> ideas by exploring many possible solutions. It typically occurs in a spontaneous, free-flowing, "non-linear" manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected connections are drawn. Divergent thinking is often contrasted with convergent thinking. Convergent thinking is the opposite of divergent thinking as it organizes and structures ideas and information, which follows a particular set of logical steps to arrive at one solution, which in some cases is a "correct" solution. </p><p>The psychologist <a href="/wiki/J._P._Guilford" title="J. P. Guilford">J. P. Guilford</a> first coined the terms <i>convergent thinking</i> and <i>divergent thinking</i> in 1956. </p> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Final_divergent_thinking.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/9/9a/Final_divergent_thinking.jpg/220px-Final_divergent_thinking.jpg" decoding="async" width="220" height="263" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/9/9a/Final_divergent_thinking.jpg/330px-Final_divergent_thinking.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/9/9a/Final_divergent_thinking.jpg/440px-Final_divergent_thinking.jpg 2x" data-file-width="600" data-file-height="716" /></a><figcaption>A map of how divergent thinking works</figcaption></figure> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="Activities">Activities</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=1" title="Edit section: Activities"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Activities which promote divergent thinking include creating lists of questions, setting aside time for thinking and <a href="/wiki/Meditation" title="Meditation">meditation</a>, <a href="/wiki/Brainstorming" title="Brainstorming">brainstorming</a>, subject mapping, <a href="/wiki/Bubble_map" class="mw-redirect" title="Bubble map">bubble mapping</a>, keeping a journal, playing tabletop role-playing games,<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> creating <a href="/wiki/Artwork" class="mw-redirect" title="Artwork">artwork</a>, and <a href="/wiki/Free_writing" title="Free writing">free writing</a>. 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. </p> <div class="mw-heading mw-heading2"><h2 id="Divergent_vs_convergent_thinking">Divergent vs convergent thinking</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=2" title="Edit section: Divergent vs convergent thinking"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>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 <a href="/wiki/Brainstorming" title="Brainstorming">brainstorming</a> to explore multiple potential solutions, with less focus on immediate practicality.<sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> </p><p><i>Benefits of convergent thinking:</i> </p> <ul><li>No room for vagueness or uncertainty</li> <li>Organization and structure</li> <li>Quick resolutions</li></ul> <p><i>Benefits of divergent thinking:</i> </p> <ul><li>New opportunities</li> <li>Allows for creativity to flow</li> <li>Multiple perspectives</li></ul> <div class="mw-heading mw-heading2"><h2 id="Playfulness">Playfulness</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=3" title="Edit section: Playfulness"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Parallels have been drawn between playfulness in kindergarten-aged children and divergent thinking. In a study documented by Lieberman,<sup id="cite_ref-:0_3-0" class="reference"><a href="#cite_note-:0-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> 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".<sup id="cite_ref-:0_3-1" class="reference"><a href="#cite_note-:0-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> 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".<sup id="cite_ref-:0_3-2" class="reference"><a href="#cite_note-:0-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> 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. </p><p>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. </p> <div class="mw-heading mw-heading2"><h2 id="Divergent_thinking_and_mental_health">Divergent thinking and mental health</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=4" title="Edit section: Divergent thinking and mental health"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Certain divergent thinking patterns have been associated with mental health disorders, while divergent thinking as a practice may have therapeutic benefits.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (November 2024)">citation needed</span></a></i>]</sup> </p> <div class="mw-heading mw-heading3"><h3 id="Divergent_thinking_and_psychopathology">Divergent thinking and psychopathology</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=5" title="Edit section: Divergent thinking and psychopathology"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Divergent thinking can be counterproductive when used excessively. Extreme divergent thinkers end up in loops of endless possibilities without making a decision. <a href="/wiki/Schizophrenia" title="Schizophrenia">Schizophrenia</a> 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.<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Therapeutic_value_of_divergent_thinking">Therapeutic value of divergent thinking</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=6" title="Edit section: Therapeutic value of divergent thinking"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The ability to use divergent thinking is said to increase the mental status of young adults according to Bennliure and Moral.<sup id="cite_ref-:02_5-0" class="reference"><a href="#cite_note-:02-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> 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."<sup id="cite_ref-:02_5-1" class="reference"><a href="#cite_note-:02-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> 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.<sup id="cite_ref-:02_5-2" class="reference"><a href="#cite_note-:02-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Deductive_reasoning">Deductive reasoning</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=7" title="Edit section: Deductive reasoning"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>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.<sup id="cite_ref-:3_6-0" class="reference"><a href="#cite_note-:3-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> They found that incorporating components of divergent thinking into learning, such as generating unique ideas, "might be a powerful tool to improve reasoning."<sup id="cite_ref-:3_6-1" class="reference"><a href="#cite_note-:3-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> 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."<sup id="cite_ref-:3_6-2" class="reference"><a href="#cite_note-:3-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Divergent_thinking_and_aging">Divergent thinking and aging</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=8" title="Edit section: Divergent thinking and aging"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>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."<sup id="cite_ref-:12_7-0" class="reference"><a href="#cite_note-:12-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> Many variables can influence DT abilities, including "educational level, intelligence, WM (working memory) abilities, and speed of processing."<sup id="cite_ref-:12_7-1" class="reference"><a href="#cite_note-:12-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> 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."<sup id="cite_ref-:12_7-2" class="reference"><a href="#cite_note-:12-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Effects_of_positive_and_negative_mood">Effects of positive and negative mood</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=9" title="Edit section: Effects of positive and negative mood"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In a study at the <a href="/wiki/University_of_Bergen" title="University of Bergen">University of Bergen</a>, <a href="/wiki/Norway" title="Norway">Norway</a>, the effects of positive and negative mood on divergent thinking were examined.<sup id="cite_ref-:1_8-0" class="reference"><a href="#cite_note-:1-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> 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: </p> <style data-mw-deduplicate="TemplateStyles:r1244412712">.mw-parser-output .templatequote{overflow:hidden;margin:1em 0;padding:0 32px}.mw-parser-output .templatequotecite{line-height:1.5em;text-align:left;margin-top:0}@media(min-width:500px){.mw-parser-output .templatequotecite{padding-left:1.6em}}</style><blockquote class="templatequote"><p>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 <a href="/wiki/Satisficing" title="Satisficing">satisficing</a> 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.</p><div class="templatequotecite">— <cite>(Vosburg, 1998)</cite></div></blockquote> <p>A series of related studies suggested a link between positive mood and the promotion of <a href="/wiki/Cognitive_flexibility" title="Cognitive flexibility">cognitive flexibility</a>.<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> In a 1990 study by Murray, Sujan, Hirt and Sujan,<sup id="cite_ref-11" class="reference"><a href="#cite_note-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> 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".<sup id="cite_ref-:1_8-1" class="reference"><a href="#cite_note-:1-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> 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".<sup id="cite_ref-:1_8-2" class="reference"><a href="#cite_note-:1-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> 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.<sup id="cite_ref-:1_8-3" class="reference"><a href="#cite_note-:1-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Effects_of_sleep_deprivation">Effects of sleep deprivation</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=10" title="Edit section: Effects of sleep deprivation"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>While little research has been conducted on the impact of <a href="/wiki/Sleep_deprivation" title="Sleep deprivation">sleep deprivation</a> on divergent thinking, one study by J. A. Horne<sup id="cite_ref-:2_12-0" class="reference"><a href="#cite_note-:2-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> 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.<sup id="cite_ref-:2_12-1" class="reference"><a href="#cite_note-:2-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> 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".<sup id="cite_ref-:2_12-2" class="reference"><a href="#cite_note-:2-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> 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 <a href="/wiki/REM_sleep" class="mw-redirect" title="REM sleep">REM</a> versus <a href="/wiki/Non-REM_sleep" class="mw-redirect" title="Non-REM sleep">non-REM sleep</a>. </p> <div class="mw-heading mw-heading2"><h2 id="Demographic_correlation">Demographic correlation</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=11" title="Edit section: Demographic correlation"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>People who typically have divergent thinking are known as <a href="/wiki/Neurodiversity" title="Neurodiversity">neurodivergent</a>. It has been described that in Black communities there is a higher likelihood for neurodivergent individuals to mask their condition.<sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> 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.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (November 2024)">citation needed</span></a></i>]</sup> 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. </p> <div class="mw-heading mw-heading2"><h2 id="Divergent_thinking_in_music">Divergent thinking in music</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=12" title="Edit section: Divergent thinking in music"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Music itself is a source of creativity, that enhances cognition, learning, and memory.<sup id="cite_ref-14" class="reference"><a href="#cite_note-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> 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 their 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. </p> <div class="mw-heading mw-heading3"><h3 id="Diversity_and_ethnomusicology">Diversity and ethnomusicology</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=13" title="Edit section: Diversity and ethnomusicology"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><a href="/wiki/Ethnomusicology" title="Ethnomusicology">Ethnomusicology</a> is the study of music in various cultures by socializing, investigating, and comparing. </p><p>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. </p> <div class="mw-heading mw-heading2"><h2 id="Diversity_thinking_and_habits_of_the_mind">Diversity thinking and habits of the mind</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=14" title="Edit section: Diversity thinking and habits of the mind"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>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. </p> <div class="mw-heading mw-heading2"><h2 id="Divergent_thinking_modeling">Divergent thinking modeling</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=15" title="Edit section: Divergent thinking modeling"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Both convergent and divergent processing have been subject to modeling. The first process has been modeled by emulating responses to the <a href="/wiki/Remote_Associates_Test" title="Remote Associates Test">Remote Associates Test</a> (RAT) by Olteţeanu and Falomir (2015)<sup id="cite_ref-15" class="reference"><a href="#cite_note-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> and Klein and Badia (2015).<sup id="cite_ref-16" class="reference"><a href="#cite_note-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup> 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. </p><p>On a more divergent focus, Klein and Badia (2022),<sup id="cite_ref-17" class="reference"><a href="#cite_note-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup> and Olteţeanu and Falomir (2016)<sup id="cite_ref-18" class="reference"><a href="#cite_note-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup> 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)<sup id="cite_ref-19" class="reference"><a href="#cite_note-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> template approach, and López-Ortega (2013)<sup id="cite_ref-20" class="reference"><a href="#cite_note-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup> who proposed an application of divergent exploration in a multi agent system.   </p> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=16" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1266661725">.mw-parser-output .portalbox{padding:0;margin:0.5em 0;display:table;box-sizing:border-box;max-width:175px;list-style:none}.mw-parser-output .portalborder{border:1px solid var(--border-color-base,#a2a9b1);padding:0.1em;background:var(--background-color-neutral-subtle,#f8f9fa)}.mw-parser-output .portalbox-entry{display:table-row;font-size:85%;line-height:110%;height:1.9em;font-style:italic;font-weight:bold}.mw-parser-output .portalbox-image{display:table-cell;padding:0.2em;vertical-align:middle;text-align:center}.mw-parser-output .portalbox-link{display:table-cell;padding:0.2em 0.2em 0.2em 0.3em;vertical-align:middle}@media(min-width:720px){.mw-parser-output .portalleft{margin:0.5em 1em 0.5em 0}.mw-parser-output .portalright{clear:right;float:right;margin:0.5em 0 0.5em 1em}}</style><ul role="navigation" aria-label="Portals" class="noprint portalbox portalborder portalright"> <li class="portalbox-entry"><span class="portalbox-image"><span class="noviewer" typeof="mw:File"><span><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/c/cd/Socrates.png/18px-Socrates.png" decoding="async" width="18" height="28" 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title="Portal:Psychology">Psychology portal</a></span></li></ul> <ul><li><a href="/wiki/Lateral_thinking" title="Lateral thinking">Lateral thinking</a> – Manner of solving problems</li></ul> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Divergent_thinking&action=edit&section=17" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist"> <div class="mw-references-wrap mw-references-columns"><ol class="references"> <li id="cite_note-1"><span class="mw-cite-backlink"><b><a href="#cite_ref-1">^</a></b></span> <span class="reference-text"><style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFDysonChangChenHsiung2016" class="citation journal cs1">Dyson, Scott Benjamin; Chang, Yu-Lin; Chen, 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Retrieved <span class="nowrap">2024-10-19</span></span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Asana&rft.atitle=Convergent+vs.+Divergent+Thinking%3A+Finding+Balance+%5B2024%5D+%E2%80%A2+Asana&rft.au=Asana&rft_id=https%3A%2F%2Fasana.com%2Fresources%2Fconvergent-vs-divergent&rfr_id=info%3Asid%2Fen.wikipedia.org%3ADivergent+thinking" class="Z3988"></span></span> </li> <li id="cite_note-:0-3"><span class="mw-cite-backlink">^ <a href="#cite_ref-:0_3-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:0_3-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-:0_3-2"><sup><i><b>c</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLieberman1965" class="citation journal cs1">Lieberman, J. Nina (1965-12-01). 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