The impacts of examples on creative design: explaining fixation and stimulation effects

Marine Agogué (), Akin Kazakçi (), Armand Hatchuel (), Pascal Le Masson (), Benoit Weil (), Nicolas Poirel () and Mathieu Cassotti ()
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Marine Agogué: CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique
Akin Kazakçi: CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique
Armand Hatchuel: CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique
Pascal Le Masson: CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique
Benoit Weil: CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique
Nicolas Poirel: LaPsyDÉ - UMR 8240 - Laboratoire de psychologie du développement et de l'éducation de l'enfant - UNICAEN - Université de Caen Normandie - NU - Normandie Université - UPD5 - Université Paris Descartes - Paris 5 - CNRS - Centre National de la Recherche Scientifique
Mathieu Cassotti: CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique, LaPsyDÉ - UMR 8240 - Laboratoire de psychologie du développement et de l'éducation de l'enfant - UNICAEN - Université de Caen Normandie - NU - Normandie Université - UPD5 - Université Paris Descartes - Paris 5 - CNRS - Centre National de la Recherche Scientifique

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Abstract: Converging evidences have indicated that the ability to generate creative ideas could be limited by recently activated knowledge such as examples of solutions. However, neuroimaging studies have recently demonstrated that exposure to examples did not systematically lead to fixation and could on the contrary have a stimulation effect on creativity. Our hypothesis is that there are two types of examples that C-K theory helps to characterize: (1) restrictive examples that do not change the definition or the attributes of the object, and (2) expansive examples that modify its identity by adding unexpected attributes. In two studies, we explored the impact of restrictive and expansive examples on a creative task. We then hypothesized that the introduction of an example during the task would provoke participants to propose solutions of a higher originality when the provided example was expansive. In contrast, when the provided example was restrictive, we hypothesized that the originality of the solutions would be reduced. Results confirmed that solutions proposed by the group exposed to restrictive example are less original than those given by groups exposed to expansive examples.

Keywords: creative behavior; fixation effect; design fixation (search for similar items in EconPapers)
Date: 2014
Note: View the original document on HAL open archive server: https://minesparis-psl.hal.science/hal-00707354v1
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Citations: View citations in EconPapers (20)

Published in Journal of Creative Behavior, 2014, 48 (1), pp.1-12

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