Anyone who has tried to remember a ten-digit phone number or a nine-item grocery list knows that we can only hold so much information in mind at a given time. Our working memory capacity is decidedly finite - it reflects our ability to focus and control attention and strongly influences our ability to solve problems.
In a new article in the August issue of Current Directions in Psychological Science, a journal of the Association for Psychological Science, Jennifer Wiley and Andrew Jarosz of the University of Illinois at Chicago explore the role of working memory capacity in both mathematical and creative problem solving.
Converging evidence from many psychological science studies suggests that high working memory capacity is associated with better performance at mathematical problem-solving. In fact, decreased working memory capacity may be one reason why math anxiety leads to poor math performance. Overall, working memory capacity seems to help analytical problem-solvers focus their attention and resist distraction.
However, these very features of working memory capacity seem to impair creative problem-solving. With creative problems, reaching a solution may require an original approach or a novel combination of diverse pieces of information. As a result, too much focus may actually impair creative problem solving.
The authors note that, in the real world, problems are not always distinctly divided into analytic and creative types - successful problem solving depends on the needs of a given situation.
For more information about this study, please contact: Jennifer Wiley at [email protected].
Current Directions in Psychological Science, a journal of the Association for Psychological Science, publishes concise reviews on the latest advances in theory and research spanning all of scientific psychology and its applications. For a copy of "Working Memory Capacity, Attentional Focus, and Problem Solving" and access to other Current Directions in Psychological Science research findings, please contact Anna Mikulak at 202-293-9300 or [email protected].
LAURA KNIGHT-JADCZYK AND JOE QUINN
Since the 9/11 attacks, no book has provided a satisfactory answer as to WHY the attacks occurred and who was ultimately responsible for carrying them out - until now.
This article explains something that I notice at work.
We have a highly educated tech that knows a lot and can focus for hours doing analysis of a problem. Even though his process works eventually to find the problem, it takes way too long and sometimes doesn't consider outside issues not directly related to our field. Not to mention, when working with him, his strict plan ends up not allowing one to help with suggestions as he has his "algorithm".
On the other hand, another co worker and myself work "creatively" when it comes to troubleshooting. By cutting out some things and focusing on the "big picture" by following clues, the equipment gets repaired quicker. It also allows us to consider other factors that rarely go bad (but do sometimes)!
I also think that the way that our education system emphasizes memorizing and repetition kills creativity. Some of the best teachers that I have had in school advocated learning the basics, but gave us time in order to develop a process of thinking why/how instead of "this is the way you do it".