The Idea of Power and Locke's Taxonomy of Ideas

Locke's account of the idea of power is thought to be seriously problematic. Commentators allege (1) that the idea of power causes problems for Locke's taxonomy of ideas, (2) that it is defined circularly, and (3) that, contrary to Locke's claims, it cannot be acquired in experience. This paper defends Locke's account. Previous commentators have assumed that there is only one idea of power. But close attention to Locke's text, combined with background features of his theory of ideas, supports the drawing of a distinction between four different ideas of power. The paper describes each idea and its role in the Essay. It then argues that this distinction can help Locke to avoid the traditional criticisms.     

Idea Generation in Groups: A Basis for Creativity in Organizations

Knowledge or idea exchange is an important function of groups in organizations. Much research has demonstrated that idea sharing in groups involves relatively inefficient processes. Some of these processes are briefly summarized. It is proposed that there are conditions under which idea sharing in groups can be productive. One important factor is the extent to which group members carefully process the ideas exchanged in the group (attention). Another is the opportunity for group members to reflect on the ideas after the exchange process (incubation). These factors were examined by using a “brainwriting” paradigm. Evidence was obtained for enhanced performance of sharing groups in comparison to nonsharing or nominal groups both during the idea-generation session and in a second individual idea-generation session. This study suggests that, under the right conditions, the idea exchange process in groups may be an important means for enhancing creativity and innovation in organizations.     

Idea Generation in Computer-Based Groups: A New Ending to an Old Story

Previous research on brainstorming and related idea-generating techniques has generally found interacting groups to produce fewer ideas than equivalent numbers of individuals working alone whose ideas are later pooled (i.e., nominal groups). In this paper we report four experiments. The first three contrast groups of various sizes using a computer-based idea generation system to equivalently sized nominal groups. The results of these experiments were consistent; large groups using a computer-based idea generation system outperformed equivalent nominal groups in idea-generating tasks. A fourth experiment is then reported which tests the primary hypothesis as to why groups using the computer-based idea generation system outperformed nominal groups. This study concluded that the elimination of production blocking in the computer-based groups (a problem common in groups that communicate verbally where only one member of the group can speak at a time) accounts for a significant portion of the enhanced productivity for the computer-based groups.     

Creative Problem Solving in Small Groups: The Effects of Creativity Training on Idea Generation,Solution Creativity,and Leadership Effectiveness

This investigation evaluated the degree to which creativity training, idea generation instruction, and creative process impacted idea production, creativeness of solutions, and leadership effectiveness. Three sets of hypotheses were tested with a 114 groups of adults. First, groups whose members had some (i.e., one CPS course) or advanced training (i.e., graduate-level study in creativity or creativity professionals) were significantly more effective at idea generation than groups without training. Furthermore, leaders with some and advanced training were perceived to be significantly more effective than those with no creativity training. With respect to creativeness of solutions, the advanced training groups outperformed all others. The second set of hypotheses focused on the effectiveness of idea generation instruction (i.e., instructions without brainstorming, brainstorming, and brainstorming with criticism). Analysis revealed no significant difference for idea generation instruction relative to idea production or creativeness of solutions. The final set of hypotheses examined the use of a simple process structure for groups without prior creativity training (i.e., distinct phases for idea generation and solution development). Analysis revealed that those meetings that followed a simple process structure out performed groups that did not follow a process for both idea generation and creativeness of solutions. Further results are presented and implications discussed.     

The Influence of Different Pictorial Representations During Idea Generation

During creative problem‐solving, designers frequently come across a variety of rich visual displays. While browsing for different sources of information, pictorial representations of existing concepts take prominence. However, once designers start generating new solution ideas to design problems, they often become too attached to some of the examples they encounter. Inadequate and excessive repetition of key attributes (e.g. object features, principles) from existing solutions has been termed design fixation. The study presented here investigates the influence that different pictorial representations of a particular solution had upon industrial design students during an ideation exercise. The findings demonstrate high levels of repetition of particular key attributes in the outcome generated by the treatment groups, when compared to a control condition. The results also show that such attribute repetition led to the occurrence of design fixation, with a visible detrimental impact for particular aspects of the ideas generated. Reasons for the occurrence of design fixation are discussed in light of its implications to design quality; and ultimately, to the use of different types of pictorial stimuli in design practice.     

Quantitative Anatomy: Power Beyond the Images

Positron emission tomography (PET) is a frontiermedical technology that, in contrast to the othercomputer-assisted technologies providing anatomicalpictures, produces functional images. I argue that PETalso opens up an avenue for shifting from images (asa tool for representation of biomedical data) back toanalysis of measurements (as a tool for quantificationof physiology). Admittedly, quantification of functionrequires structural constraints. I coined the emerginginterpretational framework quantitative anatomyin an attempt to conceptualize the PET merger betweenmeasuring and imaging, the two competing meansmedicine uses to examine the human body. Anatomyjustifies interpretations that fit the existingknowledge of a larger clinical audience, whilestatistical data possess an unexplored potential tointroduce mathematical rigor in the evaluation offunction, but are still a black box for the majorityof clinicians. This epistemological change is beingcarried out by PET users in action as well as indiscourse.     

The Role of Sketching States in the Stimulation of Idea Generation: An Eye Movement Study

Sketching is widely used in design to generate creative ideas. Design studies present stimuli during sketching to enhance creativity. This study examines the effect of stimuli presented during different sketching states, especially of those presented during the stuck period. It conducted a sketching experiment that enrolled 41 students with an average of 5.7 years’ practice in industrial design. The sketching with stimuli presented at regular intervals, those with stimuli presented during the stuck period, and those without stimulus were compared. Eye movements during the sketching processes were recorded. The attention to stimuli, and the direct applications of stimuli to design ideas, and the idea connection and idea differentiation were analyzed. Participants sketching with stimuli presented during the stuck period had a higher sketching quality, compared with those in other experimental conditions. They fixated longer on stimuli, built more links among related ideas, and had a more differentiated and balanced exploration. This study then proposed the mechanisms of stimuli processing. The stimuli presented at regular intervals were stored and acted as additional memory. The stimuli presented during the stuck period were dissected and acted as supporter, inducing a more creative sketching.     

Beyond Biblical Literacy: Developing Readerly Readers in Teaching Biblical Studies

Theological education in biblical studies often has focused on information, but it needs to emphasize developing skills and sensibilities in students that will produce confident, imaginative, and attentive readers. To form readers with a disciplined imagination—what we are calling “readerly readers”—educators need to inculcate skills and sensibilities that will enable students to interact with the text as a living voice, rather than as an object to be mastered, and to allow the text to provoke difficult, profound, or long‐term questions.     

The Power of Metaphors for Exploring Cultural Differences in Groups

Cultural differences and similarities provide rich opportunities for interpersonal learning, understanding, and growth. Metaphors may help group leaders and members explore pertinent cultural issues. Illustrations from an interpersonally oriented process group demonstrate the use of metaphors to facilitate multicultural understanding.     

The Effects of Domain Knowledge and Instructional Manipulation on Creative Idea Generation

The experiment was designed to explore the effects of domain knowledge, instructional manipulation, and the interaction between them on creative idea generation. Three groups of participants who respectively possessed the domain knowledge of biology, sports, or neither were asked to finish two tasks: imagining an extraterrestrial animal and creating a new sport. Participants in each group were randomly assigned to one of three instructions, in order to encourage them to perform the tasks using a specific instance strategy (relying on specific instances), an abstract strategy (relying on abstract principles), or their habitual ways. Based on an analysis of the participants' verbal reports and their creations, the results suggested that domain knowledge enhanced the tendency to use the abstract strategy, and improved the originality and practicality of the generated ideas. Instructions also influenced the strategy participants used in creative idea generation. The instruction to use abstract principles brought forth the most original creations. Moreover, there was an interaction between domain knowledge and instructions. Encouraging participants to use the specific instance strategy blocked the knowledgeable people from developing novel ideas. Other factors, such as age, grade and gender, were found to be unrelated to either the originality or the practicality of the creations. The implications of the results were discussed in detail.     

The Effects of Numerical and Logical Group Size on Computer-Mediated Idea Generation

A laboratory experiment investigated the effects of numerical group size and logical group size (i.e., group heterogeneity in regard to task demands) on the performance of groups addressing an idea generation task while using computer-mediated communication. Six different numerical group sizes were studied, which ranged from 5 to 10 members. Logical size was manipulated by varying the amount of task-relevant information given to a particular group member. Larger logical group sizes (heterogeneous groups) were induced by distributing unique task-relevant information among group members; smaller logical group sizes (homogeneous groups) were induced by providing all task information to all members. A significant main effect for numerical group size showed that larger groups outperformed smaller groups. Numerical group size interacted with logical group size resulting in greater performance gains for increased numerical group size within heterogeneous groups. Average contributions per group member diminished with increased numerical group size for homogeneous groups and increased for heterogeneous groups.     

Applying Multiple Knowledge Structures in Creative Thought: Effects on Idea Generation and Problem-Solving

Prior studies have indicated that multiple knowledge structures, schema, associations, and cases, are involved in creative thought. Few studies, however, have examined how these different knowledge structures operate together in idea generation and creative problem-solving. Accordingly, in the present study 247 undergraduates were asked to generate ideas relevant to a social innovation problem and then provide a potential solution to the problem. A training manipulation was used to encourage application of schematic, associational, or case-based knowledge either alone or in combination. It was found that prompting use of a single knowledge structure, specifically schema or associational knowledge, resulted in the production of more high quality ideas. However, prompting use of multiple knowledge structures, specifically combining either schema or associations with cases, resulted in the production of higher quality and more original problem-solutions. The implications of these findings for understanding the role of different knowledge structures in creative thought are discussed.     

High Power,Low Power,and Equality: Culture Beyond Individualism and Collectivism

Models of culture are operationalized as individualism and collectivism and have not given sufficient attention to other organizing axes—especially how a society handles power, dependence, and equality. Shavitt, Lalwani, Zhang, and Torelli (2006) make a significant contribution by first reminding the field of power distance (Hofstede, 1980) and then moving beyond a single factor to highlight benefits of Triandis’ (1995) horizontal (valuing equality) individualism–collectivism and vertical (emphasizing hierarchy) individualism–collectivism model. But this approach makes it difficult to disentangle the effects of power and individualism or collectivism; priming procedures and experimental variations of power can counter this limitation. Moreover, current horizontal/vertical approaches do not distinguish between having and not having power, although social cognition research documented differential effects of high and low power on content of self‐concept, relationality, and cognition, which suggest previously neglected cultural differences.