Design fixation

Jansson, David G.; Smith, Steven M.

doi:10.1016/0142-694x(91)90003-f

Cited by 968 publications

(794 citation statements)

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“…We tested three conditions: (a) control (standard instructions), (b) fixation (inclusion of a problematic example, accompanied by description of its elements, including problematic elements), and (c) defixation (inclusion of a problematic example, accompanied by instructions to avoid using its problematic elements). On the basis of the results of Jansson and Smith (1991), we hypothesized that elements of the example designs would be more frequent in solutions in the fixation condition relative to the control condition and that this effect would not be diminished in the defixation condition, in which there were specific instructions to avoid the use of those elements.…”

Section: Methodsmentioning

confidence: 99%

“…Most important, very few studies in psychology (e.g., Jansson & Smith, 1991;Smith et al, 1993) have examined the cognitive mechanisms underlying possible negative transfer effects following the use of examples. Sternberg and Ben-Zeev (2001) pointed out that very few studies have examined the effects of examples when they are inappropriate for the problem solution.…”

Section: The Present Study: Overview and Designmentioning

confidence: 99%

“…If fixation due to example designs occurs irrespective of the individual's area of expertise, it may reflect a broader cognitive phenomenon, the implications of which are critical for learning and instruction, given the wide use of pictorial examples in a variety of educational settings (e.g., Lim & Moore, 2002). A variation of Jansson and Smith's (1991) experiment was therefore undertaken to determine whether fixation occurs in a laboratory design problem-solving situation with participants naive to design tasks.…”

Section: The Present Study: Overview and Designmentioning

confidence: 99%

“…"), and (c) encouragement (e.g., "You are doing great," "Keep on working," "These are some pretty good ideas"). After completing the problems, participants were administered a short questionnaire similar to one used by Jansson and Smith (1991). This was intended to detect familiarity with the experimental task.…”

Section: Design and Proceduresmentioning

confidence: 99%

“…The replication of the effect in studies with professional engineers suggested that even years of professional experience were not enough to diminish potential fixation. Purcell et al (1993) extended Jansson and Smith's (1991) findings by examining the possible occurrence of fixation across different design disciplines and levels of experience. Participants were 3rd-and 4th-year mechanical engineers, 4th-year industrial designers, and 4th-year interior designers.…”

mentioning

confidence: 99%

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Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task.

Chrysikou

Weisberg

2005

Journal of Experimental Psychology: Learning, Memory, and Cogni

220

175

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Two experiments examined possible negative transfer in nonexperts from the use of pictorial examples in a laboratory design problem-solving situation. In Experiment 1, 89 participants were instructed to "think aloud" and were assigned to 1 of 3 conditions: (a) control (standard instructions), (b) fixation (inclusion of a problematic example, describing its problematic elements), or (c) defixation (inclusion of a problematic example, with instructions to avoid using problematic elements). Negative transfer due to examples was measured both quantitatively and qualitatively through verbal protocols. Verbal protocols (N ϭ 176) were analyzed for participants' reasons for reference to the examples. In Experiment 2, fixation to examples was evaluated in nonverbalizing participants (N ϭ 60). Results of both experiments suggest that (a) although participants consulted the problem instructions, they tended to follow the examples even when they included inappropriate elements and (b) the fixation effects can be diminished with the use of defixating instructions.

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Section: Methodsmentioning

confidence: 99%

Section: The Present Study: Overview and Designmentioning

confidence: 99%

Section: The Present Study: Overview and Designmentioning

confidence: 99%

Section: Design and Proceduresmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task.

Chrysikou

Weisberg

2005

Journal of Experimental Psychology: Learning, Memory, and Cogni

220

175

View full text Add to dashboard Cite

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Growth pattern and expressions of cell cycle regulator proteins p53 and p21WAF1/CIP1 in early gastric carcinoma

Noda¹,

Maehara

Irie³

et al. 2001

Cancer

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Three experiments examined whether or not fixation effects occur in brainstorming as a function of receiving ideas from others. Exchanging ideas in a group reduced the number of domains of ideas that were explored by participants. Additionally, ideas given by brainstormers conformed to ideas suggested by other participants. Temporal analyses showed how the quantity, variety and novelty of ideas fluctuate over the course of a brainstorming session. Taking a break modulated the natural decline over time in the quantity and variety of ideas. Although fixation was observed in brainstorming in terms of conformity and restriction of the breadth of ideas, it did not influence the number of ideas generated in these experiments. Copyright © 2010 John Wiley & Sons, Ltd.

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Creativity in Teams

Thompson¹,

Wilson²

2015

Emerging Trends in the Social and Behavioral Sciences

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Organizations want to be more creative, but improving creativity remains an elusive process. We examine the study of creativity in teams and groups beginning with the intuitive assertion that teams are more creative than individuals and review decades of research that suggest otherwise: Individuals are actually more creative than their groups. We then focus on the key cognitive and social factors that thwart team creativity, such as conformity pressure, and highlight techniques for improving the creative performance of groups, such as brainwriting (rather than brainstorming), quantity goals (versus quality goals), and rotating (rather than stable) membership. We conclude with paradoxical tactics for and consequences of improving creativity.

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Design fixation

Cited by 968 publications

References 1 publication

Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task.

Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task.

Growth pattern and expressions of cell cycle regulator proteins p53 and p21WAF1/CIP1 in early gastric carcinoma

Creativity in Teams

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