The inadvertent use of prior knowledge in a generative cognitive task

Marsh, Richard L.; Ward, Thomas B.; Landau, Joshua D.

doi:10.3758/bf03201216

Cited by 123 publications

(92 citation statements)

References 27 publications

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“…In contrast, when designers where shown an external example -specifically, a sketch of a "drive-in window food tray" -they created less original designs because the example narrowed their cognitive search , leading them to access a smaller proportion of far analogies (analogies to distant domains) than designers who were not shown any example. This phenomenon, which cognitive scientists have called "unconscious plagiarism" (Marsh, Ward and Landau 1999) supports the idea that analogical reasoning is not necessarily an enabler of creative thinking, but can also represent a constraint in problem-solving. In an organizational context, then, analogies with existing dominant institutions can help legitimize institutional entrepreneurship, but might also limit the range of alternatives that institutional designers consider, because their cognitive search (Simon, 1947, Ocasio, 1997, will immediately be directed towards one source domain -the dominant institution.…”

Section: The Role Of Analogiesmentioning

confidence: 83%

The Role of Analogy in the Institutionalization of Sustainability Reporting

Etzion

Ferraro

2010

Organization Science

335

319

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We study institutional entrepreneurship in an emergent field by analyzing the case of the Global Reporting Initiative (GRI) and its efforts to purposefully institutionalize the practice of sustainability reporting. We suggest that analogies affect institutionalization processes through two mechanisms. In early stages of institutionalization, analogy operates primarily as a normative mechanism and adoption is driven mainly by an instrumental logic. This emphasis on similarity to existing institutions stresses conformity and promotes legitimacy. Yet, analogies can also have a cognitive effect on institutional design, especially once initial acceptance from the environment has been secured, by directing attention towards incongruences between the emergent institution and its analogical source. Institutional entrepreneurship can spur innovation and departure from existing institutions by highlighting limitations of the analogical source and providing a compelling value-rational argument underscoring the worth of the new institution. This theoretical contribution helps explain how analogies to existing institutional practices can both provide legitimacy to novel institutions and constitute the basis for a creative process of institutional design.3 Institutional entrepreneurship is a delicate balancing act between two conflicting tasks. On the one hand institutional entrepreneurs must disguise the radical nature of their enterprise in order to engage supporters and evade the wrath of incumbents, while on the other they cannot adhere too closely to existing practices, for by doing so, they will not be able to further any meaningful change (Aldrich and Fiol 1994). Institutional entrepreneurs need to become skilled cultural operatives, fashioning stories in order to attract resources. In this work it is essential to "balance the need for legitimacy by abiding by societal norms about what is appropriate with efforts to create unique identities that may differentiate and is relatively well-studied. However, the role of analogy in shaping institutional design has not been explored in depth. Tropes like simile, analogy and metaphor can help gather political support and legitimacy, but they also lead to analytical closure (Oswick, Keenoy and Grant 2002). Remaining within the confines of a clearly defined analogy cannot lead to evolution to profoundly different institutions (Hoffman and Ventresca 1999). Furthermore, the analogy cannot be discarded at later stages (Ocasio and Joseph 2005) when deeper institutional change is being advocated, as cognitive lock-in has already limited external constituents' receptivity to alternative scenarios. How, then, do analogies shape the construction and evolution of proto-institutions? 4In this article we address the role of analogies in institutional change by presenting a longitudinal case-study of the Global Reporting Initiative (GRI) and its strategies to promote and institutionalize sustainability reporting practices. GRI, a non-profit organization headquartered in Amsterdam, ...

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Section: The Role Of Analogiesmentioning

confidence: 83%

The Role of Analogy in the Institutionalization of Sustainability Reporting

Etzion

Ferraro

2010

Organization Science

335

319

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“…To follow the example, thinking of greeting in relatively abstract terms as a "way to socialize" or a "gesture of communication" might lead to more diverse and original solutions than thinking of it as "waving the hand" or "saying hello." Therefore, whereas the former might lead to solutions that are more remote and diverse from the actual object, the latter might render common associates overaccessible, impeding innovation (see Marsh, Ward, & Landau, 1999). Extrapolating from this logic, abstract construal of problem elements may be particularly beneficial for creativity when individuals are required to generate relatively abstract solutions (e.g., creative reasons for why to greet somebody, as opposed to creative ways of how to greet somebody).…”

Section: Temporal Perspective: Influences On Insight and Creativitymentioning

confidence: 99%

Temporal Construal Effects on Abstract and Concrete Thinking: Consequences for Insight and Creative Cognition.

Förster

Friedman

Liberman

2004

Journal of Personality and Social Psychology

466

355

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Six studies investigate whether and how distant future time perspective facilitates abstract thinking and impedes concrete thinking by altering the level at which mental representations are construed. In Experiments 1-3, participants who envisioned their lives and imagined themselves engaging in a task 1 year later as opposed to the next day subsequently performed better on a series of insight tasks. In Experiments 4 and 5 a distal perspective was found to improve creative generation of abstract solutions. Moreover, Experiment 5 demonstrated a similar effect with temporal distance manipulated indirectly, by making participants imagine their lives in general a year from now versus tomorrow prior to performance. In Experiment 6, distant time perspective undermined rather than enhanced analytical problem solving.

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“…Bonnardel (2000) showed that when subjects are given names of objects rather than specific examples or no examples they spontaneously suggest more analogies. Others found that showing specific examples prior to a design or creative task often fixates subjects (Jansson & Smith, 1991;Marsh, Landau, & Hicks, 1996;Marsh, Ward, & Landau, 1999;Smith, Ward, & Schumacher, 1993). Cardoso and Badke-Schaub (2011) found that when subjects are shown examples that are too realistic they fixate more often.…”

Section: Design Studies Vol 34 No 2 March 2013mentioning

confidence: 99%

Cognitive strategies of analogical reasoning in design: Differences between expert and novice designers

2013

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This study investigates differences in analogical reasoning among first, second, and fourth year students and expert architects. Participants took part in an experiment consisting of four tasks: rating source examples, selecting a source domain, explaining their selection, and designing a bus stop. The results indicate significant differences among participants with respect to their soundness ratings. The results also show significant relation between level of expertise and participants' selection of source categories, the stated reasons for their selection, and the type of similarity they established between source and target. We conclude that experts preferred 'mental hops' while first year students preferred 'mental leaps.' Second and fourth year students preferred neither 'mental leaps' nor 'mental hops' but to literally copy the sources. Ó 2012 Elsevier Ltd. All rights reserved.Keywords: analogical reasoning, architectural design, creativity, design cognition, design education A nalogical reasoning is described as a fundamental cognitive process underlying most other cognitive processes (Hofstadter, 2001), such as problem solving (Gick & Holyoak, 1980, 1983Novick, 1988;Ross & Kilbane, 1997), scientific discovery Nersessian, 2008), learning (Brown, 1989;Vosniadou, 1989), and creativity (Johnson-Laird, 1989;Ward, 1998). Gentner and Toupin (1986) claim that analogy is essential to both learning and discovery. Similarly, analogical reasoning plays a double role in design learning, supporting creativity and learning simultaneously. It is common among both architectural design students and practicing architects to browse through architectural publications in search of design examples that could be relevant to a design situation or for keeping up to date with recent projects. Furthermore, analogical thinking is a seminal learning strategy (Brown, 1989;Vosniadou, 1989) and enhances design learning. Design instructors often advise their students to enrich their visual vocabulary through studying masters' projects.Corresponding author: Fehmi Dogan f eh mi d o g a n @ i y t e . edu.tr, fehmidogan@ gmail.com www.elsevier.com/locate/destud 0142-694X $ -see front matter Design Studies 34 (2013) 161e192 http://dx

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The inadvertent use of prior knowledge in a generative cognitive task

Cited by 123 publications

References 27 publications

The Role of Analogy in the Institutionalization of Sustainability Reporting

The Role of Analogy in the Institutionalization of Sustainability Reporting

Temporal Construal Effects on Abstract and Concrete Thinking: Consequences for Insight and Creative Cognition.

Cognitive strategies of analogical reasoning in design: Differences between expert and novice designers

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