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58-481: Brainstorm generally refers to brainstorming , a group or individual creativity exercise. The term originally referred to a state of temporary insanity, gaining prominence when it was used in the defense of Harry Kendall Thaw against charges that he murdered prominent architect Stanford White (1907–08). Brainstorm may also refer to: Brainstorming In 1939, advertising executive Alex F. Osborn began developing methods for creative problem-solving . He

116-559: A computer terminal. The software collected (or "pools") the ideas into a list, which could be displayed on a central projection screen (anonymized if desired). Other elements of these EMSs could support additional activities such as categorization of ideas, elimination of duplicates, assessment and discussion of prioritized or controversial ideas. Later EMSs capitalized on advances in computer networking and internet protocols to support asynchronous brainstorming sessions over extended periods of time and in multiple locations. Introduced along with

174-481: A loss of effectiveness in group brainstorming. Association (psychology) Association in psychology refers to a mental connection between concepts, events, or mental states that usually stems from specific experiences. Associations are seen throughout several schools of thought in psychology including behaviorism , associationism , psychoanalysis , social psychology , and structuralism . The idea stems from Plato and Aristotle , especially with regard to

232-489: A meta-analysis comparing EBS to face-to-face brainstorming conducted by DeRosa and colleagues, EBS has been found to enhance both the production of non-redundant ideas and the quality of ideas produced. Despite the advantages demonstrated by EBS groups, EBS group members reported less satisfaction with the brainstorming process compared to face-to-face brainstorming group members. Some web-based brainstorming techniques allow contributors to post their comments anonymously through

290-435: A multi-perspective point of view, participants seemingly see the simple solutions that collectively create greater growth. Action is assigned individually. Following a guided brainstorming session participants emerge with ideas ranked for further brainstorming, research and questions remaining unanswered and a prioritized, assigned, actionable list that leaves everyone with a clear understanding of what needs to happen next and

348-428: A particular subject under the constraints of perspective and time. This type of brainstorming removes all cause for conflict and constrains conversations while stimulating critical and creative thinking in an engaging, balanced environment. Participants are asked to adopt different mindsets for pre-defined period of time while contributing their ideas to a central mind map drawn by a pre-appointed scribe. Having examined

406-410: A problem". During the period when Osborn made his concept, he started writing on creative thinking, and the first notable book where he mentioned the term brainstorming was How to Think Up (1942). Osborn outlined his method in the subsequent book Your Creative Power (1948), in chapter 33, "How to Organize a Squad to Create Ideas". One of Osborn's key recommendations was for all the members of

464-417: A solution and apply no analytical judgment as to the feasibility. The judgments are reserved for a later date. Participants are asked to write their ideas anonymously. Then the facilitator collects the ideas and the group votes on each idea. The vote can be as simple as a show of hands in favor of a given idea. This process is called distillation. After distillation, the top-ranked ideas may be sent back to

522-582: A statistically significant level for most measures. The results demonstrated that participants were willing to work far longer to achieve unique results in the expectation of compensation.   A good deal of research refutes Osborn's claim that group brainstorming could generate more ideas than individuals working alone. For example, in a review of 22 studies of group brainstorming, Michael Diehl and Wolfgang Stroebe found that, overwhelmingly, groups brainstorming together produce fewer ideas than individuals working separately. Several factors can contribute to

580-408: A strong pecking to the first color while not responding to the second. This result shows that the pigeons have learned the equivalence of two colors from their co-occurring and their having similar consequence in one occurrence. This idea of equivalence showed its effect when the pigeons were in a totally different context and saw one of the two colors leading to a certain consequence; they believed that

638-407: A synonym to categorization. Both humans and non-humans have the ability for acquired equivalence. An example of acquired equivalence is from the studies Geoffrey Hall and his colleagues have conducted with pigeons. In one study, the pigeons were trained to peck when they see the light with different colors. After that, the researchers paired certain colors to appear in sequence and provided food when

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696-466: Is a widely shared consensus that the core differentiating feature is that moods, in contrast to emotions, are diffuse and global. Watson introduced a white fluffy rabbit to an infant, and created a connection between the rabbit and a loud noise. This experience for Little Albert associated a feeling of fear with the rabbit. Acquired equivalence is defined as a learning and generalization paradigm in which prior training in stimulus equivalence increases

754-498: Is another term for this mode of inquiry. Groups can improve the effectiveness and quality of their brainstorming sessions in a number of ways. If brainstorming does not work for a group, some alternatives are available: Although the brainstorming can take place online through commonly available technologies such as email or interactive web sites, there have also been many efforts to develop customized computer software that can either replace or enhance one or more manual elements of

812-421: Is central to several issues in psychology. It is a primary topic in theories of the relation between affect and cognition. Mood's effect on memory may mediate the influence of mood on a variety of behaviors and judgements associated with decision making, helping, and person perception. Understanding the relationships between different items is fundamental to episodic memory, and damage to the hippocampal region of

870-406: Is designed so that all attendees participate and no ideas are rejected. The process begins with a well-defined topic. Each participant brainstorms individually, then all the ideas are merged onto one large idea map. During this consolidation phase, participants may discover a common understanding of the issues as they share the meanings behind their ideas. During this sharing, new ideas may arise by

928-732: Is displayed on each group member's computer. As group members simultaneously type their comments on separate computers, those comments are anonymously pooled and made available to all group members for evaluation and further elaboration. Compared to face-to-face brainstorming, not only does EBS enhanced efficiency by eliminating travelling and turn-taking during group discussions, it also excluded several psychological constraints associated with face-to-face meetings. Identified by Gallupe and colleagues, both production blocking (reduced idea generation due to turn-taking and forgetting ideas in face-to-face brainstorming) and evaluation apprehension (a general concern experienced by individuals for how others in

986-413: Is likely that the group will have extensively elaborated on each idea. The group may also create an "idea book" and post a distribution list or routing slip to the front of the book. On the first page is a description of the problem. The first person to receive the book lists his or her ideas and then routes the book to the next person on the distribution list. The second person can log new ideas or add to

1044-485: Is positive, then that individual is thought to have more implicit bias. A D score for each participant is calculated by deleting trials that are greater than 10,000 milliseconds, deleting participants that respond quicker than 300 milliseconds on over 10% of trials, determining inclusive standard deviations for all trials in Stages 3 and 4 and also in Stages 6 and 7. Mean response times are determined for Stages 3, 4, 6, and 7,

1102-424: Is the basis for learning. This learning is seen in classical and operant conditioning. Edward Thorndike did research in this area and developed the law of effect , where associations between a stimulus and response are affected by the consequence of the response. For example, behaviors increase in strength and/or frequency when they have been followed by reward. This occurs because of an association between

1160-498: Is trained in this process before attempting to facilitate this technique. The group should be primed and encouraged to embrace the process. Like all team efforts, it may take a few practice sessions to train the team in the method before tackling the important ideas. Each person in a circular group writes down one idea, and then passes the piece of paper to the next person, who adds some thoughts. This continues until everybody gets his or her original piece of paper back. By this time, it

1218-420: The ideation process intentionally. In directed brainstorming, each participant is given one sheet of paper (or electronic form) and told the brainstorming question. They are asked to produce one response and stop, then all of the papers (or forms) are randomly swapped among the participants. The participants are asked to look at the idea they received and to create a new idea that improves on that idea based on

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1276-426: The questions , rather than trying to come up with immediate answers and short-term solutions. Theoretically, this technique should not inhibit participation as there is no need to provide solutions. The answers to the questions form the framework for constructing future action plans. Once the list of questions is set, it may be necessary to prioritize them to reach to the best solution in an orderly way. "Questorming"

1334-479: The Condition II, participants were awarded points for every unique idea of their own, and subjects were paid for the points that they earned. In Condition III, subjects were paid based on the impact that their idea had on the group; this was measured by counting the number of group ideas derived from the specific subject's ideas. Condition III outperformed Condition II, and Condition II outperformed Condition I at

1392-514: The EMS by Nunamaker and colleagues at University of Arizona was electronic brainstorming (EBS). By utilizing customized computer software for groups ( group decision support systems or groupware ), EBS can replace face-to-face brainstorming. An example of groupware is the GroupSystems , a software developed by University of Arizona. After an idea discussion has been posted on GroupSystems , it

1450-543: The ability to visualize the combined future focus and greater goals of the group nicely. Individual brainstorming is the use of brainstorming in solitary situations. It typically includes such techniques as free writing , free speaking, word association, and drawing a mind map , which is a visual note taking technique in which people diagram their thoughts. Individual brainstorming is a useful method in creative writing and has been shown to be superior to traditional group brainstorming. This process involves brainstorming

1508-408: The amount of generalization between two stimuli even if they are superficially dissimilar. Therefore, if two different stimuli share the same consequence, they predict the same outcome. Let us suppose that there are two girls Anna and Sarah, who have nothing in common other than they both love pets. When you learn that Sarah has a dog, you immediately predict that Anna will love Sarah’s dog. The area in

1566-457: The association, and they are added to the map as well. Once all the ideas are captured, the group can prioritize and/or take action. Directed brainstorming is a variation of electronic brainstorming (described below). It can be done manually or with computers. Directed brainstorming works when the solution space (that is, the set of criteria for evaluating a good idea) is known prior to the session. If known, those criteria can be used to constrain

1624-403: The associations between different ideas, such as race and crime. Reaction time is used to distinguish associations; faster reaction time is an indicator of a stronger association. A D score is used to represent the participant's mean reaction time. If the participant's mean reaction time is negative, then that individual is thought to have less implicit bias. If the participant's mean reaction time

1682-418: The behavior and a  mental representation  of the reward (such as food). Conversely, receiving a negative consequence lowers the frequency of the behavior due to the negative association. An example of this would be a rat in a cage with a bar lever. If pressing the lever results in a food pellet, the rat will learn to press the lever to receive food. If pressing the lever resulted in an electric shock on

1740-621: The brain has been found to hinder learning of associations between objects. Associations in humans can be measured with the Implicit Association Test , a psychological test which measures the implicit (subconscious) relation between two concepts, which was created by Anthony G. Greenwald in 1995. It has been used in investigations of subconscious racial bias, gender and sexual orientation bias, consumer preferences, political preferences, personality traits, alcohol and drug use, mental health, and relationships. The test measures

1798-523: The brain responsible for the acquired equivalence is the hippocampus; hence, in cases when the hippocampal region is damaged, there are deficits of acquired equivalence. In acquired equivalence, the stimuli are not categorized based on their characteristics (physical, emotional) but based on their functional characteristic (preference about the same thing). During this paradigm, it is learned to create compositions from different categories, and for this reason, some researchers agree that acquired equivalence can be

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1856-420: The brainstorming group to be provided with a clear statement of the problem to be addressed prior to the actual brainstorming session. He also explained that the guiding principle is that the problem should be simple and narrowed down to a single target. Here, brainstorming is not believed to be effective in complex problems because of a change in opinion over the desirability of restructuring such problems. While

1914-511: The brainstorming process. Early efforts, such as GroupSystems at University of Arizona or Software Aided Meeting Management (SAMM) system at the University of Minnesota, took advantage of then-new computer networking technology, which was installed in rooms dedicated to computer supported meetings. When using these electronic meeting systems (EMS, as they came to be called), group members simultaneously and independently entered ideas into

1972-415: The challenges faced by traditional brainstorming methods. For example, ideas might be "pooled" automatically, so that individuals do not need to wait to take a turn, as in verbal brainstorming. Some software programs show all ideas as they are generated (via chat room or e-mail). The display of ideas may cognitively stimulate brainstormers, as their attention is kept on the flow of ideas being generated without

2030-409: The concreteness of stimulus items, the more likely are they to evoke sensory images that can function as mediators of associative learning and memory. The ability to learn new information is essential to daily life and thus a critical component of healthy aging. There is substantial research documenting aging-related decline in forming and retrieving episodic memories. The acquisition of associations

2088-561: The environment less aversive. Punishments create a negative relationship between the action and the consequence so that the action does not continue. The overall content of moods, compared to emotions, feelings or affects, are less specific and are likely to be provoked by a stimulus or event. The present studies investigated the constituents of the occurrent experience of specific moods like sad or angry mood states. Moods are typically defined by contrasting them with emotions. Several criteria exist for distinguishing moods from emotions, but there

2146-418: The experienced outcomes of those behaviors. Stimuli do not cause behavior, as in classical conditioning, but instead the associations are created between stimulus and consequence, as an extension by Thorndike on his Law of Effect. B.F. Skinner was well known for his studies of reinforcers on behavior. His studies included the aspect of contingency, which refers to the connection between a specific action and

2204-407: The fact that it can flood people with too many ideas at one time that they have to attend to, and people may also compare their performance to others by analyzing how many ideas each individual produces (social matching). Some research indicates that incentives can augment creative processes. Participants were divided into three conditions. In Condition I, a flat fee was paid to all participants. In

2262-646: The fact that paying attention to others' ideas leads to non-redundancy, as brainstormers try to avoid to replicate or repeat another participant's comment or idea. Conversely, the production gain associated with EBS was less found in situations where EBS group members focused too much on generating ideas that they ignored ideas expressed by others. The production gain associated with GroupSystem users' attentiveness to ideas expressed by others has been documented by Dugosh and colleagues. EBS group members who were instructed to attend to ideas generated by others outperformed those who were not in terms of creativity. According to

2320-409: The first colors were also paired (i.e., red and blue), which made the colors with the same pairing color (i.e., red and green as pairing with yellow and blue and brown as pairing with white) equivalent in the pigeons’ eyes. So, at this third step, the pigeons were presented with the green light and after that with the brown light, and to the researchers’ surprise, the pigeons showed a quick response with

2378-420: The floor of the cage, the rat would learn to avoid pressing the lever. Classical conditioning  is an example of a learned association. The classical conditioning process consists of four elements: unconditioned stimulus (UCS), unconditioned response (UCR), conditioned stimulus (CS), and conditioned response (CR). Without conditioning, there is already a relationship between the unconditioned stimulus and

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2436-430: The following consequence or reinforcement. Skinner described three contingencies: positive reinforcement, negative reinforcement, and punishment. Reinforcements create a positive association between the action and consequence in order to promote the continuation of the action. This is done in one of two ways, positive reinforcers introduce a rewarding stimulus, whereas negative reinforcers remove an aversive stimulus to make

2494-402: The group or to subgroups for further brainstorming. For example, one group may work on the color required in a product. Another group may work on the size, and so forth. Each group will come back to the whole group for ranking the listed ideas. Sometimes ideas that were previously dropped may be brought forward again once the group has re-evaluated the ideas. It is important that the facilitator

2552-409: The ideas of the previous person. This continues until the distribution list is exhausted. A follow-up "read out" meeting is then held to discuss the ideas logged in the book. This technique takes longer, but it allows individuals time to think deeply about the problem. This method of brainstorming works by the method of association . It may improve collaboration and increase the quantity of ideas, and

2610-413: The initial criteria. The forms are then swapped again and respondents are asked to improve upon the ideas, and the process is repeated for three or more rounds. In the laboratory, directed brainstorming has been found to almost triple the productivity of groups over electronic brainstorming. A guided brainstorming session is time set aside to brainstorm either individually or as a collective group about

2668-429: The mean difference between Stage 6 and Stage 3 (Mean Stage6 - Mean Stage3 ) will be computed as well as the mean difference between Stage 7 and Stage 4(Mean Stage7 - Mean Stage4 ), each difference is divided by its associated inclusive standard deviation, and the D score is equivalent to the average of the two resulting ratios. In psychology, association can sometimes be synonymous with correlation. When something

2726-419: The other color would also lead to the same consequence, as it is equivalent to the first. The pigeons learned to generalize from one color to another because of their history of co-occurring. Memory seems to operate as a sequence of associations: concepts, words, and opinions are intertwined, so that stimuli such as a person’s face will call up the associated name. Understanding the effects of mood on memory

2784-416: The pigeons learned that red is in a way equivalent to green, and blue to brown, because they are paired with the same color. The next step was to teach the pigeons that pecking on red alone leads to food while pecking to blue alone does not. At this point, the researchers presented the pigeons with the second colors (i.e., green and brown) that were paired with the same color (i.e., yellow or white) with which

2842-526: The pigeons peck only in few sequences. Thus, the pigeons learned that in those sequences, if they peck, they will certainly receive food. Those sequences had something special that the pigeons could also learn; certain two colors were followed by food when they are followed by certain one color, so the two colors somewhat equivalent. Let us assume, as there were six colors, that red and green when followed by only yellow, led to food. Similarly, blue and brown, when followed by only white, also led to food. In this way,

2900-406: The potential distraction of social cues such as facial expressions and verbal language. EBS techniques have been shown to produce more ideas and help individuals focus their attention on the ideas of others better than a brainwriting technique (participants write individual written notes in silence and then subsequently communicate them with the group). The production of more ideas has been linked to

2958-524: The presence are evaluating them) are reduced in EBS. These positive psychological effects increase with group size. A perceived advantage of EBS is that all ideas can be archived electronically in their original form, and then retrieved later for further thought and discussion. EBS also enables much larger groups to brainstorm on a topic than would normally be productive in a traditional brainstorming session. Computer supported brainstorming may overcome some of

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3016-521: The problem must require the generation of ideas rather than judgment; he uses examples such as generating possible names for a product as proper brainstorming material, whereas analytical judgments such as whether or not to marry do not have any need for brainstorming. Osborn envisioned groups of around 12 participants, including both experts and novices. Participants are encouraged to provide wild and unexpected answers. Ideas receive no criticism or discussion. The group simply provide ideas that might lead to

3074-453: The process can address the problems in such a situation, tackling all of them may not be feasible. Osborn said that two principles contribute to "ideative efficacy": Following these two principles were his four general rules of brainstorming, established with intention to: These four rules were: Osborn said brainstorming should address a specific question; he held that sessions addressing multiple questions were inefficient. Further,

3132-433: The response can diminish if CS is presented without UCS.  In his famous experiment, Pavlov used the unconditioned response of dogs salivating at the sight of food (UCS), and paired the sound of a bell (CS) with receiving food, and later the dog salivated (CR) to the bell alone, indicating that an association had been established between the bell and food. In  operant conditioning , behaviors are changed due to

3190-409: The succession of memories, and it was carried on by philosophers such as John Locke , David Hume , David Hartley , and James Mill . It finds its place in modern psychology in such areas as memory , learning , and the study of neural pathways. Associative learning is when a subject creates a relationship between stimuli (e.g. auditory or visual) or behavior and the original stimulus. The higher

3248-447: The unconditioned response. When a second stimulus is paired with the unconditioned stimulus, the response becomes associated with both stimuli. The secondary stimulus is known as the conditioned stimulus and elicits a conditioned response. The strength of the response to the conditioned stimulus increases over the period of learning, as the CS becomes associated with UCS. The strength of

3306-408: The use of avatars. This technique also allows users to log on over an extended time period, typically one or two weeks, to allow participants some "soak time" before posting their ideas and feedback. This technique has been used particularly in the field of new product development, but can be applied in any number of areas requiring collection and evaluation of ideas. Some limitations of EBS include

3364-427: Was frustrated by employees' inability to develop creative ideas individually for ad campaigns. In response, he began hosting group-thinking sessions and discovered a significant improvement in the quality and quantity of ideas produced by employees. He first termed the process as organized ideation , but participants later came up with the term "brainstorm sessions", taking the concept after the use of "the brain to storm

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