Forgetting In Creative Problem Solving for College Students

As more and more benefits of forgetting have been found in recent studies,whether forgetting could promote individuals ability of creative problem solving remains a controversial debate.This article discusses the effect of two types of forgetting,the retrieval-induced forgetting(RIF)and the forgetting during incubation,in benefiting creative problem solving by introducing and analysing the relevant experiments.The results reveal that retrieval-induced forgetting only works when previous mental fixations occurred and the promotion varies when solving different types of problems.The level of RIF is irrelevant to the performance in solving closed-ended creative problems and high level of RIF even impairs the creativity when solving open-ended problems.And forgetting during incubation cannot explain the incubation effect.The spreading activation of relevant information or the unconscious work is more likely to be the possible reasons.In conclusion,the current article brings about the discussions about the work conditions and effects of forgetting in creative problem solving.

Development of creative problem solvingbased framework for site planning in hill areas

The growing urbanization of hill towns results in an increasing demand for infrastructural facilities.Infrastructural facilities are generally planned without considering the effects of the surroundings as well as their effects on the sensitive ecosystem of hill areas.Site planning decisions are taken on the basis of judgment and experience of planners in the absence of a rational and quantitative framework for ensuring the sustainable development of hill areas.This scenario generates the need for an efficient site planning framework.Site planning is a creative problem solving(CPS)process.Hence,in the current study,the CPSbased framework is developed as follows.First,existing CPS-based frameworks for planning and designing are reviewed.Second,the framework is developed for site planning in hill areas.Third,the developed framework is validated through planning infrastructural facilities of an institutional campus on a site located in hill areas.The major strength of the developed framework includes three cycles,namely,understand,process,and implement.Site planning decisions are taken through the generation of alternate scenarios and their subsequent evaluation on the basis of impact on the sensitive ecosystem of hill areas.

Polya's Four-Step Procedure and Creative Problem Solving

George Polya’s How to Solve it demonstrates how his procedures can be used to methodi- cally approach and solve any problem that involves thought and reasoning．In the following ex- ample we apply his four steps to problems that are not mathematical．

The Development and Influence of RCPS Instructions to Promote Students＇ Scientific Learning Motivation and Scientific Concept Learning

This research aims at developing RCPS （revised creative problem solving） teaching model, besides the authors designed the instructions of chemical reaction to promote eight grade students＇ scientific learning motivation and scientific concept learning. We adopted quasi-experiment study, the experimental group and controlled group all 28 students were chose, go on the parameter is analyzed together compared with textbook instructions, scale of scientific learning motivation and test of scientific conception learning were used for the two groups in prior test and post test, then they used statistical ANCOVA （analysis of covariance） to analyze the differences between the two teaching models. The result of this study finds that RCPS teaching model improved student＇s scientific learning motivation and learning scientific concept was superior to textbook instructions in controlled group, p = 0.001 （〈 0.01）, and all with high experimental treatment effects （〉 0.14）. The study also proposes that when RCPS teaching model was applied to scientific concept teaching, RCPS teaching model should be joined the conception introducing stage, and pay attention to students＇ scientific learning motivation.