The document presents a lecture on functional fixedness, defining it as a mental block that limits creativity by restricting how objects are perceived and used. It emphasizes the importance of imagination and associations in problem-solving, highlighting methods to encourage creativity through tasks and group discussions. Recommendations include adopting 'what if' thinking and challenging existing associations to foster a more open and imaginative approach to problem-solving.

1. Introducing Imagination,
Association, Functional
Fixedness

2. Contents of Presentation
• Objective of lecture
• Definition of Functional fixedness
• Functional Fixedness of adults
• Saucepan seeing beyond the assigned
function
• MacGyver – Solving problems
• Street Art & Imagination
• Memory and Association

3. Contents (con’t)
• Association and Problem solving
• TASK: Association
• Association words from task
• TASK: Matches
• TASK: Chair
• Children and Functionally Fixed
• Check Learning
• Recommendations

4. Objective of lecture
• To understand Functional fixedness
–To understand how Functional
fixedness limits creativity
–To use ‘Street Art’ to demonstrate
how artists are not functionally fixed
–To demonstrate how imagination is
limited when one is functionally
fixed

5. Definition of Functional Fixedness
• According to Karl Duncker (1945)
functional fixedness is the
‘mental block against using an object in a
new way that is required to solve a
problem’ (Duncker 1945:i).

6. Quiz
Functional fixedness is
A mental block against
using an object in a new
way that is required to
solve a problem
Functional fixedness is
A physical block against
using an object in an old
way that is required to
solve a problem
Correct? Correct?

9. Functional fixedness in Adults
• Developing creativity in adults often
involves challenging the ‘functional
fixedness’ of objects and allowing the
freedom to play, experiment and
discover (LLC Books 2010).
• Functional fixedness stunt good problem
solving skills

10. Saucepan -seeing beyond the assigned
function

11. MacGyver – Solving problems
• MacGyver Pirates Escape From Water

12. Street Art & Imagination
• Imagination is the formation of a mental
image of something that is neither
perceived as real nor present to the
senses - Seeing an image in one’s mind
• Creative street art
– Using imagination
– New ways to see objects and the world

13. A pole becomes a nose

14. A road grate becomes a rib cage

15. Drains become legs

16. Timber becomes pencils

17. Stone cobbles become a keyboard

18. A missing brick exposes gold

19. Little people live in the blocks

20. The drain becomes mouth with a
cigarette

21. A bush becomes hair

22. Steps becomes a miniature world

23. A few loose bricks become loose teeth

24. Quiz
• Imagination is
The disintegration of
mental images. It is
something that is
perceived as real nor
present to the senses –
not being able to see an
image in one’s mind
• Imagination is
The formation of a mental
image of something that is
neither perceived as real
nor present to the senses
- Seeing an image in one’s
mind
Correct? Correct?

25. Correct

26. Wrong

27. Memory and Association
• Memory seems to operate as a chain of
associations: concepts, words and ideas are
interlinked, so that stimuli such as a person’s
face will call up the associated name

28. • Creativity can be limited when associations
are not made conscious and challenged
• Conscious ‘associations’ can improve problem
solving skills
• Associations are necessary if we are to build
knowledge of an object

29. Association and Problem solving
• Steel wire for fishing:
– Associated words:
– ‘strong’ , ‘flexible’, ‘sewing’
Problem solving:
used to sew outside equipment because its
strong flexible and can be used in a needle.

30. TASK: Association
• A box of matches:
• In small groups list association words….

31. Association words from task
• As children we are told not to play with
matches
• Only used for to light a fire
• Dangerous
• Strong associations
• Making the associations conscious.
• Park the associations now and try and think
about the object differently

32. TASK: Matches
• Using a box of matches
– In groups how many uses can you come up with
for a box of matches

33. • In order to play with possible uses we must
first break the functional fixedness of the
object

34. TASK: Chair
• In Groups list a number of uses for a Chair?
• Think about the different senses and how they
could be explored; Hearing, Taste, Touch,
sight, smell?
• Actions; games and uses?
• Children play with Chairs

35. Children and Functionally Fixed
• Children grow into functional fixedness
• Children as they grow learn narrow and
limited functions to objects
• Children are not limited by imagination or
function

36. Check learning
• In pairs:
– Discuss the main points of the lecture
• Merge into small groups
– Discuss the points from the pairs
– Nominate one speaker
• Feedback to the large group through the tutor

37. Quiz
Which answer is correct?
• Children become
functionally fixed
• Children are
functionally fixed
Correct? Correct?

38. Wrong

39. Right

40. Recommendations
• Move to ‘What if’ thinking
• Embrace the absurd
• ‘Play’ with objects
• Challenge associations and function
• See the world differently

41. END