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Too much structured knowledge hurts creativity, shows study -- ScienceDailyThe findings may have application for leaders of multi-disciplinary teams, which tend to show inconsistent rates of innovation, perhaps because team members may continue to organize their ideas according to functional similarity, area of their expertise, or discipline. "We suggest people put their ideas randomly on a white board and then think about some of their connections," says Kim. Our tendency to categorize information rather than efficiency itself is what those working in creative industries need to be most on guard about, the researchers say.
“Without slides, the participants go further off-script, with more interaction and curiosity,” says Andrew Askew, an assistant professor of physics at Florida State University and a co-organizer of the forum. “We wanted to draw out the importance of the audience.” In one recent meeting, physics professor John Paul Chou of Rutgers University (pictured above) presented to a full room holding a single page of handwritten notes and a marker. The talk became more dialogue than monologue as members of the audience, freed from their usual need to follow a series of information-stuffed slides flying by at top speed, managed to interrupt with questions and comments. “We all feel inundated by PowerPoint," Askew says. "With only a whiteboard, you have your ideas and a pen in your hand."
The researchers randomly assigned 90 children to conditions in which they learned using different kinds of physical interaction with the material. In one group, children picked up magnetic number tiles and put them in the proper place in the formula. For example, for the problem 4 + 2 + 6 = ___ + 6, they picked up the 4 and 2 and placed them on a magnetic whiteboard. Another group mimed that action without actually touching the tiles, and a third group was taught to use abstract gestures with their hands to solve the equations. In the abstract gesture group, children were taught to produce a V-point gesture with their fingers under two of the numbers, metaphorically grouping them, followed by pointing a finger at the blank in the equation. The children were tested before and after solving each problem in the lesson, including problems that required children to generalize beyond what they had learned in grouping the numbers. For example, they were given problems that were similar to the original one, but had different numbers on both sides of the equation. Children in all three groups learned the problems they had been taught during the lesson. But only children who gestured during the lesson were successful on the generalization problems. “Abstract gesture was most effective in encouraging learners to generalize the knowledge they had gained during instruction, action least effective, and concrete gesture somewhere in between,”