Expertise and Reason in Creative Thinking: Evidence from Case Studies and the Laboratory

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Building creative thinking in the classroom: From research to practice (2013, background): “Evidence of this comes from Weisberg (2006), who examined case studies of artists, scientists, and inventors and concluded that expertise – built from content knowledge – influences one’s ability to solve problems creatively.”
A Dual Process Account of Creative Thinking (2011, background): “Weisberg (2006) has pointed out that insight (i.e., where the solution becomes suddenly obvious following a period of frustrated effort) is typically seen as defying logic in problem-solving, as it does not follow from the individual’s prior thoughts.”
On the Usefulness of “Value” in the Definition of Creativity (2015, methodology): “Similarly, before developing the double-helix model of DNA, Watson and Crick proposed a three-stranded helix (the triple helix), which was almost immediately rejected by their peers (and also by Watson and Crick), and so was of no value (Weisberg, 2006a).”
Revenge of the “Neurds”: Characterizing Creative Thought in Terms of the Structure and Dynamics of Memory (2010, background): “tween Modes of Thought This paradox can be reconciled. While some posit that creativity involves everyday thought processes such as remembering, planning, reasoning, and restructuring (Perkins, 1981; Weisberg, 2006a, 2000b), others argue that there are cognitive processes unique to creativity. These”