Creativity is often viewed as a mystical force, a spark of inspiration that ignites brilliance in art, science, and everyday problem-solving. But what if creativity could be better understood through cognitive psychology? This is where Peter Cathcart Wason’s innovative tasks come into play, offering insights into the nature of creative thinking.

Sometimes, people misunderstand creativity — substituting technical skill for creative ability, like when an artist sketches a perfectly lifelike representation of an object. Creativity is a way of thinking. It’s actually the ability to combine previously unrelated mental elements in a novel, useful way. For example, Einstein was creative because he could bring together ideas to create a new theory.  Creativity is a way of thinking — a process — not a combination of technical skills.

Divergent Thinking

Creativity stems from divergent thinking, a process illustrated by both Wason’s 2-4-6 Task, and his Selection Task. Peter Cathcart Wason was a cognitive psychologist who contributed to the early study of reasoning. His studies explore how the mind makes breakthroughs. His tasks provided some evidence for the idea that creative thinking isn’t based on IQ but rather a non-linear model of thinking.

The Wason Selection Task

In his task, an individual is presented with a set of four cards on top of a table. Each card has a number on one side and a colored box on the other side. The visible faces of the cards show:

The participant must answer the following question.

Which card(s) must you turn over in order to test the truth of the proposition that if a card shows an even number on one face, then its opposite face is red?

The correct response is to turn over the 8 card and the brown card.

The rule was “If the card shows an even number on one face, then its opposite face is red.” Only a card with both an even number on one face and something other than red on the other face can invalidate this rule.

In the original study, less than 10% of the participants guessed correctly. This result was replicated in 1993.

To successfully complete this task, a person must use inductive reasoning and divergent thinking. They must start with a question and use that stimulus to generate ideas.

Wason’s Selection Task challenges participants to test logical propositions by choosing cards that could confirm or disprove a given rule. This task often reveals a tendency towards confirmation rather than falsification, highlighting the importance of looking at problems from multiple perspectives.

Divergent thinking, the ability to generate many unique solutions to a problem, is crucial here. It involves exploring numerous pathways and possibilities, allowing for the kind of innovative ideas that define creative expression.

The Wason 2-4-6 Task

Wason conducted another task, known as the 2-4-6 task, to further study divergent thinking. The participant is presented with the 2-4-6 triple and instructed to discover a rule that governs this sequence of three numbers.

The answer is “three numbers in ascending order.” But the participant does not know.

Then, the participant is encouraged to generate additional triples, like 12-24-48, 1-2-3, or 10-20-30.

The experimenter tells the participant whether the new group of numbers fits the secret rule.

Interestingly, people tend to create a rule that is more specific than the real, secret rule. People who guess correctly are able to think more creatively about what the secret rule might be. (They also avoided confirmation bias in the process.)

This study shows the role of divergent thinking — the ability to generate creative ideas by exploring many possible solutions — in problem-solving. Creative people think in a spontaneous, free-flowing, and “non-linear” manner.

This doesn’t come from how “smart” or skilled they are. Instead, it’s from a mindset that includes nonconformity, curiosity, willingness to take risks and persistence. Creativity involves mental playfulness.

Wason’s 2-4-6 Task is a fascinating exploration of hypothesis testing and the limits of linear thinking. Participants are given the sequence “2-4-6” and asked to determine the rule governing this sequence by proposing their own sets of numbers. The catch? The actual rule is simply “any ascending sequence.” Many participants, however, fixate on generating numbers that fit their preconceived notions, such as even numbers or increments of two, demonstrating a common cognitive bias known as confirmation bias.

This task underscores the importance of non-linear and divergent thinking in creativity. Instead of merely seeking evidence to confirm existing beliefs, true creativity requires the ability to think outside the box, to consider possibilities beyond the obvious, and to embrace uncertainty.

How to Talk About Creativity

When talking about creativity, the process triumphs over the end result. This is one of the deciding factors between people who “get” any free-thinking endeavor and those who turn up their noses at the end result of an exploratory project.

Mirke Jan Bialy discusses this distinction in “Why Some People Hate Abstract Art While Others Love It.”

Those who discredit abstract art tend to believe that a masterpiece is the product presented to the viewer, not the evidence of the journey to create it. Abstract art lacks linear representation of anything realistic. Critics of abstract paintings argue that a child could have produced the works that become famous. They argue that abstract expressionism undermines the technical training that many artists spend years pursuing and financing for the sake of their trade. The carefully trained eye and selective disciplinarian finds abstract art a savage abuse of the care and precision that go into other forms of painting.

However, those who appreciate abstract art understand the process of creativity. It’s the mindset surrounding the work that matters as much as the end result.

It’s quite possible that divergent thinkers are more likely to appreciate and recognize other divergent thinkers.

Whenever I discuss creativity, I try to bridge that gap — bringing the convergent (logical) thinkers into a creative mindset.

Non-Linear and Divergent Thinking: The Basis for Creativity

Non-linear thinking breaks free from traditional pathways, encouraging a departure from predictable patterns. Divergent thinking, meanwhile, fosters a broad range of ideas and solutions. Together, these cognitive processes form the backbone of creativity. They enable individuals to craft novel ideas, synthesize disparate concepts, and innovate in ways that linear thinking cannot.

Talent vs. Creativity: Understanding the Distinction

It’s important to distinguish between talent, particularly technical artistry, and creativity. Talent often refers to a skill or proficiency in a particular area, such as the ability to paint lifelike portraits or play a musical instrument with precision. While talent is valuable, it doesn’t necessarily equate to creativity.

Creativity is about how you use your talents. It’s the ability to transcend traditional ideas, create new ones, and find innovative solutions. A technically skilled artist may recreate a perfect still life, but it is the creative artist who reimagines the world in unexpected ways, challenging norms and sparking new ideas.

Why This Distinction Matters

Understanding the difference between talent and creativity is crucial when discussing creative expression. Celebrating creativity means valuing the capacity to innovate and explore beyond the confines of technical skill. It involves recognizing and nurturing the ability to ask “what if” and daring to venture into uncharted territories.

By appreciating the role of non-linear and divergent thinking, and distinguishing it from mere technical ability, we can foster environments that encourage true creativity. This approach not only enriches individual creative pursuits but also fuels collective innovation and progress.

Copiers vs. Creators

People see a life-like sketch, and say, “Wow! They’re so creative.” But, that artist is just technically skilled. They took classes or practiced. Nothing in their mind took two completely unrelated things and pulled them together. They can’t innovate. They can’t reimagine. They have merely presented you with a copy.

You see this in every field of study. We often lavish praise more upon the copiers than the creators. Which is easy to do because they’re just honing a craft through practice. They aren’t putting mental energy into invention. Talking about creativity means talking about a mindset —regardless of the end result.

Peter Cathcart Wason’s tasks remind us that creativity is more than just talent; it’s a mindset of exploration and openness. By embracing non-linear and divergent thinking, we unlock the potential for groundbreaking ideas and transformative expressions of creativity.

Additional Reading

Sources

  • Vartanian, O., Martindale, C., & Kwiatkowski, J. (2003). Creativity and Inductive Reasoning: The Relationship between Divergent Thinking and Performance on Wasons 2—4—6 Task. The Quarterly Journal of Experimental Psychology Section A, 56(4), 1–15. doi: 10.1080/02724980244000567

Understand Shopping Trends

We’re dropping our next newsletter in July 2025. Sign up for exclusive freebies, giveaways, and industry insights.