Creative cognition is defined as the approach that is used to explain the role of cognitive processes in the process of creative thinking. The main objective of the science dealing with the creative cognition is to be able to determine the components of the creative process. Through years of study and in depth empirical data analysis, it has been concluded that the process of creative thinking acts on a multitude of different processes. It is not limited to a certain psychological area or component that can be labeled as its own. This conclusion then makes it a challenge to limit the components and mechanisms that are involved in the process of creative cognition (Smith, Ward and Finke, 1995).
One of the main issues in the study of creative cognition is the basis of mechanism. One group believes in the evidences pertaining to the fact that creative cognition is based on expertise. On the other hand, an opposing side purports that creative cognitions is based on insight. The aim of the paper is to present an analysis of the two opposing sides on the basis of the available evidences.
By being based on expertise, it means that creative cognition is a structured process of psychological and mental activity. This can be considered analogous to a ‘systematic and well-organized’ manner of mental processes that are structured in different aspects (Stemberg, 1999, p.208). Based on the evidences related to the said concept, when the brain is given a particular problem to resolve, the automatic reaction is an analysis based on memory. This can be considered as logical resolutions to different stimuli. For example one issue is tackled, different parts of the brain related to the said issue is activated. This can be related to the popular saying that ‘experience is the best teacher.’ Due to the fact that the brain has stored information related to the issue, processing of the data is more efficient (Gabora,