Creativity can be portrayed as a function of knowledge multiplied by imagination (to create options) and judgment (to evaluate options). Drs. Parnes, Noller and Biondi in 1977 suggested this simple equation for creativity as a model: C = K x I x E. This equation suggests that for one to solve problems creatively, one must first have appropriate knowledge (K). Secondly, the bits and pieces of this knowledge can be transformed by one's imagination (I) into various new, different combinations called ideas, options, points of view, etc. This is analogous to how the bits and pieces of colored glass in a kaleidoscope are rearranged into new different combinations called patterns by spinning the drum. Thirdly, evaluation (E) is needed. One must exercise judgment to select the most appropriate ideas, options, point of view, etc. for implementation or further development.

Let's first focus on the knowledge component of the equation. How people gain knowledge (learn) is personal and individualistic. That is, the bits and pieces of knowledge a person absorbs and retains can be gained in contrasting ways. One way is by direct, concrete experience. This can best be described as getting personally involved in the task at hand and "getting one's hands dirty." The opposite way is by detached, abstract thinking, by standing back, observing, analyzing and theorizing to understand.

Second, let's focus on the imagination and judgment components. How people use knowledge is also very personal and individualistic. It is suggested that there are two opposite ways of using one's knowledge. The first use is for ideation (to proliferate ideas, options and different points of view while deferring judgment) and the second is for evaluation (to judge and select from those ideas, options and points of view).

Each person could thus be characterized as having a unique set of relative preferences on these two information processing dimensions (experience-thinking for gaining knowledge and ideation-evaluation for using knowledge). This set of preferences would describe how the person tends to prefer to learn and to prefer to use the knowledge learned. Each person's unique set of preferences can then help identify his or her own unique style of creative problem solving.

It's important to realize that people fall somewhere between the two extremes of both dimensions. For example, everyone learns partly by experiencing and partly by abstract thinking and analysis, and everyone uses their knowledge partly for ideation and partly for evaluation. There is no person who uses one but not the other.