The primary purpose of this article is to combine both transfer of learning (hereafter, transfer) and creativity into similar processes that can increase the products of transfer and creativity. Both transfer and creativity operate within reciprocal relationships between memory storage and working memory. Moreover, they are also based on moving from System 1 processing (rapid, associative, automatic) to System 2 processing (slow and controlled) by several sequential series of circular stages: (1) acquisition and storage of the learning to be transferred and created; (2) identifying a problem/goal after a time interval; (3) active and controlled search in the memory storage for a solution, weighing alternative solutions, deciding what is the correct and most efficient solution and executing that chosen alternative; and (4) evaluating the process while deriving feedback and drawing conclusions for the next round of the above stages.
AmadieuFvan GogTPaasFTricotAMarinéC (2009) Effects of prior knowledge and concept map structure on disorientation, cognitive load, and learning. Learning and Instruction19(5): 376–386.
2.
BaddeleyA (2007) Working Memory, Thought, and Action. New York: Oxford Psychology Series.
3.
BarnettSMCeciSJ (2002) When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin128(4): 612–637.
4.
BeghettoRA (2006) Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal18(4): 447–457.
5.
BowdenEMJung-BeemanB (2003) Aha! Insight experience correlates with solution activation in the right hemisphere. Psychonomic Bulletin & Review10(3): 730–737.
6.
BowdleBFGentnerD (2005) The career of metaphor. Psychological Review112: 193–216.
7.
BuntingM (2006) Proactive interference and item similarity in working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition32(2): 183–196.
8.
BurkeLAHutchinsHM (2007) Training transfer: An integrative literature review. Human Resource Development Review6(3): 263–296.
9.
CatramboneR (2002) The effects of surface and structural feature matches on the access of story analogs. Journal of Experimental Psychology: Learning, Memory, and Cognition28(2): 318–334.
10.
ChenZMoL (2004) Schema induction in problem solving: A multidimensional analysis. Journal of Experimental Psychology: Learning, Memory, and Cognition30(3): 583–600.
11.
CowanNSaultsSNugentL (2001) The ravages of absolute and relative amounts of time on memory. In: RoedigerHLNairneJSNeathISurprenantAM (eds.) The Nature of Remembering: Essays in Honor of Robert C. Crowder. Washington, DC: American Psychological Association, pp. 315–330.
12.
CropleyAJ (2006) Creativity: a social approach. Roeper Review28: 125–130.
13.
DugoshKLPaulusPBRolandEJYangH.-C. (2000) Cognitive stimulation in brainstorming. Journal of Personality and Social Psychology79: 722–735.
14.
EricssonKAKintschW (2000) Shortcomings of generic retrieval structures with slots of the type that Gobet (1993) proposed and modeled. British Journal of Psychology91: 571–590.
15.
GobetF (2005) Chunking models of expertise: Implications for education. Applied Cognitive Psychology19: 183–204.
16.
GoldsteinDGGigerenzerG (2002) Models of ecological rationality: The recognition heuristic. Psychological Review109(1): 75–90.
17.
HanleyR (1999) Distinguishing insight from intuition. Journal of Conscious Studies6(2–3): 287–290.
18.
HendersonSJ (2004) Product inventors and creativity: The finer dimensions of enjoyment. Creativity Research Journal16(2–3): 293–312.
19.
HennesseyBAAmabileTM (2010) Creativity. Annual Review of Psychology61: 569–598.
20.
HinsonJMJamesonTLWhitneyP (2003) Impulsive decision making and working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition29: 298–306.
21.
HoltonEF3rdBatesRABookterAIYamkovenkoVB (2007) Convergent and divergent validity of the learning transfer system inventory. Human Resource Development Quarterly8(3): 385–419.
22.
HowardRW (2000) Generalization and transfer: An interrelation of paradigms and a taxonomy of knowledge extension processes. Review of General Psychology4(3): 211–237.
23.
HuntRRWorthenJB (eds.) (2006) Distinctiveness and Memory. New York: Oxford University Press.
24.
IsaksenSIGaulinJP (2005) A reexamination of brainstorming research: Implications for research and practice. The Gifted Child Quarterly49(4): 315–335.
25.
JohnsonREChangCLordRG (2006) Moving from cognition to behavior: What the research says. Psychological Bulletin132(3): 381–415.
26.
KahnemanD (2003) A perspective on judgment and choice: Mapping bounded rationality. American Psychologist58: 697–720.
27.
KanielS (2001) Transfer from the learner’s point of view. Journal of Cognitive Education1: 266–293.
28.
KaufmanJCBaerJ (eds.) (2005) Creativity Across Domains: Faces of the Muse. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
29.
KaufmanJCBaerJ (eds.) (2006) Creativity and Reason in Cognitive Development. New York: Cambridge University Press.
30.
KaufmanJCBeghettoRA (2009) Beyond big and little: The four C model of creativity. Review of General Psychology13(1): 1–12.
31.
KeithNFreseM (2005) Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects. Journal of Applied Psychology90(4): 677–691.
KoriatAGoldsmithMPanskyA (2000) Toward a psychology of memory accuracy. Annual Review of Psychology, 51, 481–537.
34.
KozbeltA (2008) Longitudinal hit ratios of classical composers: Reconciling ‘Darwinian’ and expertise acquisition perspectives on lifespan creativity. Psychology of Aesthetics, Creativity, and the Arts2(4): 221–235.
35.
KrayLJGalinskyADWongEM (2006) Thinking within the box: The relational processing style elicited by counterfactual mind-sets. Journal of Personality and Social Psychology91: 33–48.
36.
LansdaleMBaguleyT (2008) Dilution as a model of long-term forgetting. Psychological Review115(4): 864–892.
37.
LubartTGuignardJ (2004) The generality–specificity of creativity: A multivariate approach. In: SternbergRJGrigorenkoEL (eds.) Creativity: From Potential to Realization. Washington, DC: American Psychological Association, pp. 43–56.
38.
McCulloughMEBrianLB (2009) Religion, self-regulation, and self-control: Associations, explanations, and implications. Psychological Bulletin135(1): 69–93.
39.
MaciejovskyBBudescuD (2007) Collective induction without cooperation? Learning and knowledge transfer in cooperative groups and competitive auctions. Journal of Personality and Social Psychology92(5): 854–870.
40.
MadjarNShalleyCE (2008) Multiple tasks’ and multiple goals’ effect on creativity: Forced incubation or just a distraction?Journal of Management34(4): 786–805.
41.
MetcalfeJWiebeD (1987) Intuition in insight and non-insight problem solving. Memory & Cognition15: 238–246.
42.
MossJKotovskyKCaganJ (2007) The influence of open goals on the acquisition of problem-relevant information. Journal of Experimental Psychology: Learning, Memory, and Cognition33(5): 876–891.
43.
MumfordMDScottGMGaddisBStrangeJM (2002) Leading creative people: Orchestrating expertise and relationships. The Leadership Quarterly13: 705–750.
44.
NairneJS (2002) Remembering over the short-term: The case against the standard model. Annual Review of Psychology53: 54–75.
45.
O’DonnellAMDansereauDFHallRH (2002) Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review14(1): 73–86.
46.
PerkinsDN (2000) The Eureka Effect: The Art and Logic of Breakthrough Thinking. New York: Norton.
47.
PolynSMNormanKAKahanaMJA (2009) Context maintenance and retrieval model of organizational processes in free recall. Psychological Review116(1): 129–156.
48.
PretzJETotzKS (2007) Measuring individual differences in affective, heuristic, and holistic intuition. Personality and Individual Differences43: 1247–1257.
49.
RaidlMHLubartTI (2000–2001) An empirical study of intuition and creativity. Imagination, Cognition and Personality20(3): 217–230.
50.
Rittle-JohnsonB (2006) Promoting transfer: Effects of self-explanation and direct instruction. Child Development77(1): 1–15.
51.
RoedigerHL3rdGalloDA (2001) Levels of processing: Some unanswered questions. In: NaveBMoscovitchM3rdRoediger HL (eds.) Perspectives on Human Memory and Cognitive Aging: Essays in Honor of Fergus Craik. New York: Psychology Press, pp. 28–47.
52.
Roth-van derTWerfWResingCSlendersA (2002) Task similarity and transfer of an inductive reasoning training. Contemporary Educational Psychology27: 296–325.
53.
RuncoMA (2004) Creativity. Annual Review of Psychology55: 657–687.
54.
RuncoMA (2007) Creativity: Theories and Themes: Research, Development and Practice. New York: Elsevier Academic Press.
55.
SalomonGPerkinsDN (1989) Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist24: 113–142.
56.
SchmeichelBJBaumeisterRF (2004) Self-regulatory strength. In: BaumeisterRFVohsKD (eds.) Handbook of Self-Regulation: Research, Theory, and Applications. NY: Guilford Press, pp. 84–98.
57.
ScottGLeritzLEMumfordMD (2004) The effectiveness of creativity training: A quantitative review. Creativity Research Journal16(4): 361–388.
58.
ShahAKOppenheimerDM (2008) Heuristics made easy: An effort-reduction framework. Psychological Bulletin134(2): 207–222.
59.
ShalleyCELucyLGilsonLL (2004) What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly15: 33–53.
60.
ShellDFHusmanJ (2008) Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology100(2): 443–459.
61.
ShermanJWGawronskiBGonsalkoraleKHugenbergK (2008) The self-regulation of automatic associations and behavioral impulses. Psychological Review115(2): 314–335.
62.
SimmonsJPNelsonLD (2006) Intuitive confidence: Choosing between intuitive and non-intuitive alternatives. Journal of Experimental Psychology: General135(3): 409–428.
63.
SimontonDK (2003) Scientific creativity as constrained stochastic behavior: The integration of product, person, and process perspectives. Psychological Bulletin129(4): 475–494.
64.
SimontonDK (2006) Creative genius, knowledge and reason: The lives and works of eminent creators. In: KaufmanJCBaerJ (eds.) Creativity and Reason in Cognitive Development. New York: Cambridge University Press, pp. 43–59.
65.
SioUNThomasC (2009) Does incubation enhance problem solving? A meta-analytic review. Psychological Bulletin135(1): 94–120.
66.
SloutskyVMKaminskiJAHecklerAF (2005) The advantage of simple symbols for learning and transfer. Psychonomic Bulletin & Review12(3): 508–514.
67.
SternbergRJ (2005) WICS: A model of positive educational leadership comprising wisdom, intelligence, and creativity synthesized. Educational Psychology Review17(3): 190–262.
68.
SwellerJ (2006) The worked example effect and human cognition. Learning and Instruction16(2): 165–169.
69.
WeisbergRW (2006) Expertise and reason in creative thinking. In: KaufmanJCBaerJ (eds.) Creativity and Reason in Cognitive Development. New York: Cambridge University Press, pp. 7–42.
70.
WilliamsSD (2002) Self-esteem and the self-censorship of creative ideas. Personnel Review31(4): 495–503.
71.
ZacksJMSpeerNKSwallowKMBraverTSReynoldsJR (2007) Event perception: A mind–brain perspective. Psychological Bulletin133(2): 273–293.
72.
ZhouJ (2008) Promoting creativity through feedback. In: ZhouJShalleyCE (eds.) Handbook of Organizational Creativity. New York: Erlbaum, pp. 125–145.
