Key points are not available for this paper at this time.
Picasso's Guernica represents a potentially useful product for investigation by students of creative achievement. In the case of studies by Simonton (2007) and Weisberg and Hass (2007), both appearing in this same issue of the Creativity Research Journal, detailed examination of this picture has provided a basis for some bold statements about creative thought. In this commentary, we question the conclusions drawn by Simonton with respect to the application of historical case analysis, the methods applied, and the substantive model underlying this effort. More generally, we argue that caution is called for in attempting to account for creative achievement based on a single model of the kind of knowledge involved.
Mumford et al. (Sat,) studied this question.