Problem finding, creativity, and giftedness

Problem finding skills are increasingly recognized in theories of creativity. They should also be integrated into definitions of giftedness and recognized by educators. This article reviews the research showing problem finding to be distinct from problem solving, as well as the research supporting its role in intrinsically motivated creative performances. Of most importance may be that problem finding represents a family of related skills (e.g., problem identification, problem definition, problem expression, problem construction), each of which seems to be influenced by cognitive and extracognitive (e.g., attitudinal) factors. Specific educational implications and suggestions for developing the problem finding skills of gifted children are discussed.