THE RELATIONSHIP BETWEEN CONCEPT GENERATION AND RELATED SEARCH TERM STIMULI

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1 Original papers Received July 18, 2012; Accepted May 29, 2013 THE RELATIONSHIP BETWEEN CONCEPT GENERATION AND RELATED SEARCH TERM STIMULI Yoon-jung Huh*, Myung-suk Kim** *The Graduate School of Culture Technology, KAIST, 291 Daehak-ro, Yuseong-gu, Daejoen , KOREA. (corresponding author). ** Dept. of Industrial Design, KAIST, 291 Daehak-ro, Yuseong-gu, Daejoen , KOREA Abstract: Creativity of the design is majorly decided in the concept generation stage which needs more information and stimuli. This paper examined the relation between concept generation and related search term stimuli. We hypothesized that stimuli which are offered by Google's search terms would encourage the creative cognitive processes. In the process of concept generation, stimuli group and non-stimuli group would be asked to develop their concepts with two problems. The concepts would be analyzed through creativity and the creative cognitive processes. The stimuli sets were generated by Google's search terms which were searched for 5 levels. Results showed that the creativity of the concepts was significantly correlated with creative cognitive processes, in word stimuli situation. With word stimuli, designers used creative cognitive processes more than the designers without word stimuli. Designers used generation processes more than exploration processes in the word stimuli condition. In particular, generation processes were more related to creativity than other processes aided with word stimuli. Keywords: Concept generation, Word stimuli, Related search terms, Creativity, Creative cognition 1. Introduction Design results are based on design concepts which are ideas that motivate major decisions in the design process. To draft initial design concepts, more information and stimuli could help in the early-stage planning which is called concept generation. Lui et al. focused on early-stage of design process, because concept generation is an important stage where many decisions affecting the rest of the design process are made [1], and may assist in reducing the overall cost. It is estimated that 75% of the total output is committed to during concept generation stage [2]. Successful concept development is highly valuable that designers exercise and make an effort to secure it. This demand has produced many techniques and methods for developing creative ideas on concept generation. There are numerous and significant empirical studies examining methods to enhance the concept generation process through the use of stimuli. This paper examines the relation between the language stimuli and concept generation. Language is linked to thought and related to reasoning. It may be possible to use language or a word itself as a design tool. Using language and reasoning in concept generation may encourage the creative cognitive processes. Especially related search term would be used as stimuli on the process of concept generation. To examine the relation between the language stimuli and concept generation, the concepts would be analyzed by the criteria of creativity and the processes of Finke et al. s Geneplore model which focuses on specific cognitive processes. The creativity of the concepts would be evaluated from the viewpoint of practicality and originality. And Geneplore model would show the relationship between languages and thought in reasoning and decision-making. 2. Language Stimuli in Concept Generation There have been related studies that language stimuli play important roles in concept generation. Chui and Shu Copyright 2013 日本デザイン学会 All Rights Reserved. THE SCIENCE OF DESIGN B U L L E T I N O F JSSD Vol. 60 No

2 searched for biological analogies for design in natural-language format using lexical linguistic relationships. They used these relationships in engineering problems to uncover relevant biological phenomena as stimuli. The production of lexical relationships, such as those found within the framework of WordNet, expresses continuing reasoning and thought processes [3]. They also investigated words in the form of verbs that were suitable as stimuli since verbs are more flexible than nouns, and not necessarily tied to a concrete concept. They reported that the results were most successful when using more specific verbs as stimuli and also observed that intransitive verbs, which cannot take a direct object, were less successful in the development of concepts, whereas transitive verbs tended to result in more success in the development of complete concepts. Overall, it was found that using language as related stimuli affected the success and type of concept developed [4]. This is in contrast to the method of using unrelated words as stimuli, where participants attempted to relate randomly selected words back to the design problem and reported that unrelated words as stimuli also helped to develop a new perspective on the problem [5]. Segers presented a word graph, which is a computer-aided design system for architectural design. This effort was also motivated by evidence that designers annotations can be structured within a language framework. He investigated the effects of offering feedback to annotations, namely by presenting word graphs that contain the architect s annotations and semantic associations based on these words. It was also found that using words as stimuli for concept generation could stimulate design through word graph [6]. Goldschmidt and Sever proposed that textual stimuli may be useful for concept generation. For this study, they provided texts to designers that included ideas from fields closely related to that of the design problem to improve design problem solving. There was a significant difference in originality between works that had not been exposed to text stimuli and works with texts stimuli, regardless of whether the texts were closely related to the assignment [7]. In our previous work, it was investigated that related search terms were effective in enhancing design creativity, as compared to the condition without any stimuli [8] It can logically interpret that these research findings are as proof of language stimuli efficiency, and language stimuli could act as accessible clues, or evidences of generating concepts with little effort. Although the design-reasoning processes cannot be directly observed within the designers, improvements in the concept-generation process through the use of stimuli can be observed. For this reason, we would assess the correlation between the creativity of the concepts and the creative cognitive process of the concepts. 3. Creative Cognitive Process: the Geneplore Model Through language and word stimuli research, a connection between language and reasoning can be proved for the purpose of design. Language is structured and related to reasoning and it could be possible to use language or a word itself as a design tool. Designers transfer concepts from stimuli to the target problem, which shows the relationship between language and thought in reasoning and decision-making [9, 10]. The goal of the study of creative cognition is to use methods of cognitive science for exploring the mental processes and structures of creative thought. Finke et al. present an approach to the study of creativity, which focuses on specific cognitive processes and structures that make available creative results and products [11]. They propose a framework for creative cognition: the Geneplore model (Figure 1), which considers both generative and exploratory cognitive processes in developing creative ideas. It provides a useful framework for the basic cognitive process of creativity. In the Geneplore model, the first one constructs mental representations called preinventive structures, having various properties that help to promote creative discovery. Generation processes give rise to preinventive structures. Then the preinventive structures can be explored and interpreted in the exploration and interpretation processes. Generation processes and exploration processes are described in Table 1 and Table 2. GENERATION OF PREINVENTIVE PREINVENTIVE EXPLORATION STRUCTURES AND INTERPRETATION FOCUS OR EXPAND CONCEPT CONSTRAINTS Figure 1. The Geneplore Model (Finke et al., 1992[11]) 56 B U L L E T I N O F JSSD Vol. 60 No THE SCIENCE OF DESIGN

3 Table 1. Generation Processes (Finke et al., 1992 [11]) Memory Retrieval Association Mental Synthesis Mental Transformation Analogical Transfer Categorical Reduction 4. Experimental Method The recovery of existing structures from memory, such as recalling words or objects. Mostly, this retrieval happens quickly and automatically. The combination of simple concepts or ideas in order to get new ideas, lending itself very well to the use of words. Component parts or single concepts can be combined to form more complex concepts, with the meanings of the initial concepts being altered. Component parts, single concepts, or more complex concepts can be mentally rearranged and reassembled, and forms can be rotated or altered in shape to make interesting and useful structures. A relationship in one context is transferred to another, resulting in preinventive structures that are analogous to those that are already familiar. The act of mentally reducing objects or elements to more primitive categorical descriptions. Table 2. Exploration Processes (Finke et al., 1992 [11]) Attribute Finding Conceptual Interpretation Functional Inference Contextual Shifting Hypothesis Testing Searching Limitations for A systematic search for unexpected or emergent features in the preinventive structures. Generally, it refers to the process of taking a preinventive structure and finding an abstract, metaphorical or theoretical interpretation of it. The process of exploring potential uses or functions of a preinventive structure. This process is often facilitated by imagining oneself physically using the object in various ways. The consideration of a preinventive structure in new or different contexts as a way of gaining insights about other possible uses or meanings of the structure. One seeks to interpret the structures as representing possible solutions to a problem. One discovers which ideas will not work or what types of solutions are not feasible. Based on the above consideration, it is hypothesized that word stimuli, which are presented by Google s search terms, would encourage the creative cognitive processes. To examine the relation between the language stimuli and concept generation, the concepts would be analyzed by the criteria of creativity and the processes of Finke et al. s Geneplore model. This study sets out under our previous study that related search terms were effective in enhancing design creativity. This study investigates the correlation between creativity and creative cognitive processes using the same data of previous study to prove the effect of related search terms stimuli empirically Stimuli - Google s Related Search In this research, Google s related search is used as stimuli in concept generation. The most important measure of a search engine is the quality of its search results. Brin and Page proposed using Google search engine to produce high precision results. It made use of the link structure of the web to calculate a quality ranking for each webpage known as Page Rank. Page Rank, an objective measure of its citation importance that corresponded well with people s individual ideas of importance, extends this idea by not counting links from all pages equally, but by normalizing by the number of links on a page. Intuitively, pages that were well cited from many places around the web were worthy [12]. This algorithm can also be applied to determine a list of related search terms (Figure 2). Relevance is determined by the quantity and frequency of word pairs, in which queries term A directly follows term B. Over the past ten years, Google has been employing complicated search systems, one of which determines Page Rank. Google employs approximately 200 criteria in their search process, but these processes are proprietary and not available for academic scrutiny. We used Google s related search term as stimuli. First, the basic principle is that Google searches use collective intelligence, defined very broadly as groups of individuals doing things collectively that seem intelligent [13]. The rise of the Internet has enabled the emergence of new forms of collective intelligence. Google harnesses the power of the judgments made by millions of people as they create links to web pages, producing amazingly intelligent search results for users by mining the collective knowledge of the entire Internet. Segers, Chui and Shu used WordNet stimuli which show semantic dictionary definitions. And Goldschmidt and Sever used textual stimuli like narration or a part of novel. We wondered whether this collective knowledge which is based on algorithm could assist as stimuli in concept generation. Second, if the process of concept generation which offer word stimuli is developed as a web-based application, it could be easy to be linked with related search terms for stimuli. For these reasons, we used Google searches as stimuli. THE SCIENCE OF DESIGN B U L L E T I N O F JSSD Vol. 60 No

4 Level 1 High tech Level 2 High tech robotics High tech shoes Level 3 Large telescope Robotic arm High tech sneakers High tech heels Level 4 Mirror Satellite Artificial intelligence Computer brain Figure 2. Related Search Terms in Google Search 4.2. Tasks The experiment was set up to solve two design tasks. The first task was a high-tech bus stop. The second was a scientist who designs a new pet. Two tasks based on the graphic elements of game design which are divided in two parts: background and character. The first task was to design the background and the second was to design the character. 30 students were asked to generate and explain their concepts in words first, and asked to draw concepts in the form of a sketch on sheets of paper in a fixed order. For each task, 20 minutes were allotted to the development of ideas Condition 1 In condition 1, the tasks were carried out without any stimuli Condition 2 In condition 2, the designers received stimuli in the form of related search terms. In condition 2, two tasks were given with related search terms searched through 5 levels. Figure 3 and Figure 4 show the related search terms -level hierarchy. In the first task, the terms high-tech and bus stop were searched, and in the second task, scientist and pet were searched. Searching for pet brought up the related terms pet bed, puppy and cat. Level 2 and 3 terms are called higher level terms and level 4 and 5 terms are called lower level terms. For this analysis, the sum of higher-level and lower level terms were equal. Each problem set consisted of 24 stimuli from 5 levels Experimental Procedures 30 designers were divided into two groups, group A and group B. Group A performed a high-tech bus stop task in condition 1 (without any stimuli) and then performed a scientist who designs a new pet task in condition 2 (with stimuli), while Group B performed the first task in condition 2 and then the second task in condition 1 (20min for each task; total 40 min). Level 5 Figure 3. Five Hierarchy Levels of Related Search Terms DNA Pet bed Small pet Reptile Amphibian Lizard Hamster Pen light Metro bus station Genome lab Adoption Nuclear medicine Space shuttle Chinchilla Rebrado Animal rescue Figure 4. Five Hierarchy Levels of Related Search Terms 4.4. Measurement Responses which consisted of concepts and sketches were analyzed using the following criteria. First, if the responses were unrelated to the problems, and lacking sketches or explanation of concepts, they would be considered incomplete. Generation and explanation of Pet Puppy Scientist Laboratory Genome deformation Medical tool Medical lab Glass beaker Train station Schedules Bus fare Timetable Train travel Train ticket Bus line Bus stop Train game Polar express game Luxury train travel Tool Cat Salary 58 B U L L E T I N O F JSSD Vol. 60 No THE SCIENCE OF DESIGN

5 the concepts in words were crucial for the evaluation of creative cognitive processes. Second, the creativity of the responses was evaluated from the viewpoint of practicality and originality based on the creativity evaluation by Finke et al. Practicality means whether the idea seemed appropriate and had expandability of function and originality means whether the idea was novel and innovative. Following Finke, we used a combined creativity score by adding the originality and practicality scores [14]. Scores were given on a scale of 1 to 5, where 1 is low and 5 is high. Third, each response was assessed for twelve cognitive processes, the Geneplore model. Scores were given on a scale of 1 to 5, where 1 is low and 5 is high. Fourth, the relationships between creativity and twelve generative and exploratory cognitive processes were examined using the correlation analysis. Fifth, the frequency of levels of related search terms used in design concept generation were examined. Finally, whether or not there were significant relationships between creativity and levels of stimuli were examined using the correlation analysis. Responses not using the related search terms were also included in the analysis. 5. Results The designers produced sketches and wrote out their concepts and explanations. Two judges evaluated the creativity and creative cognitive processes of each design response individually who were experts in the field of art and design, with ten years and having professional experience. The results of the judges evaluations were averaged for inter-response comparison. Concerning completion, 8 responses in condition 1 and 9 in condition 2 were excluded from the analysis because their concepts and sketches were incomplete. 22 responses of Condition 1 and 21 responses of Condition 2 were left for the evaluation. The judge evaluated the responses, writing the scores of twelve cognitive processes, originality and practicality Examples of Evaluation of Cognitive Processes Figure 5 show examples of concepts for two tasks in which related search term stimuli was given. The examples in Figure 5 achieved high grades for both practicality and originality. The design in Figure 5(a) achieved 4.5 in practicality and 5 in originality. It was described as a hologram bus stop and the designer used high tech robotics (level 2), robotic arm (level 3), and timetable (level 2) terms as stimuli which are higher-level terms in the hierarchy. a b Figure 5. Examples with Stimuli: (a) High-tech bus stop design (b) Scientist who designs a new pet a b Figure 6. Examples with no Stimuli: (a) High-tech bus stop design (b) Scientist who designs a new pet Hologram bus stop shows the bus timetable and video of the bus as hologram and they float on air. A robotic artificial leg and a robotic dog help people board the bus. In hologram bus stop, the participant used association, the combination of simple words or ideas, in high tech robotics with dog and robotic arm with leg. They synthesized all information about the bus in the concept of hologram, suggesting a bus stop not only on the ground context but also in the sky context. In this concept, the advertising board and cars were floating on the air. This response employed association, mental syntheses (single concepts combined to form more complex concepts), and contextual shifting as creative cognitive processes. Figure 5(b) achieved 4.5 in practicality and 4.5 in originality. The design was described as a snail scientist and the designer used the genome deformation (level 4) term as a stimulus. The designer wrote that the genome deformation occurred because of radiation leakage accident which gave snail scientist intelligence and an ability to manipulate things with a tail. The snail human lived underground and immersed himself in research day and night to design a new pet. In snail scientist, the participant described scientist not as a human but a snail, which used conceptual interpretation (metaphorical interpretation) of the creative cognitive processes, furthermore the participant used attribute finding (search for unexpected or emergent features) and functional inference (exploring potential uses or functions) of the creative cognitive processes in the tail which functioned similar to a human hand. Whereas Figure 6 which were given no stimuli achieved low grades for both originality and practicality. The designers drew a typical bus stop and scientist and got low originality. THE SCIENCE OF DESIGN B U L L E T I N O F JSSD Vol. 60 No

6 Table 3. Correlation Analysis in Condition 2 (Word Stimuli) Mean SD Pr. Or. Cr. Memory Retrieval Association **.781**.832** Mental Synthesis **.896**.914** Mental Transformation **.890**.895** Analogical Transfer **.662**.713** Categorical Reduction Attribute Finding **.553** Conceptual Interpretation Functional Inference **.866**.830** Contextual Shifting Hypothesis Testing Searching for Limitations ** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed). Table 4. Correlation Analysis in Condition1 (No Word Stimuli) Mean SD Pr. Or. Cr. Memory Retrieval Association Mental Synthesis *.423* Mental Transformation Analogical Transfer Categorical Reduction Attribute Finding Conceptual Interpretation Functional Inference Contextual Shifting Hypothesis Testing Searching for Limitations ** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed) Creativity of Two Conditions T-tests were used to compare the scores of practicality and originality under different conditions in both tasks. A significant difference between practicality scores for the two conditions was not found (T=-.979, p >.05). However, significant difference between the originality scores (T=-2.674, p <.05) and creativity scores. (T=-2.201, p <.05) for the two conditions was found [8] Creativity with the Twelve Processes of the Geneplore Model The relationships between the twelve Geneplore model processes and creativity were analyzed. Correlations were obtained by the Spearman test because of a small sample size. As a result, Table 3 shows a significant correlation between the twelve processes and the creativity scores was observed in condition 2. Pr. means practicality, Or. means originality and Cr. means creativity. Considering the correlation in each process of the Geneplore model and creativity scores with word stimuli condition, creativity was significantly correlated with association (rs =.832, p <.01), mental synthesis (rs =.914, p <.01), mental transformation (rs =.895, p <.01), analogical transfer (rs =.713, p <.01), attribute finding (rs =.553, p <.01), and functional inference(rs =.830, p <.01), but did not have a significant correlation with memory retrieval (rs =.214, p >.05), categorical reduction (rs =.00, p >.05), conceptual interpretation (rs =.423 p >.05) contextual shifting (rs =.253, p >.05), hypothesis testing (rs =.00, p >.05), and searching for limitations (rs =.00, p >.05). Considering the correlation of each Geneplore model process and creativity scores with the condition of no word stimuli, Table 4 shows that creativity did not have a significant correlation with the twelve processes of the Geneplore model. Creativity did not have a significant correlation with memory retrieval (rs =.276, p >.05), association (rs =.256, p >.05), mental transformation (rs =.139, p >.05), analogical transfer (rs =.244, p >.05), attribute finding (rs =.302, p >.05), functional inference (rs =.248, p >.05), categorical reduction (rs =.070, p >.05), conceptual interpretation (rs =.059, p >.05), contextual shifting (rs = -.090, p >.05), hypothesis testing (rs =.00, p >.05), and searching for limitations (rs =.00, p >.05), but had a significant correlation with mental synthesis (rs =.423, p <.05). The results show how cognitive processes relate to creativity in the word stimuli condition. With word stimuli, designers may use creative cognitive processes more than the designers without word stimuli. Further, designers use generation processes more than exploration processes in the word stimuli condition. In particular, association, mental synthesis, and mental transformation are more related to creativity than other processes aided with word stimuli. As a result, using related search term stimuli in concept generation stimulates the designer into using creative cognitive processes. 60 B U L L E T I N O F JSSD Vol. 60 No THE SCIENCE OF DESIGN

7 Table 5. Frequency of Each Level Level Frequency Percent Percent (higher level) 39.4 Total Table 6. ANOVA Test of Creativity (lower level) N Mean Std.Deviation df F Sig. Higher level Lower level Mixed level No level Total Between groups=3 Within groups=17 Total= Relation between Creativity and Levels of Related Search Terms in Condition 2 In condition 2, many levels of related search terms were used in design concept generation but in particular higher-level search terms were more frequently used than terms in lower level. Table 5 shows the frequency of each level. Even though designers used higher-level terms more than lower-level terms, Table 6 shows that there was no significant differences of creativity scores among levels ( F=.389, p >.05). Mixed level means the case which used higher level terms and lower level terms together. No level means the case which used not any term. 6. Discussion This research can be discussed by considering the findings of significant earlier studies on stimuli for concept generation. Our previous research on stimuli for concept generation has attempted to find a way to enhance concept generation and to develop the methods of creative design. Segers used word graphs, which projects word relation graphs based on WordNet [15] for idea generation. He proposed that word graphs could help designers to change their perspective and to break their fixations [16]. Chiu proposed a methodology that involved enhancing concept generation using words as stimuli. She reported that concept creativity significantly increased with the use of opposite stimuli, and increasing the number of oppositely-related verbs increased the introduction of new concept elements. In particular, transitive verbs as stimuli increased the number of complete concepts [17]. Both doctoral theses presented language as external stimuli to reflect on the roles of stimuli in enhancing creativity in concept generation. However, the detail structures of the concept generation process that resulted in the formulation of creative concepts and its essential cognitive factors to generate new concepts have not yet been identified. Our research did not directly explain whether stimuli enhanced concept generation but used specific cognitive processes and structures to define which processes were used in creative results. The inner processes were investigated, which can help to understand the underlying cognitive processes of concept generation. Nagai et al. also investigated the phenomena of the design process from the perspectives of thought types and recognition processes in design tasks [18] but there were no remarkable relationships between this and that study. This study proposes that stimuli of related search terms in concept generation could be useful, and if it is developed as a web-based tool, it may be an educational and practical tool in the design process. In this paper the participants of the experiments were students, who were definitely novices. Therefore they could benefit from stimuli at the beginning of the design process. This study could be useful for novices, particularly those studying design. There are various design methods and uses of design aids of all sorts, but it is difficult to teach students how to come up with ideas, which is hard work. If it is developed as a web-based tool, it may encourage novices to start concept generation and advancing their ideas and it could be easy to be linked with Google s related search terms for stimuli. Future studies should seek to obtain the output of a designer s cognitive processes and explanations as to why different types of cognitive processes in design tasks exist. This study aimed to clarify creativity and creative cognitive processes in concept generation using stimuli. 7. Conclusion We hypothesized that stimuli which are offered by Google's search terms would encourage the creative cognitive processes. Results showed that the related search words were effective in encouraging the creative cognitive processes as compared to concept without any stimuli. In this study, creative cognitive processes in concept generation and how they were related to the creativity of final outputs were examined. Especially with word stimuli, creativity has a highly significant correlation with association, mental synthesis, and mental transformation which are generation processes. Significant correlation THE SCIENCE OF DESIGN B U L L E T I N O F JSSD Vol. 60 No

8 between creativity and levels of the stimuli were not observed. Designers used higher-level terms more than lower-level terms and there were no significant differences of creativity scores among levels. This research aims to encourage the creative cognitive processes in design concept generation by using words, particularly from Google s related search terms, as stimuli. Google s search produces intelligent results to users based on collective knowledge. We wondered whether this collective knowledge could assist as stimuli in concept generation. In essence, we found that related search terms can encourage and inspire the creative cognitive processes produced by students in short-term design exercises. We partially established a logical field of stimuli and their impact on concept generation, which had been an assumption, proving in our research by comparing a condition with stimuli and a condition without stimuli. The creative features in the concept generation process were discussed by focusing on creative cognitive processes through Finke et al. s Geneplore model, which focuses on specific cognitive processes and structures that contribute to creative results, and we defined which processes are used in successful and creative results. The results showed how cognitive processes relate to creativity under the word stimuli condition. A significant correlation between the twelve processes and creativity scores was observed in the stimuli condition whereas creativity did not have a significant correlation with the twelve processes in the without stimuli condition. With word stimuli, designers may use creative cognitive processes more than the designers without word stimuli. Further, designers used generation processes more than exploration processes in conditions with word stimuli. Association, mental synthesis, and mental transformation were shown to have a greater relationship to creativity than other processes in the word stimuli condition. As a result, related search term stimuli in concept generation inspired designers to use creative cognitive processes. References 1. Liu YC, Bligh T, Chakrabarti A. Towards an ideal approach for concept generation. Design Studies 2007; 24(4): Ullman D. The mechanical Design Process. McGraw-Hill: New York, Chiu I, Shu LH. Bridging cross-domain terminology for biomimetic design. Proceedings of ASME IDETC, Long Beach, CA, DETC Chiu I, Shu LH. Using language as related stimuli for concept generation. Ai Edam-Artificial Intelligence for Engineering Design Analysis and Manufacturing, 2007; 21(2): De Bono E. Serious Creativity. HarperCollins: New York, Segers NM, Vries BD, Achten HH. Do word graphs stimulate design?. Design Studies 2005;26(6): Goldschmidt G., Sever AL. Inspiring design ideas with texts. Design Studies 2011; 32(2): Huh YJ, Kim MS. Study on Creativity of Game Graphics. LNEE 2012; 181: Dentsoras AJ. Information generation during design: information importance and design effort. Artificial Intelligence for Engineering Design Analysis and Manufacturing 2005; 19(1): Gero JS, Sushil JL, Kundu S. Evolutionary learning of novel grammars for design. Artificial Intelligence for Engineering Design Analysis & Manufacturing 1994; 8(2): Finke RA, Ward TB, Smith SM. Creative cognition: theory, research, and application. MIT Press: Cambridge, MA, Brin S, Page L. The anatomy of a large-scale hypertextual Web search engine. Computer Networks and ISDN Systems 1998; 30: O'Reilly T. What is Web 2.0: Design patterns and business models for the next generation of software. Communications and Strategies 2007; 65: Finke R. Creative imagery: discoveries and inventions in visualization. Erlbaum Hillsdale: New York, WordNet from Segers N. Computational representations of words and representations of words and associations in architectural design, development of a system support creative design. PhD dissertation, Technische Universiteit Eindhoven, Chiu I. Quantifying Effects of Oppositely and Similarly Related Semantic Stimuli on Design Concept. PhD dissertation, University of Toronto, Nagai Y, Taura T, Mukai F. Concept blending and dissimilarity: Factors for creative concept generation process. Design Studies 2009; 26(4): B U L L E T I N O F JSSD Vol. 60 No THE SCIENCE OF DESIGN