Vertical thinking

Last updated September 03, 2023

Vertical thinking is a type of approach to problems that usually involves one being selective, analytical, and sequential. It could be said that it is the opposite of lateral thinking.^[1] Unlike lateral thinking that involves using added intuition, risk taking, and imagination through unconscious and subconscious processes, vertical thinking consists of using more of a conscious approach via rational assessment in order to take in information or make decisions. This type of thinking encourages individuals to employ a sequential approach to solving problem where a creative and multidirectional response are seen as imprudent. Vertical thinkers prefer to rely on external data and facts in order avoid failure or counterfactual thinking.^[2]

Origin of the term
Relevance
Practical application
Vertical thinking vs lateral thinking
Linearity
Objective
Conclusiveness
Criticism
Evaluation of the concept
Measuring vertical thinking
Myers-Briggs Type Indicator
Styles of Learning and Thinking
Linear–Nonlinear Thinking Style Profile
See also
References
Further reading

Origin of the term

The notion of "vertical thinking" as a method of solving problems was first introduced by Edward de Bono and can be traced back to his publication of Lateral Thinking: Creativity Step by Step in the year 1970. In the book, the concept of vertical thinking can be seen to have many parallels with that of "critical thinking". De Bono explains in his text that the main distinguishing factor between the two concepts is the fact that critical thinking only involves thinking rationally, whereas vertical thinking requires the individual to apply the modus in forming a solution.^[3]

Relevance

"Vertical thinking is selection by exclusion. One works within a frame of reference and throws out what is not relevant. With lateral thinking one realizes that a pattern cannot be restructured from within itself but only as the result of some outside influence" – Edward de Bono^[4]

Similar to the concepts of convergent thinking, the intention of vertical thinking is to derive a single compelling answer to a problem. Vertical thinking is most applicable in scenarios where the answer is already existing and needs to be elucidated through sequential means. In this regard, the answer acquired through vertical thinking is often seen as the "most correct" when considering the information available to the individual.^[5] With regards to the interpretation of de Bono, individuals are not obligated to adhere a single method of thinking but rather form solutions through the synthesis of both. Though different individuals may have varying preferences in terms of the method of thinking applied, a balance of both is generally seen as most suitable when generating a solution for any problem.^[4]

Practical application

The utilitarian applications of almost every "method of thinking" can be seen as seemingly endless as individuals can apply such methods of thinking in practically any scenario. However, the creation of vertical thinking was meant to serve as a tool to incite critical thinking in individuals from a young age. Though not as widely renown as Six Thinking Hats , the works of de Bono in this case can again be seen as a tool to assist teachers in an academic setting. De Bono saw it as vital for the individuals categorized under the developing age to acknowledge the concept of critical thinking.^[6] However, this was not meant to dissuade the use of creativity in problem solving, but rather endorse a balance of both. The works of de Bono were further broadened by Paul Sloane who developed the Situation puzzle.^[7]

The situation puzzles are a series of puzzles where every question has a number of possible answers, as well as one being the most correct. Children playing the game are rewarded not only for correctly selecting the most correct answer, but also for identifying other answers that were a possibility. Through this method both lateral and vertical thinking abilities of the individual are developed simultaneously as well as allowing teachers to assess which type of "thinker" the child fits best.^[8] The discernment and classification of a child's thinking pattern is extremely valuable for teachers when it comes to development. Due to this, the practical application of the concepts derived from de Bono has an overwhelming progressive influence in the academic setting.

Introduction of these concepts to a child are said to be most useful from the ages 4 onward. When considering existing adolescent trends with regards to cognitive development, it is around the age of 4 that individuals begin to realize that thoughts may not always be true.^[9] This is the around the age where the ability to acquire knowledge through induction occurs for the child. Thus, the ability to think sequentially (in this case being classified as vertical thinking) is a concept that will begin to resonate with the child. Due to the fact that individuals generally affiliate themselves with a single method of thinking, being either vertical or later, Paul Sloane suggests the introduction of such situation puzzles at a young age. This is said to help stimulate the type of thinking the child would otherwise not be comfortable with.^[10]

Benefits for children of developing these thinking skills include, but are not limited to:^[11]

Achieve stability both socially and emotionally
Develop physiological maturity at a younger age
Limit levels of anger and aggression
Perform at a higher level in classrooms
Improve personal and professional life

Vertical thinking vs lateral thinking

In the aforementioned book written by de Bono (Lateral Thinking: Creativity Step by Step), the concept of lateral thinking is expressed as the polar opposite to the vertical thinking.^[12]

Linearity

Vertical thinking is distinguished as something that is linear, while on the other hand lateral thinking can be seen as non-linear. The reason for this is the simple fact that vertical thinking utilizes a sequential method in solving problem, where only one solution is generally realized. On the other hand, due to the non-linear nature of lateral thinking multiple solutions to the problems are fashioned in a more imaginative manner.^[13]

Objective

When an individual decides to employ vertical thinking in solving a problem, the objective is to create a solution that demonstrates the "depth of knowledge" whereas the use of lateral thinking creates a solution where the "breadth of knowledge" is exhibited. The depth of knowledge in an elucidation predominantly reflects how well the individual can construct a logical justification for their solution with regards to detail. In contrast, breadth of knowledge would express how well the individual can come up with a variety of solutions for the same problem. Disregarding aspects of logic and creativity of solutions, the disparity in objectives can be seen as a case of "quality against quantity".^[14]

Conclusiveness

Compared to lateral thinking where the number of solutions generated is only limited by the individual's ingenuity, the solutions formed through vertical thinking is a finite process. By basing the outcome on existing knowledge rather than expending the depths of your creativity in forming a solution, there are generally only a few possible answers within logical limitations. Hence, the number of solutions are viewed as finite and in most cases are only limited to one.^[13]

Criticism

Following the publication of de Bono's Lateral Thinking: Creativity Step by Step in the year 1970, Richard Paul and Linda Elder co-published the book Critical Thinking: Tools for Taking Charge.^[15] De Bono is addressed directly in the book and fact that in the real world the application of merely one method of thinking is fictitious is called upon. It is mentioned that due to the human cognitive process, the alignment towards a single method of thinking is simply not possible. Even when individuals adopt a sequential method of solving a problem, between the initiation and conclusion of the question there has to exist some form of creativity. Furthermore, in response to how de Bono suggests the incitement of critical thinking in youth, Paul and Elder argue that critical thinking is not established, but rather an innate ability that every individual possesses.^[16]

Evaluation of the concept

De Bono discussed that vertical thinking is a selective process while lateral thinking can be seen as generative.^[4] An example of a straight line from point A to B can further illustrate this point. Through vertical thinking, where the most optimum answer is generated, the individual would simply move from A to B without any further exploration. Lateral thinking on the other hand can be see more as that of a spider's web. As the individual begins to travel from the core of the web, the paths diverge into many more possibilities.^[17]

Though the usage of vertical thinking is often favored over lateral thinking in most academic fields such as those of science and mathematics, there are noticeable shortcomings when considering this method of thinking. Vertical thinking is often preferred when considering academical backgrounds as the thought process provides a credible plotting.^[18] Due to the sequential nature of the thought process, the steps required to reach an outcome are often easily drawn from. This often adds to the perceived legitimacy as well as allow for easier verification of validity. Furthermore, when considering the linear approach, the solutions generated from such methods of thinking are often neutral, which is again preferred when bearing in mind an academic background. Moreover, the risks of this method of thinking is much lower than that of lateral thinking. Backed by an existing knowledge base, solutions generated using this method are more well informed.^[19]

Due to the perfectionism generally involved when creating a solution, there is often a lack of originality in the answers. Referring to this point, most innovative ideas were not created through vertical thinking as ideas generated this can be seen as mundane as it is only based on existing knowledge. To quote Henry Ford, "If I had asked people what they wanted, they would have said faster horses." The creation of the car engine can serve to exemplify the short-comings of vertical thinking as we would still be riding horses today if an original approach to transportation was not realized.^[20] Lastly, the use of lateral thinking as opposed to vertical thinking allows individuals to make connections between completely unrelated fields, in many cases leading to the generation of ideas that transcends existing structures.^[21]

Measuring vertical thinking

Example of a standard MBTI grid MyersBriggsTypes.png — Example of a standard MBTI grid

There are tests available that assess the characteristics that are associated with both the vertical thinking style. Some include:

Myers-Briggs Type Indicator

This personality assessment, also known as MBTI, evaluates personality types and functions. For example, the characteristics that relate to the vertical thinking/lateral thinking style that this test assesses, involves sensing versus intuition.^[22]

Styles of Learning and Thinking

This instrument, otherwise known as the SO-LAT, evaluates analytic versus holistic thinking styles. The analytic thinking mode can be compared to vertical thinking, whereas holistic thinking can be compared to lateral thinking.

Linear–Nonlinear Thinking Style Profile

Since there are no tests that measure nonlinear/linear thinking specifically, Vance, Groves, Paik, and Kindler created their own measure, the LNTSP, in 2007.^[23] This measure contains 74 items that evaluates the characteristics that are mostly associated with these thinking styles, additionally, it could be compared to the MBTI. Vertical thinking (linear thinking) focused on items that are associated with using analytic thinking, external data, and factual information. An example of an item used to measure linear thinking involves the phrase "I primarily weigh quantitative factors when making a decision about a large purchase or investment, such as my age, budget needs, or future earnings."^[24] Furthermore, the participants that answer questions like this on the LNTSP would do so using a likert scale.

Related Research Articles

Creativity is a characteristic of someone or some process that forms something new and valuable. The created item may be intangible or a physical object.

Situation puzzles are often referred to as minute mysteries, lateral thinking puzzles or "yes/no" puzzles.

Critical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation. The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind, thus a critical thinker is a person who practices the skills of critical thinking or has been trained and educated in its disciplines. Richard W. Paul said that the mind of a critical thinker engages the person's intellectual abilities and personality traits. Critical thinking presupposes assent to rigorous standards of excellence and mindful command of their use in effective communication and problem solving, and a commitment to overcome egocentrism and sociocentrism.

Lateral thinking is a manner of solving problems using an indirect and creative approach via reasoning that is not immediately obvious. It involves ideas that may not be obtainable using only traditional step-by-step logic. The term was first used in 1967 by Maltese psychologist Edward de Bono in his book The Use of Lateral Thinking. De Bono cites the Judgment of Solomon as an example of lateral thinking, where King Solomon resolves a dispute over the parentage of a child by calling for the child to be cut in half, and making his judgment according to the reactions that this order receives. Edward de Bono also links lateral thinking with humour, arguing it entails a switch-over from a familiar pattern to a new, unexpected one. It is this moment of surprise, generating laughter and new insight, which facilitates the ability to see a different thought pattern which initially was not obvious. According to de Bono, lateral thinking deliberately distances itself from the standard perception of creativity as "vertical" logic, the classic method for problem solving.

Creative problem-solving (CPS) is the mental process of searching for an original and previously unknown solution to a problem. To qualify, the solution must be novel and reached independently. The creative problem-solving process was originally developed by Alex Osborn and Sid Parnes. Creative problem solving (CPS) is a way of using creativity to develop new ideas and solutions to problems. The process is based on separating divergent and convergent thinking styles, so that one can focus one's mind on creating at the first stage, and then evaluating at the second stage.

Edward Charles Francis Publius de Bono was a Maltese physician, psychologist, author, inventor and broadcaster. He originated the term lateral thinking, wrote many books on thinking including Six Thinking Hats, and was a proponent of the teaching of thinking as a subject in schools.

The concepts of fluid intelligence (g_f) and crystallized intelligence (g_c) were introduced in 1963 by the psychologist Raymond Cattell. According to Cattell's psychometrically-based theory, general intelligence (g) is subdivided into g_f and g_c. Fluid intelligence is the ability to solve novel reasoning problems and is correlated with a number of important skills such as comprehension, problem-solving, and learning. Crystallized intelligence, on the other hand, involves the ability to deduce secondary relational abstractions by applying previously learned primary relational abstractions.

Creativity techniques are methods that encourage creative actions, whether in the arts or sciences. They focus on a variety of aspects of creativity, including techniques for idea generation and divergent thinking, methods of re-framing problems, changes in the affective environment and so on. They can be used as part of problem solving, artistic expression, or therapy.

<i>Bricolage</i> Creation of an artwork from a diverse range of things that happen to be available

In the arts, bricolage is the construction or creation of a work from a diverse range of things that happen to be available, or a work constructed using mixed media.

Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks to complex issues in business and technical fields. The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. Another classification is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is troublesome but it is not clear what kind of resolution to aim for. Similarly, one may distinguish formal or fact-based problems requiring psychometric intelligence, versus socio-emotional problems which depend on the changeable emotions of individuals or groups, such as tactful behavior, fashion, or gift choices.

A coding interview, technical interview, programming interview or Microsoft interview is a technical problem-based job interview technique to assess applicants for a computer programming or software development position. Modern coding interview techniques were pioneered by Microsoft during the 1990s and adopted by other large technology companies including Amazon, Facebook, and Google. Coding interviews test candidates' technical knowledge, coding ability, problem solving skills, and creativity, typically on a whiteboard. Candidates usually have a degree in computer science, information science, computer engineering or electrical engineering, and are asked to solve programming problems, algorithms, or puzzles. Coding interviews are typically conducted in-person or virtually.

The following outline is provided as an overview of and topical guide to thought (thinking):

<i>Six Thinking Hats</i> 1985 book by Maltese Dr. Edward de Bono

Six Thinking Hats was written by Dr. Edward de Bono. "Six Thinking Hats" and the associated idea parallel thinking provide a means for groups to plan thinking processes in a detailed and cohesive way, and in doing so to think together more effectively.

Divergent thinking is a thought process or method used to generate creative ideas by exploring many possible solutions. It typically occurs in a spontaneous, free-flowing, "non-linear" manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected connections are drawn. Following divergent thinking, ideas and information are organized and structured using convergent thinking, which follows a particular set of logical steps to arrive at one solution, which in some cases is a "correct" solution.

<span class="mw-page-title-main">Analytical skill</span> Crucial skill in all different fields of work and life

Analytical skill is the ability to deconstruct information into smaller categories in order to draw conclusions. Analytical skill consists of categories that include logical reasoning, critical thinking, communication, research, data analysis and creativity. Analytical skill is taught in contemporary education with the intention of fostering the appropriate practises for future professions. The professions that adopt analytical skill include educational institutions, public institutions, community organisations and industry.

The eureka effect refers to the common human experience of suddenly understanding a previously incomprehensible problem or concept. Some research describes the Aha! effect as a memory advantage, but conflicting results exist as to where exactly it occurs in the brain, and it is difficult to predict under what circumstances one can predict an Aha! moment.

Lateral computing is a lateral thinking approach to solving computing problems. Lateral thinking has been made popular by Edward de Bono. This thinking technique is applied to generate creative ideas and solve problems. Similarly, by applying lateral-computing techniques to a problem, it can become much easier to arrive at a computationally inexpensive, easy to implement, efficient, innovative or unconventional solution.

Convergent thinking is a term coined by Joy Paul Guilford as the opposite of divergent thinking. It generally means the ability to give the "correct" answer to standard questions that do not require significant creativity, for instance in most tasks in school and on standardized multiple-choice tests for intelligence.

The Disney Method, developed by Robert Dilts in 1994, is a complex creativity strategy in which a group uses four specific thinking styles in turn.

Systematic Inventive Thinking (SIT) is a thinking method developed in Israel in the mid-1990s. Derived from Genrich Altshuller's TRIZ engineering discipline, SIT is a practical approach to creativity, innovation and problem solving, which has become a well known methodology for innovation. At the heart of SIT's method is one core idea adopted from Genrich Altshuller's TRIZ which is also known as Theory of Inventive Problem Solving (TIPS): that inventive solutions share common patterns. Focusing not on what makes inventive solutions different – but on what they share in common – is core to SIT's approach.

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