Impaired creative cognition after surgery for an IDH-mutated glioma: A proof-of-concept study

Assessment of high cognitive functions, such as creativity, is often overlooked in medical practice. However, it is crucial to understand the impact of brain tumors, specifically low-grade gliomas, on creative cognition, as these tumors predominantly affect brain regions associated with cognitive creativity. In this study, we investigated creative cognition using the Alternative Uses Task (AUT) and the Combination of Associates Task (CAT) in a cohort of 29 patients who underwent brain surgery for a low-grade glioma, along with 27 control participants. While the group of patients did not exhibit deficits in clinical neuropsychological assessments, our results revealed significant impairment in generating original and creative ideas compared to the control group. Furthermore, when analyzing the specific brain regions affected by the tumors, patients with lesions overlapping the left rostro-lateral prefrontal cortex, a critical region for creativity, displayed more pronounced impairments in the CAT compared to patients with lesions outside this region. These findings provide proof of concept that patients can experience impaired creative cognition following surgery for low-grade glioma, highlighting the importance of assessing higher-order cognitive functions, including creativity, in neurosurgical patients. Moreover, beyond its clinical relevance, our study contributes to advancing our understanding of the neuroscience of creativity.

The brain markers of creativity measured by divergent thinking in childhood: Hippocampal volume and functional connectivity

Creativity, a high-order cognitive ability, has received wide attention from researchers and educators who are dedicated to promoting its development throughout one's lifespan. Currently, creativity is commonly assessed with divergent thinking tasks, such as the Alternative Uses Task. Recent advancements in neuroimaging techniques have enabled the identification of brain markers for high-order cognitive abilities. One such brain structure of interest in this regard is the hippocampus, which has been found to play an important role in generating creative thoughts in adulthood. However, such role of the hippocampus in childhood is not clear. Thus, this study aimed to investigate the associations between creativity, as measured by divergent thinking, and both the volume of the hippocampus and its resting-state functional connectivity in 116 children aged 8-12 years. The results indicate significant relations between divergent thinking and the volume of the hippocampal head and the hippocampal tail, as well as the volume of a subfield comprising cornu ammonis 2-4 and dentate gyrus within the hippocampal body. Additionally, divergent thinking was significantly related to the differences between the anterior and the posterior hippocampus in their functional connectivity to other brain regions during rest. These results suggest that these two subregions may collaborate with different brain regions to support diverse cognitive processes involved in the generation of creative thoughts. In summary, these findings indicate that divergent thinking is significantly related to the structural and functional characteristics of the hippocampus, offering potential insights into the brain markers for creativity during the developmental stage.

Divergent thinking modulates interactions between episodic memory and schema knowledge: Controlled and spontaneous episodic retrieval processes

The ability to generate novel ideas, known as divergent thinking, depends on both semantic knowledge and episodic memory. Semantic knowledge and episodic memory are known to interact to support memory decisions, but how they may interact to support divergent thinking is unknown. Moreover, it is debated whether divergent thinking relies on spontaneous or controlled retrieval processes. We addressed these questions by examining whether divergent thinking ability relates to interactions between semantic knowledge and different episodic memory processes. Participants completed the alternate uses task of divergent thinking, and completed a memory task in which they searched for target objects in schema-congruent or schema-incongruent locations within scenes. In a subsequent test, participants indicated where in each scene the target object had been located previously (i.e., spatial accuracy test), and provided confidence-based recognition memory judgments that indexed distinct episodic memory processes (i.e., recollection, familiarity, and unconscious memory) for the scenes. We found that higher divergent thinking ability-specifically in terms of the number of ideas generated-was related to (1) more of a benefit from recollection (a controlled process) and unconscious memory (a spontaneous process) on spatial accuracy and (2) beneficial differences in how semantic knowledge was combined with recollection and unconscious memory to influence spatial accuracy. In contrast, there were no effects with respect to familiarity (a spontaneous process). These findings indicate that divergent thinking is related to both controlled and spontaneous memory processes, and suggest that divergent thinking is related to the ability to flexibly combine semantic knowledge with episodic memory.

Creative thinking and cognitive estimation in Parkinson's disease

BACKGROUND

Patients with Parkinson's disease (PD) have been reported to exhibit unusual bouts of creativity (e.g., painting, writing), in particular in the context of treatment with dopaminergic agents. Here we investigated divergent and convergent thinking thought to underlie creativity. In addition we assessed cognitive estimation.

METHOD

Twenty PD patients and 20 matched healthy control participants were subjected to the Guilford Alternate Uses task (divergent thinking), the remote associates task (convergent thinking) and two tests of cognitive estimation.

RESULTS

No group differences were found for the convergent thinking task, while the Guilford Alternate Uses task revealed a decreased number of correct responses and a reduced originality for PD patients. Originality in PD was correlated to total daily dose of dopaminergic medication. Moreover, both tasks of cognitive estimation showed an impairment in PD.

CONCLUSION

Only minor effects were found for psychometric indices of subprocesses of creative thinking, while estimation, relying on executive functioning, is impaired in PD. We suggest to take a product oriented view of creativity in further research on altered creative processes in PD.

Reduced occipital alpha power marks a movement induced state change that facilitates creative thinking

Walking and minimized movement restriction has a positive effect on creativity, such as divergent thinking. Walking is further known to reduce occipital alpha activity. We used mobile EEG during free and restricted movement, while subjects (N = 23) solved a Guilford's alternate uses test, to understand if occipital alpha power is also affected by movement restriction and if it is a neural marker for creativity. We found that, independent of the task, relative occipital alpha power was higher during movement restriction and showed a negative relationship with creativity scores even though the task was purely based on auditory information. Alpha lateralization was only modulated during the task related think-time (mainly during sitting) and showed a positive relationship with creativity scores but no correlation with the relative alpha power. This indicates that the ongoing alpha power and alpha lateralization mark two independent processes. Overall, our work shows that movement and movement restriction leads to a general change in state which affects cognitive processes. Specifically, limiting one's movements e.g. due to sitting and fixating on a screen can introduce a state of increased occipital alpha power and lowered creativity.

Automatic assessment of divergent thinking in Chinese language with TransDis: A transformer-based language model approach

Language models have been increasingly popular for automatic creativity assessment, generating semantic distances to objectively measure the quality of creative ideas. However, there is currently a lack of an automatic assessment system for evaluating creative ideas in the Chinese language. To address this gap, we developed TransDis, a scoring system using transformer-based language models, capable of providing valid originality (novelty) and flexibility (variety) scores for Alternative Uses Task (AUT) responses in Chinese. Study 1 demonstrated that the latent model-rated originality factor, comprised of three transformer-based models, strongly predicted human originality ratings, and the model-rated flexibility strongly correlated with human flexibility ratings as well. Criterion validity analyses indicated that model-rated originality and flexibility positively correlated to other creativity measures, demonstrating similar validity to human ratings. Study 2 and 3 showed that TransDis effectively distinguished participants instructed to provide creative vs. common uses (Study 2) and participants instructed to generate ideas in a flexible vs. persistent way (Study 3). Our findings suggest that TransDis can be a reliable and low-cost tool for measuring idea originality and flexibility in Chinese language, potentially paving the way for automatic creativity assessment in other languages. We offer an open platform to compute originality and flexibility for AUT responses in Chinese and over 50 other languages ( https://osf.io/59jv2/ ).

Memory and creativity: A meta-analytic examination of the relationship between memory systems and creative cognition

Increasing evidence suggests that specific memory systems (e.g., semantic vs. episodic) may support specific creative thought processes. However, there are a number of inconsistencies in the literature regarding the strength, direction, and influence of different memory (semantic, episodic, working, and short-term) and creativity (divergent and convergent thinking) types, as well as the influence of external factors (age, stimuli modality) on this purported relationship. In this meta-analysis, we examined 525 correlations from 79 published studies and unpublished datasets, representing data from 12,846 individual participants. We found a small but significant (r = .19) correlation between memory and creative cognition. Among semantic, episodic, working, and short-term memory, all correlations were significant, but semantic memory - particularly verbal fluency, the ability to strategically retrieve information from long-term memory - was found to drive this relationship. Further, working memory capacity was found to be more strongly related to convergent than divergent creative thinking. We also found that within visual creativity, the relationship with visual memory was greater than that of verbal memory, but within verbal creativity, the relationship with verbal memory was greater than that of visual memory. Finally, the memory-creativity correlation was larger for children compared to young adults despite no impact of age on the overall effect size. These results yield three key conclusions: (1) semantic memory supports both verbal and nonverbal creative thinking, (2) working memory supports convergent creative thinking, and (3) the cognitive control of memory is central to performance on creative thinking tasks.

AuDrA: An automated drawing assessment platform for evaluating creativity

The visual modality is central to both reception and expression of human creativity. Creativity assessment paradigms, such as structured drawing tasks Barbot (2018), seek to characterize this key modality of creative ideation. However, visual creativity assessment paradigms often rely on cohorts of expert or naïve raters to gauge the level of creativity of the outputs. This comes at the cost of substantial human investment in both time and labor. To address these issues, recent work has leveraged the power of machine learning techniques to automatically extract creativity scores in the verbal domain (e.g., SemDis; Beaty & Johnson 2021). Yet, a comparably well-vetted solution for the assessment of visual creativity is missing. Here, we introduce AuDrA - an Automated Drawing Assessment platform to extract visual creativity scores from simple drawing productions. Using a collection of line drawings and human creativity ratings, we trained AuDrA and tested its generalizability to untrained drawing sets, raters, and tasks. Across four datasets, nearly 60 raters, and over 13,000 drawings, we found AuDrA scores to be highly correlated with human creativity ratings for new drawings on the same drawing task (r = .65 to .81; mean = .76). Importantly, correlations between AuDrA scores and human raters surpassed those between drawings' elaboration (i.e., ink on the page) and human creativity raters, suggesting that AuDrA is sensitive to features of drawings beyond simple degree of complexity. We discuss future directions, limitations, and link the trained AuDrA model and a tutorial ( https://osf.io/kqn9v/ ) to enable researchers to efficiently assess new drawings.

Changes of creative ability and underlying brain network connectivity throughout the lifespan

Creativity, or divergent thinking, is essential to and supported by cognitive functions necessary for everyday tasks. The current study investigates divergent thinking and its neural mechanisms from adolescence to late adulthood. To do this, 180 healthy participants completed a creativity task called the egg task including 86 adolescents (mean age (SD) = 13.62 (1.98)), 52 young adults (24.92 (3.60), and 42 older adults (62.84 (7.02)). Additionally, a subsample of 111 participants completed a resting-state fMRI scan. After investigating the impact of age on different divergent thinking metrics, we investigated the impact of age on the association between divergent thinking and resting-state functional connectivity within and between major resting-state brain networks associated with creative thinking: the DMN, ECN, and SN. Adolescents tended to be less creative than both young and older adults in divergent thinking scores related to expansion creativity, and not in persistent creativity, while young and older adults performed relatively similar. We found that adolescents' functional integrity of the executive control network (ECN) was positively associated with expansion creativity, which was significantly different from the negative association in both the young and older adults. These results suggest that creative performance and supporting brain networks change throughout the lifespan.

Beyond alpha-band: The neural correlate of creative thinking

The compound nature of creativity entails the interplay of multiple cognitive processes, making it difficult to attribute creativity to a single neural signature. Divergent thinking paradigms, widely adopted to investigate creative production, have highlighted the key role of specific mental operations subserving creativity, such as inhibition of external stimuli, loose semantic associations, and mental imagery. Neurophysiological studies have typically shown a high alpha rhythm synchronization when individuals are engaged in creative ideation. Also, oculomotor activity and pupil diameter have been proposed as useful indicators of mental operations involved in such a thinking process. The goal of this study was to investigate whether beyond alpha-band activity other higher frequency bands, such as beta and gamma, may subserve divergent and convergent thinking and whether those could be associated with a different gaze bias and pupil response during ideas generation. Implementing a within-subjects design we collected behavioral measures, neural activity, gaze patterns, and pupil dilation while participants performed a revised version of the Alternative Uses Task, in which divergent thinking is contrasted to convergent thinking. As expected, participants took longer to generate creative ideas as compared to common ones. Interestingly, during divergent thinking participants displayed alpha synchronization along with beta and gamma desynchronization, more pronounced leftward gaze shift, and greater pupil dilation. During convergent thinking, an opposite pattern was observed: desynchronization in alpha and an increase in beta and gamma rhythm, along with a reduction of leftward gaze shift and greater pupil constriction. The present study uncovered specific neural dynamics and physiological patterns during idea generation, providing novel insight into the complex physiological signature of creative production.

Creative flexibility and creative persistence: Evaluating the effects of instructed vs autonomous choices to shift vs. dwell on divergent and convergent thinking

To creatively solve complex problems both flexibility and persistence are needed. Recent studies have suggested that creativity is improved by instructing participants to switch more frequently between two task items. However, "switch costs" are a well-documented phenomenon. To assess how creative performance is affected by prompts that promote flexibility (shifting) versus persistence (dwelling), participants were assigned to one of three conditions: asked-to-stay, free-to-choose, or required regular-switch. The results from two different divergent-thinking tasks showed that the required regular shifting condition did not achieve higher originality than did the free-to-choose condition. Participants' retrospective metacognition reports also showed positive experiential effects of being free to choose, highlighting the importance of autonomy in effort-allocation decisions. Collectively with previous studies on task-scheduling and creativity, dynamic creativity relies not only on transitions that yield new perceptual/conceptual input, but also on phases of dwelling or persistence that allow the emergence of still-forming, novel incipient ideas.

Divergent thinking in Italian elementary school children: the key role of probabilistic reasoning style

Divergent thinking is widely recognised as an individual creative potential and an essential factor in fostering creativity since the early stages of life. Albeit previous research revealed that creativity could be pursued through controlled mental processes (e.g. reasoning), the debate about the impact of children's reasoning on divergent thinking and, ultimately, creativity is still open. The present study sought to deepen the relationships between probabilistic reasoning and divergent thinking in a sample of 106 Italian children (mean_age = 8.64, SD_age = 1.34; 58 F). The Beads Task was used to evaluate probabilistic reasoning, whereas the Alternative Uses Task was administered to assess divergent thinking. Results revealed that analytical, slow, and effortful forms of thought underpinned by high probabilistic competencies predict children's divergent production. These findings suggest that a higher score for divergence of thinking depends on a high involvement of reasoning style, which in this study relies on the ability to make probabilistic decisions in ambiguous situations. Future research directions were discussed.

Acute and Chronic Physical Activity Increases Creative Ideation Performance: A Systematic Review and Multilevel Meta-analysis

BACKGROUND

Physical activity is a health-relevant lifestyle factor associated with various benefits on physical and mental health. Several meta-analyses indicated effects of acute and chronic physical activities on elementary cognitive functions such as executive control processes, memory, and attention. Meta-analytic evidence on the effects of physical activity on creative idea generation, which involves a conglomerate of these elementary cognitive functions, is largely missing.

OBJECTIVE

A twofold approach was used to evaluate (1) if there is an association between habitual physical activity and creative ideation and (2) if physical activity interventions (acute and chronic) enhance creative ideation performance.

METHODS

Multilevel meta-analytic methods were applied to (1) evaluate the cross-sectional association between creative ideation performance and measures of habitual physical activity and (2) the effect of physical activity on creative ideation performance. Indicators of creative ideation (fluency, flexibility, originality, elaboration, or composite score), creativity domain (verbal, figural), population (adults, children), gender, study quality, and publication year served as moderator variables for both meta-analyses. Analyses of intervention studies additionally examined the moderator variables study design (between, within), time of measurement (during, after), and implementation of intervention (acute, chronic).

RESULTS

The applied meta-analytic multilevel analysis indicated a medium effect for cross-sectional studies (r = 0.22, SE = 0.06, p = 0.002, 95% CI [0.10-0.34]) based on 17 effects sizes from seven studies. The pooled effects of 28 intervention studies, providing 115 effect sizes, indicated a medium effect size of Hedges' g = 0.47 (SE = 0.09, p < 0.001, 95% CI [0.30-0.65]). Furthermore, a stronger effect was observed for chronic interventions of several days or weeks in comparison with acute interventions of one single bout.

CONCLUSION

This study adds important new meta-analytic evidence on the beneficial role of physical activity beyond mental and physical health outcomes: Physical activity has a positive impact on creative ideation, which expands the literature on the role of physical activity in more elementary cognitive functions such as executive control, memory, and attention. Moderator analyses suggested that chronic interventions showed stronger effects than single bouts of physical activity. Rigorously conducted randomized controlled intervention studies and more cross-sectional studies are needed to broaden the evidence in this nascent field of research.

The functional connectivity basis of creative achievement linked with openness to experience and divergent thinking

Openness to experience and divergent thinking are considered to be critical in real-life creative achievement. However, there is still a lack of neural evidence to explain how creative achievement is related to openness to experience and divergent thinking. Here, a structural equation model and resting-state functional connectivity were used to investigate their relationships in college students. The structural equation model results repeatedly showed that openness to experience and divergent thinking are positively associated with creative achievement, and the resting-state functional connectivity results showed that openness to experience and divergent thinking were both correlated with the attention network and default mode network. However, openness to experience was also correlated with the primary sensorimotor network and frontoparietal control network. Mediation models further corroborated this result. Collectively, these findings support previous works and further indicate that different neural bases may underlie the associations of creative achievement with openness to experience and divergent thinking.

The neurobiological basis of divergent thinking: Insight from gene co-expression network-based analysis

Although many efforts have been made to explore the genetic basis of divergent thinking (DT), there is still a gap in the understanding of how these findings relate to the neurobiology of DT. In a combined sample of 1,682 Chinese participants, by integrating GWAS with previously identified brain-specific gene co-expression network modules, this study explored for the first time the functional brain-specific gene co-expression networks underlying DT. The results showed that gene co-expression network modules in anterior cingulate cortex, caudate, amygdala and substantia nigra were enriched with DT association signals. Further functional enrichment analysis showed that these DT-related gene co-expression network modules were enriched for key biological process and cellular component related to myelination, suggesting that cortical and sub-cortical grey matter myelination may serve as important neurobiological basis of DT. Although the underlying mechanisms need to be further refined, this exploratory study may provide new insight into the neurobiology of DT.

When a spoon is not a spoon: Examining the role of executive function in young children's divergent thinking

BACKGROUND

Research with adults suggests that executive function (EF) might play a role in the development of divergent thinking, a key component of creativity, by helping children override canonical knowledge.

PROCEDURE

We examined this possibility in two experiments, by manipulating the familiarity of objects used in the Alternate Uses test of divergent thinking both between-participants (Experiment 1: N = 53 4-year-olds and 50 6-year-olds) and within-participants (Experiment 2: N = 74 5-year-olds).

FINDINGS

We found evidence that younger children generated more and/or more original ideas for novel than familiar objects. However, this effect disappeared with age and did not depend on child EF. Further, EF was inversely associated with divergent thinking, controlling for age, intelligence, and income.

SIGNIFICANCE

These results call into question a simple executive account of children's divergent thinking and suggest that, among predominantly White, socioeconomically advantaged 4-6-year-olds, divergent idea-generation might be a primarily bottom-up process that can be hindered by top-down thinking.

Linking creativity and false memory: Common consequences of a flexible memory system

Episodic retrieval plays a functional-adaptive role in supporting divergent thinking, the ability to creatively combine different pieces of information. However, the same constructive memory process that provides a functional-adaptive benefit can also leave memory prone to error. In two experiments, we employed an individual differences approach to examine the relationship between different forms of creative thinking (divergent and convergent thinking) and false memory generation in the Deese-Roediger-McDermott paradigm. In Experiment 1, and replicating prior findings, false recognition was significantly predicted by convergent thinking performance. Critically, we also observed a novel predictive relationship between false recognition and quantitative metrics of divergent thinking performance. In Experiment 2, these findings were replicated and we further showed that false recall was predicted by quantitative metrics of divergent thinking. Our findings suggest that constructive memory processes link creative thinking with the production of memory errors.

Neurophysiological indicators of internal attention: An fMRI-eye-tracking coregistration study

Many goal-directed, as well as spontaneous everyday activities (e.g., planning, mind-wandering), rely on an internal focus of attention. This fMRI-eye-tracking coregistration study investigated brain mechanisms and eye behavior related to internally versus externally directed cognition. Building on an established paradigm, we manipulated internal attention demands within tasks utilizing conditional stimulus masking. Internally directed cognition involved bilateral activation of the lingual gyrus and inferior parietal lobe areas as well as wide-spread deactivation of visual networks. Moreover, internally directed cognition was related to greater pupil diameter, pupil diameter variance, blink duration, fixation disparity variance, and smaller amounts of microsaccades. FMRI-eye-tracking covariation analyses further revealed that larger pupil diameter was related to increased activation of basal ganglia and lingual gyrus. It can be concluded that internally and externally directed cognition are characterized by distinct neurophysiological signatures. The observed neurophysiological differences indicate that internally directed cognition is associated with reduced processing of task-irrelevant information and increased mental load. These findings shed further light on the interplay between neural and perceptual mechanisms contributing to an internal focus of attention.

Examples facilitate divergent thinking: The effects of timing and quality

The study investigated the effects of examples' timing and quality on divergent thinking (DT). In study 1, participants received two novel or common examples in the early or late stage of the realistic presented problem task. Results revealed higher fluency and flexibility in the late stage than that in the early stage. Moreover, originality was higher in the novel-example condition than that in the common-example condition. In study 2, participants solved alternative uses task (AUT) and received examples as in study 1. Results replicated beneficial effects of timing and quality on DT in study 1. Furthermore, in the late stage, fluency and flexibility were higher in the novel-example condition than that in the common one. These findings indicate that timing and quality affect example effect on DT, with late or novel examples facilitating DT. More importantly, in AUT, examples quality moderates the role of timing in DT's fluency and flexibility.

Clustering and switching in divergent thinking: Neurophysiological correlates underlying flexibility during idea generation

EEG alpha synchronization, especially in posterior parietal cortical regions of the right hemisphere, is indicative of high internal processing demands that are typically involved in divergent thinking (DT). During the course of DT, as ideation proceeds, ideas tend to become more creative, being more likely to be drawn from new conceptual categories through the use of the cognitive mechanism of flexibility. The present study investigated whether EEG alpha synchronization can be modulated by flexibility in DT by comparing cortical activation patterns during the switch of category (switching) and the stay in the same category (clustering). Twenty participants were required to generate alternative uses of everyday objects during EEG recording. Differential results were specifically found in the lower alpha band (8-10 Hz): whereas clustering showed synchronization typically lateralized in the right posterior parietal areas, switching induced posterior parietal synchronization over both right and left hemispheres. These findings indicate that the two distinct cognitive mechanisms subsuming flexibility (switching and clustering) are associated with a different hemispheric modulation of lower alpha activity, as switching, in comparison to clustering, is related to higher power in the lower alpha band over the left hemisphere. Switching in comparison to clustering may thus require a larger investment of cognitive resources due to the exploratory process of moving from one semantic conceptual category to another in the course of creative ideation.

Plasticity of the resting-state brain: static and dynamic functional connectivity change induced by divergent thinking training

Creativity is very important and is linked to almost all areas of our everyday life. Improving creativity brings great benefits. Various strategies and training paradigms have been used to stimulate creative thinking. These training approaches have been confirmed to be effective. However, whether or not training can reshape the resting-state brain is still unclear. The present study examined whether or not the divergent thinking training intervention can reshape the resting-state brain functional connectivity (FC). Static seed-based and dynamic approaches were used to explore this problem. Results demonstrate significant changes in static and dynamic FCs. FCs, such as dorsal anterior cingulate cortex-inferior parietal lobule, dorsal anterior cingulate cortex-precuneus and left and right dorsolateral prefrontal cortex, was significantly improved through the training. Furthermore, the temporal variability of the supplementary motor area and middle temporal gyrus was improved. These results indicate that divergent thinking training may lead to resting-state brain plasticity. Considering the role of these regions in brain networks, the present study further confirms the close relationship between the brain networks' dynamic interactions and divergent thinking processes.

Conjuring up creativity: the effect of performing magic tricks on divergent thinking

Research suggests that learning to perform magic tricks can promote both physical and psychological wellbeing. The current study extended this work by examining the impact of learning magic tricks on divergent thinking. A group of 10- to 11-year-old children completed Guilford’s Alternate Uses Test both before and after participating in either a magic-based, or art-based, activity. As predicted, compared to the art-based activity, the magic-based activity resulted in a significantly greater increase in both AUT Fluency and AUT Originality scores. Rosenberg’s Self-Esteem Scale and Dweck’s Implicit Theories of Intelligence Scale for Children was also completed after each activity, and participants’ self-esteem scores were higher after the art-based activity than the magic-based activity. In an exploratory aspect of the study, the AUT was re-administered to both groups three weeks later, and yielded no significant differences. The practical and theoretical implications of these findings are discussed, along with recommendations for future research.

Automating creativity assessment with SemDis: An open platform for computing semantic distance

Creativity research requires assessing the quality of ideas and products. In practice, conducting creativity research often involves asking several human raters to judge participants' responses to creativity tasks, such as judging the novelty of ideas from the alternate uses task (AUT). Although such subjective scoring methods have proved useful, they have two inherent limitations-labor cost (raters typically code thousands of responses) and subjectivity (raters vary on their perceptions and preferences)-raising classic psychometric threats to reliability and validity. We sought to address the limitations of subjective scoring by capitalizing on recent developments in automated scoring of verbal creativity via semantic distance, a computational method that uses natural language processing to quantify the semantic relatedness of texts. In five studies, we compare the top performing semantic models (e.g., GloVe, continuous bag of words) previously shown to have the highest correspondence to human relatedness judgements. We assessed these semantic models in relation to human creativity ratings from a canonical verbal creativity task (AUT; Studies 1-3) and novelty/creativity ratings from two word association tasks (Studies 4-5). We find that a latent semantic distance factor-comprised of the common variance from five semantic models-reliably and strongly predicts human creativity and novelty ratings across a range of creativity tasks. We also replicate an established experimental effect in the creativity literature (i.e., the serial order effect) and show that semantic distance correlates with other creativity measures, demonstrating convergent validity. We provide an open platform to efficiently compute semantic distance, including tutorials and documentation ( https://osf.io/gz4fc/ ).

Examining the impact of children's exploration behaviors on creativity

Creativity is typically measured using divergent thinking tasks where participants are asked to generate multiple responses following a prompt. However, being able to generate responses captures only a partial picture of creativity. Convergent thinking, in which a single solution is chosen, is an equally important part of creativity that is often left out of divergent thinking assessments. Moreover, as the field of creativity evolves, exploration is starting to be recognized as an understudied component of how children generate and apply creative solutions. The current study moved beyond typical divergent thinking tasks and examined a measure of creativity that also captured 4- to 6-year-old children's convergent thinking and exploration behaviors. A total of 130 children participated in a creative problem-solving task where they were asked to remove a ball from a jar using everyday objects. Children's actions were coded as divergent thinking, convergent thinking, or exploration behaviors. Results demonstrated that divergent and convergent thinking performance was not associated with success on the task, indicating that simply generating and selecting more responses is not always enough to achieve a creative outcome. Children's exploration behaviors were positively associated with success on the task. Exploration behaviors were more likely to lead to success if they were purposeful and iterative. These findings provide some of the first evidence that children's exploration is a vital component of creativity.

Relationship between self-defeating humor and the Gray matter volume in the orbital frontal cortex: the moderating effect of divergent thinking

The self-defeating humor style is characterized by the excessive use of self-mockery, fawning over others and ineffective denial of negative emotions. The differences in brain structures responsible for self-defeating humor and the role of divergent thinking (DT) in this relationship have not been directly investigated in a large sample. Using voxel-based morphometry (VBM), we identified the association between regional gray matter volume (GMV) and self-defeating humor (assessed by the Humor Style Questionnaire) in 284 participants. Then, the role of DT (assessed by the Torrance Tests of Creative Thinking, TTCT) in the relationship between humor and the related brain regions was examined in the participants (N = 280). The results showed that self-defeating humor was significantly positively associated with the regional GMV in the left orbital frontal cortex (OFC) and that DT had a moderating effect on this relationship. Among the individuals with higher DT, a strong positive correlation was observed between self-defeating humor and the OFC, but among individuals with lower DT, this correlation was weaker. These results reveal that the interaction between brain structures and DT plays an important role in humor, thus providing new evidence enhancing our understanding of the mechanism of humor.

Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings

Attention deficit/hyperactivity disorder (ADHD) is a debilitating disorder and most research therefore focuses on its deficits and its treatment. Research on the potential positive sides of ADHD is limited, and although a comprehensive overview of empirical studies on this subject is missing, it has been suggested that ADHD is associated with enhanced creativity. To identify important relations, trends and gaps in the literature, we review 31 behavioral studies on creativity and ADHD, distinguishing different research designs, age groups, creativity measurements and effects of psychostimulants, as well as reflecting the potential underlying neural mechanisms of creativity and ADHD. Most studies find evidence for increased divergent thinking for those with high ADHD scores (subclinical) but not for those with the disorder (clinical). The rates of creative abilities/achievements were high among both clinical and subclinical groups. We found no evidence for increased convergent thinking abilities in ADHD, nor did we find an overall negative effect of psychostimulants on creativity. Neuroscientific findings suggest candidate regions as well as mechanisms that should be studied further to increase our understanding of the relationship between creativity and ADHD. We propose research opportunities to boost the knowledge needed to better understand the potential positive side of ADHD.

Neurocognitive, social cognitive, and clinical predictors of creativity in schizophrenia

BACKGROUND

Creativity is considered an essential human accomplishment and a key component for daily life problem solving. It has been suggested that impairment in working memory, cognitive flexibility, and theory of mind could lead to lower creativity in schizophrenia. Additionally, other neurocognitive and social cognitive domains, as well as clinical symptoms could play a role in this relationship. However, the extent to which each of these domains influences creativity in schizophrenia remains unknown. Therefore, the aim of this study was to simultaneously investigate the specific contribution of neurocognitive, social cognitive, and clinical variables to creativity in schizophrenia.

METHODS

One hundred and one patients with schizophrenia were assessed in terms of sociodemographic, clinical, neurocognitive, social cognitive, and creativity variables.

RESULTS

After controlling for sociodemographic variables, regression analyses showed that higher social perception (β = 0.286, p = .004) and processing speed (β = 0.219, p = .023) predicted creativity total score. Higher social perception (β = 0.298, p = .002) and processing speed (β = 0.277, p = .004) explained figural creativity. Finally, lower negative symptoms (β = -0.302, p = .002) and higher social perception (β = 0.210, p = .029) predicted verbal creativity.

CONCLUSIONS

Results suggest that neurocognitive, social cognitive, as well as clinical symptoms influence creativity of patients with schizophrenia. Moreover, these findings point out the prominent role of social cognition in creativity in schizophrenia.

Eye behavior predicts susceptibility to visual distraction during internally directed cognition

When we engage in internally directed cognition (e.g., planning or imagination), our eye behavior decouples from external stimuli and couples to internal representations (e.g., internal visualizations of ideas). Here, we investigated whether eye behavior predicts the susceptibility to visual distraction during internally directed cognition. To this end, participants performed a divergent thinking task, which required internally directed attention, and we measured distraction in terms of attention capture by unrelated images. We used multilevel mixed models to predict visual distraction by eye behavior right before distractor onset. In Study 1 (N = 38), visual distraction was predicted by increased saccade and blink rate, and higher pupil dilation. We replicated these findings in Study 2 using the same task, but with less predictable distractor onsets and a larger sample (N = 144). We also explored whether individual differences in susceptibility to visual distraction were related to cognitive ability and task performance. Taken together, variation in eye behavior was found to be a consistent predictor of visual distraction during internally directed cognition. This highlights the relevance of eye parameters as objective indicators of internal versus external attentional focus and distractibility during complex mental tasks.

Flexible reconfiguration of functional brain networks as a potential neural mechanism of creativity

Creativity relies on the reorganizing of multimodal information and flexible switching between different modes of thinking, suggesting an association between creativity and the reconfiguration of functional brain networks. Here, we investigated global and regional brain dynamics in high-creative (HCG, N = 22) and a low-creative (LCG, N = 20) groups during a divergent creative thinking task. We found that during the creative thinking task, the HCG demonstrated higher global network flexibility, as compared to the LCG. In addition, creative thinking in the HCG was associated with significantly higher regional flexibility in the medial superior temporal gyrus, superior parietal lobule, precuneus, nucleus accumbens, and the ventral inferior frontal gyrus. Interestingly, the LCG demonstrated decreased regional flexibility in the medial superior temporal gyrus, superior parietal lobule, and the ventral inferior frontal gyrus. We also found that the changes in global and regional flexibility in the creative compared with the control tasks were good features allowing for distinguishing between the HCG and the LCG. Taken together, these findings provide evidence that divergent creative thinking is associated with flexible reconfiguration of brain networks involved in verbal, working memory, and reward processing.

The effect of Hatha yoga intervention on students' creative ability

There is increasing demand for individual creativity as organizations seek innovative ways to remain relevant. Higher education institutions, particularly business schools, are sensitive to this demand and are constantly in search for innovative ways to enhance the creative ability of their students. Prior studies have shown encouraging results for physical activity-oriented interventions. Building on this research, this study uses Randomized Controlled Trial (RCT) to understand if an acute combinatory intervention, involving both physical and mental exercises embodied in Hatha yoga can improve individual creativity. This study uses 92 MBA student participants to investigate the impact of a 20-minute Hatha yoga session intervention against a short 20-minute case study session for the control group. Creative ability of the participants is operationalized through divergent and convergent thinking, which are then assessed through counter-balanced forms of Guilford Alternate Uses tasks and Remote Associate Test, respectively. The results show that while Hatha yoga significantly improves divergent thinking, the control group shows deterioration in divergent thinking. There is no effect on convergent thinking. These findings lend some support to the executive function hypothesis. The study also finds that prodding a person to be more creative on a routine academic task may not enhance their creative ability.

Meditation to improve lateral and divergent thinking among older adults: a 2-year follow-up study

This article reports a 2-year follow-up study on the effect of meditation to improve lateral and divergent thinking among older adults. Two measures were used with the intervention and control cohorts: Runco Ideational Behavior Scale (RIBS) and Lateral Thinking Disposition Scale (LATD). There was a significant post-test increase in the RIBS and LATD scores of the intervention group. Post-test scores were higher for women, highly qualified, retired, ever-single, widowed or divorced, living solitary or in nonconventional arrangements, in good health, who attended at least 75% of the meditation lessons and regularly practiced at home. Home practice was the strongest predictor of higher post-test scores. Structural equation models indicated that adherence to the intervention by regular attendance and home practice mediated the relationship between demographic predictors and outcomes. Meditation is useful to improve lateral and divergent thinking among older adults with some refinements for sub-cohort-specific issues.

Percolating ideas: The effects of caffeine on creative thinking and problem solving

Caffeine is the most widely consumed psychotropic drug in the world, with numerous studies documenting the effects of caffeine on people's alertness, vigilance, mood, concentration, and attentional focus. The effects of caffeine on creative thinking, however, remain unknown. In a randomized placebo-controlled between-subject double-blind design the present study investigated the effect of moderate caffeine consumption on creative problem solving (i.e., convergent thinking) and creative idea generation (i.e., divergent thinking). We found that participants who consumed 200 mg of caffeine (approximately one 12 oz cup of coffee, n = 44), compared to those in the placebo condition (n = 44), showed significantly enhanced problem-solving abilities. Caffeine had no significant effects on creative generation or on working memory. The effects remained after controlling for participants' caffeine expectancies, whether they believed they consumed caffeine or a placebo, and changes in mood. Possible mechanisms and future directions are discussed.

The relationships between musical expertise and divergent thinking

Musical expertise has positive effects on cognition, especially on verbal and linguistic processing. In this study the relationships between musical expertise, not involving improvisation training, and divergent thinking were explored. Expert and self-taught musicians were tested in musical, verbal and visual divergent thinking, and were compared with a group of non-musicians in verbal and visual divergent thinking. The musical task required to generate many different pieces of music using the incipit of 'Happy Birthday' as a starting point; the verbal task required to list unusual uses for a cardboard box; the visual task asked to complete drawings adding details to basic stimuli. For each task fluency flexibility and originality scores were measured. Based on these scores, musical, verbal and visual creative indices were computed. In general, expert musicians showed higher creative indices in musical and verbal domains than self-taught musicians and in verbal creative index than non-musicians. No group difference was found in terms of visual creative index. These findings confirm that musical expertise enhances not only musical divergent thinking but also verbal divergent thinking, probably supporting the semantic associative modes of processing and improving verbal working memory, which facilitates the online recombination of information in new ways. This effect seems to be specifically supported by formal musical training. The lack of the association between musical expertise and visual divergent thinking, as well as future research directions, are discussed.

Brain hemispheric involvement in visuospatial and verbal divergent thinking

Hemispheric lateralization for creative thinking remains a controversial topic. Early behavioral and neuroimaging research supported right hemisphere dominance in creative thinking, but more recent evidence suggests the left hemisphere plays an equally important role. In addition, the extent to which hemispheric lateralization in specific brain regions relates to individual creative ability, and whether hemispheric dominance relates to distinct task performance, remain poorly understood. Here, using multivariate predictive modeling of resting-state functional MRI data in a large sample of adults (N = 502), we estimated hemispheric segregation and integration for each brain region and investigated these lateralization indices with respect to individual differences in visuospatial and verbal divergent thinking. Our analyses revealed that individual visuospatial divergent thinking performance could be predicted by right-hemispheric segregation within the visual network, sensorimotor network, and some regions within the default mode network. High visuospatial divergent thinking was related to stronger functional connectivity between the visual network, fronto-parietal network, and default mode network within the right hemisphere. In contrast, high verbal divergent thinking performance could be predicted by inter-hemispheric balance within regions mainly involved in complex semantic processing (e.g., lateral temporal cortex and inferior frontal gyrus) and cognitive control processing (e.g., inferior frontal gyrus, middle frontal cortex, and superior parietal lobule). The current study suggests that two distinct forms of functional lateralization support individual differences in visuospatial and verbal divergent thinking. These findings have important implications for our understanding of hemispheric interaction mechanisms of creative thinking.

Brain activity sensitive to visual congruency effects relates to divergent thinking

The present study used functional magnetic resonance imagining (fMRI) to examine the role of focused attention in divergent thinking and real-life creativity. Participants completed a Navon task, on which the stimuli consisted of a large letter made up of the smaller version of the same (congruent), or a different (incongruent) letter. Participants were cued to identify a letter at either the local or at the global level. A smaller congruency effect - how much faster people responded on the congruent than on the incongruent trials - was an index of focused attention. Overall, larger behavioral congruency effect was accompanied with increased activation in the anterior superior temporal gyrus (aSTG), and with increased activation in the left precuneus. Individual differences in divergent thinking, however, were associated with smaller behavioral congruency effect, as well as with smaller right aSTG increase on the incongruent versus congruent targets, suggesting that people with better performance on the divergent thinking tests have more focused attention. Real-world creativity was not associated with the congruency effect, or with any of the regions implicated in the congruency effect. Implications and directions for future research are discussed.

Large-scale network interactions involved in dividing attention between the external environment and internal thoughts to pursue two distinct goals

Previous research suggests that default-mode network (DMN) and dorsal attention network (DAN) are involved in internally- and externally-directed attention, respectively, through interactions with salience network (SN) and frontoparietal network (FPCN). Performing a task requiring external attention is often accompanied by a down-regulation of attention to internal thoughts, and vice-versa. In contrast, we often divide our attention between the external environment and internal thoughts to pursue distinct goals, yet virtually no prior research has examined how brain networks support this functionally critical neurocognitive process. In the current study, participants planned their responses for an upcoming alternate uses divergent thinking task (AUT-Condition), indicated whether arrows were pointing left or right (Arrows-Condition) or performed both tasks simultaneously (Dual-Task condition). Behaviorally, the Dual-Task condition was associated with equivalent generation of alternate uses but increased RT variability compared to the single-task conditions. Static connectivity analyses indicated that FPCN and SN increased their connectivity to DMN and reduced their connectivity to DAN during the Dual-Task condition and the AUT-Condition compared to the Arrows-Condition. Furthermore, DAN-SN connectivity was highest during the Arrows-Condition, intermediate during the Dual-Task condition and lowest during the AUT-Condition. Finally, time-varying connectivity analyses indicated that individuals who reported spending less time thinking of alternate uses during the Dual-Task condition spent more time in a state associated with performing the Arrows-Condition. Overall, our results suggest that interactions between DMN, FPCN, SN and DAN allow internal-external dual-tasking, and that time-varying functional connectivity between these networks is sensitive to attentional fluctuations between tasks during dual-tasking.

Unity and diversity of executive functions in creativity

Increasing evidence suggests that executive functions (EFs) - a set of general-purpose control processes that regulate thoughts and behaviors - are relevant for creativity. However, EF is not a unitary process, and it remains unclear which specific EFs are involved. The present study examined the association between the three EFs, both uniquely (EF-Specific) and together (Common EF), and three measures of creativity. Participants (N = 47) completed a divergent thinking test, and self-reported their real-life creative accomplishments. A subset of participants indicated their involvement in the artistic or information technology (IT) professions. Results indicated that fluency (but not originality) of divergent thinking was uniquely predicted by working memory Updating. Better response Inhibition predicted higher number of real-world artistic creative achievements. Involvement in the artistic (versus IT) professions was associated with better Common EF, and with enhanced mental set Shifting abilities. Results demonstrate that different EFs predict creativity depending on its operational definition.

Preschoolers understand and generate pretend actions using object substitution

Pretend play is often considered to be an imaginative or creative activity. Yet past experimental research has focused on whether children imitate pretense, follow instructions to pretend, or understand others' pretense. Thus, we cannot be sure that children's pretense is in fact novel or whether children simply copy or follow others' instructions. This is the first experiment to show that preschoolers generate their own novel object substitutions. In Study 1, 45 3- and 4-year-olds saw an experimenter use one object as another accompanied by pretend or trying cues. Children differentiated between the experimenter's intentions by imitating the actions accompanied by pretend cues and correcting the actions accompanied by trying cues. In addition, when the experimenter made her intentions to pretend or try explicit, children produced significantly more novel object substitutions not modeled or verbally requested by the experimenter within a pretend context than within a trying context. Study 2 replicated these findings with 34 3-year-olds using a repeated-measures design. However, it found no relationship between children's copying or generation of object substitutions and divergent thinking, inhibitory control, or pretense during free play.

Openness to experience and psychophysiological interaction patterns during divergent thinking

Creativity is the ability to produce something novel and useful. Various tasks have been used to explore the neural bases of creativity. However, studies exploring the relationship between the brain regions during divergent thinking are still rare. Given that the brain works in networks, exploring the functional connectivity (FC) patterns during divergent thinking is important. The present study explored the FC patterns during alternative uses task and its relationship with openness to experience. Psychophysiological interaction results corroborated that the inferior parietal lobule was positively connected to the precuneus and middle temporal gyrus. Middle frontal gyrus/superior frontal gyrus was positively connected to the precuneus and supramarginal gyrus. Individual difference analysis revealed that openness to experience was positively related to the strength of FCs between some key regions of default mode, cognitive control and salience networks. Findings confirmed the network-based mechanisms underlying creativity and the neural basis of individual differences of openness to experience.

Genetic influences on creativity: an exploration of convergent and divergent thinking

Previous studies on the genetic basis of creativity have mainly focused on the biological mechanisms of divergent thinking, possibly limiting the exploration of possible candidate genes. Taking a cognition-based perspective, the present study investigated the genetic basis for both the divergent and the convergent thinking components of creativity. A total of 321 Chinese university students were recruited to complete the Guildford Unusual Using Test (UUT) for divergent thinking capability and the Remote Associates Test (RAT) for convergent thinking capability. The polymorphism of rs2576037 in KATNAL2 was related to the fluency and originality component scores of UUT, and the polymorphism of rs5993883 in COMT, rs362584 in SNAP25 was related to the RAT performance. These effects remained significant after considering the influence of age, gender and intelligence. Our results provide new evidence for the genetic basis of creativity and reveal the important role of gene polymorphisms in divergent and convergent thinking.

One-way traffic: The inferior frontal gyrus controls brain activation in the middle temporal gyrus and inferior parietal lobule during divergent thinking

Contrary to earlier approaches that focused on the contributions of isolated brain regions to the emergence of creativity, there is now growing consensus that creative thought emerges from the interaction of multiple brain regions, often embedded within larger brain networks. Specifically, recent evidence from studies of divergent thinking suggests that kernel ideas emerge in posterior brain regions residing within the semantic system and/or the default mode network (DMN), and that the prefrontal cortex (PFC) regions within the executive control network (ECN) constrain those ideas for generating outputs that meet task demands. However, despite knowing that regions within these networks exhibit interaction, to date the direction of the relationship has not been tested directly. By applying Dynamic Causal Modeling (DCM) to fMRI data collected during a divergent thinking task, we tested the hypothesis that the PFC exerts unidirectional control over the middle temporal gyrus (MTG) and the inferior parietal lobule (IPL), vs. the hypothesis that these two sets of regions exert bidirectional control over each other (in the form of feedback loops). The data were consistent with the former model by demonstrating that the right inferior frontal gyrus (IFG) exerts unidirectional control over MTG and IPL, although the evidence was somewhat stronger in the case of the MTG than the IPL. Our findings highlight potential causal pathways that could underlie the neural bases of divergent thinking.

Transcutaneous vagus nerve stimulation (tVNS) enhances divergent thinking

Creativity is one of the most important cognitive skills in our complex and fast-changing world. Previous correlative evidence showed that gamma-aminobutyric acid (GABA) is involved in divergent but not convergent thinking. In the current study, a placebo/sham-controlled, randomized between-group design was used to test a causal relation between vagus nerve and creativity. We employed transcutaneous vagus nerve stimulation (tVNS), a novel non-invasive brain stimulation technique to stimulate afferent fibers of the vagus nerve and speculated to increase GABA levels, in 80 healthy young volunteers. Creative performance was assessed in terms of divergent thinking (Alternate Uses Task) and convergent thinking tasks (Remote Associates Test, Creative Problem Solving Task, Idea Selection Task). Results demonstrate active tVNS, compared to sham stimulation, enhanced divergent thinking. Bayesian analysis reported the data to be inconclusive regarding a possible effect of tVNS on convergent thinking. Therefore, our findings corroborate the idea that the vagus nerve is causally involved in creative performance. Even thought we did not directly measure GABA levels, our results suggest that GABA (likely to be increased in active tVNS condition) supports the ability to select among competing options in high selection demand (divergent thinking) but not in low selection demand (convergent thinking).

Exploring the effect of microdosing psychedelics on creativity in an open-label natural setting

INTRODUCTION

Taking microdoses (a mere fraction of normal doses) of psychedelic substances, such as truffles, recently gained popularity, as it allegedly has multiple beneficial effects including creativity and problem-solving performance, potentially through targeting serotonergic 5-HT_2A receptors and promoting cognitive flexibility, crucial to creative thinking. Nevertheless, enhancing effects of microdosing remain anecdotal, and in the absence of quantitative research on microdosing psychedelics, it is impossible to draw definitive conclusions on that matter. Here, our main aim was to quantitatively explore the cognitive-enhancing potential of microdosing psychedelics in healthy adults.

METHODS

During a microdosing event organized by the Dutch Psychedelic Society, we examined the effects of psychedelic truffles (which were later analyzed to quantify active psychedelic alkaloids) on two creativity-related problem-solving tasks: the Picture Concept Task assessing convergent thinking and the Alternative Uses Task assessing divergent thinking. A short version of the Ravens Progressive Matrices task assessed potential changes in fluid intelligence. We tested once before taking a microdose and once while the effects were expected to be manifested.

RESULTS

We found that both convergent and divergent thinking performance was improved after a non-blinded microdose, whereas fluid intelligence was unaffected.

CONCLUSION

While this study provides quantitative support for the cognitive-enhancing properties of microdosing psychedelics, future research has to confirm these preliminary findings in more rigorous placebo-controlled study designs. Based on these preliminary results, we speculate that psychedelics might affect cognitive metacontrol policies by optimizing the balance between cognitive persistence and flexibility. We hope this study will motivate future microdosing studies with more controlled designs to test this hypothesis.

Inspired by Mary Jane? Mechanisms underlying enhanced creativity in cannabis users

Previous research suggests cannabis may enhance some aspects of creativity, although the results remain somewhat equivocal. Moreover, it is unclear whether differences in cannabis users' personalities may account for any potentially beneficial effects of cannabis on creativity. This study was designed to examine whether sober cannabis users demonstrate superior self-reported and objective creativity test performance relative to non-users, and to determine whether any of the Big 5 personality domains underlie these effects. A sample of sober cannabis users (n=412) and non-users (n=309) completed measures of cannabis consumption, personality, self-reported and objective creativity. Relative to non-users, sober cannabis users self-reported higher creativity, and performed significantly better on a measure of convergent thinking. Controlling for cannabis users' higher levels of openness to experience abolished these effects. Therefore, while cannabis users appear to demonstrate enhanced creativity, these effects are an artifact of their heightened levels of openness to experience.

Gender and creativity: an overview of psychological and neuroscientific literature

The topic of gender differences in creativity is one that generates substantial scientific and public interest, but also courts considerable controversy. Owing to the heterogeneous nature of the findings associated with this line of research, the general picture often appears puzzling or obscure. This article presents a selective overview of psychological and neuroscientific literature that has a relevant bearing on the theme of gender and creativity. Topics that are explored include the definition and methods of assessing creativity, a summary of behavioral investigations on gender in relation to creativity, postulations that have been put forward to understand gender differences in creative achievement, gender-based differences in the structure and function of the brain, gender-related differences in behavioral performance on tasks of normative cognition, and neuroscientific studies of gender and creativity. The article ends with a detailed discussion of the idea that differences between men and women in creative cognition are best explained with reference to the gender-dependent adopted strategies or cognitive style when faced with generative tasks.

Tracking the dynamics of divergent thinking via semantic distance: Analytic methods and theoretical implications

Divergent thinking has often been used as a proxy measure of creative thinking, but this practice lacks a foundation in modern cognitive psychological theory. This article addresses several issues with the classic divergent-thinking methodology and presents a new theoretical and methodological framework for cognitive divergent-thinking studies. A secondary analysis of a large dataset of divergent-thinking responses is presented. Latent semantic analysis was used to examine the potential changes in semantic distance between responses and the concept represented by the divergent-thinking prompt across successive response iterations. The results of linear growth modeling showed that although there is some linear increase in semantic distance across response iterations, participants high in fluid intelligence tended to give more distant initial responses than those with lower fluid intelligence. Additional analyses showed that the semantic distance of responses significantly predicted the average creativity rating given to the response, with significant variation in average levels of creativity across participants. Finally, semantic distance does not seem to be related to participants' choices of their own most creative responses. Implications for cognitive theories of creativity are discussed, along with the limitations of the methodology and directions for future research.

Divergent creative thinking in young and older adults: Extending the effects of an episodic specificity induction

Recent research has suggested that an episodic specificity induction-brief training in recollecting the details of a past experience-enhances divergent creative thinking on the alternate uses task (AUT) in young adults, without affecting performance on tasks thought to involve little divergent thinking; however, the generalizability of these results to other populations and tasks is unknown. In the present experiments, we examined whether the effects of an episodic specificity induction would extend to older adults and a different index of divergent thinking, the consequences task. In Experiment 1, the specificity induction significantly enhanced divergent thinking on the AUT in both young and older adults, as compared with a control induction not requiring specific episodic retrieval; performance on a task involving little divergent thinking (generating associates for common objects) did not vary as a function of induction. No overall age-related differences were observed on either task. In Experiment 2, the specificity induction significantly enhanced divergent thinking (in terms of generating consequences of novel scenarios) in young adults, relative to another control induction not requiring episodic retrieval. To examine the types of creative ideas affected by the induction, the participants in both experiments also labeled each of their divergent-thinking responses as an "old idea" from memory or a "new idea" from imagination. New, and to some extent old, ideas were significantly boosted following the specificity induction relative to the control. These experiments provide novel evidence that an episodic specificity induction can boost divergent thinking in young and older adults, and indicate that episodic memory is involved in multiple divergent-thinking tasks.

Participation of the left inferior frontal gyrus in human originality

Human creative cognition is commonly described as a twofold cyclic process that involves an idea generation phase and an idea evaluation phase. Although the evaluation phase makes a crucial contribution to originality, its underlying mechanisms have not received sufficient research attention. Here, we suggest that the left inferior frontal gyrus (lIFG) plays a major role in the interplay between the evaluation and generation networks and that inhibiting this region's activity may have an effect on "releasing" the generation neural network, resulting in greater originality. To examine the neural networks that mediate the generation and evaluation of ideas, we conducted an fMRI experiment on a group of healthy human participants (Study 1), in which we compared an idea generation task to an idea evaluation task. We found that evaluating the originality of ideas is indeed associated with a relative increase in lIFG activation, as opposed to generating original ideas. We further showed that temporarily inhibiting the lIFG using continuous theta-burst stimulation (Study 2) results in less strict evaluation on the one hand and increased originality scores on the other. Our findings provide converging evidence from multiple methods to show that the lIFG participates in evaluating the originality of ideas.

Semantic search during divergent thinking

Divergent thinking, as a method of examining creative cognition, has not been adequately analyzed in the context of modern cognitive theories. This article casts divergent thinking responding in the context of theories of memory search. First, it was argued that divergent thinking tasks are similar to semantic fluency tasks, but are more constrained, and less well structured. Next, response time distributions from 54 participants were analyzed for temporal and semantic clustering. Participants responded to two prompts from the alternative uses test: uses for a brick and uses for a bottle, for two minutes each. Participants' cumulative response curves were negatively accelerating, in line with theories of search of associative memory. However, results of analyses of semantic and temporal clustering suggested that clustering is less evident in alternative uses responding compared to semantic fluency tasks. This suggests either that divergent thinking responding does not involve an exhaustive search through a clustered memory trace, but rather that the process is more exploratory, yielding fewer overall responses that tend to drift away from close associates of the divergent thinking prompt.

Creative cognition and dopaminergic modulation of fronto-striatal networks: Integrative review and research agenda

Creative cognition is key to human functioning yet the underlying neurobiological mechanisms are sparsely addressed and poorly understood. Here we address the possibility that creative cognition is a function of dopaminergic modulation in fronto-striatal brain circuitries. It is proposed that (i) creative cognition benefits from both flexible and persistent processing, (ii) striatal dopamine and the integrity of the nigrostriatal dopaminergic pathway is associated with flexible processing, while (iii) prefrontal dopamine and the integrity of the mesocortical dopaminergic pathway is associated with persistent processing. We examine this possibility in light of studies linking creative ideation, divergent thinking, and creative problem-solving to polymorphisms in dopamine receptor genes, indirect markers and manipulations of the dopaminergic system, and clinical populations with dysregulated dopaminergic activity. Combined, studies suggest a functional differentiation between striatal and prefrontal dopamine: moderate (but not low or high) levels of striatal dopamine benefit creative cognition by facilitating flexible processes, and moderate (but not low or high) levels of prefrontal dopamine enable persistence-driven creativity.