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Madhira A, Srinivasan N. Letting it go: The interplay between mind wandering, mindfulness, and creativity. PROGRESS IN BRAIN RESEARCH 2023. [DOI: 10.1016/bs.pbr.2022.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/12/2023]
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Yang T, Wu G. Spontaneous or Deliberate: The Dual Influence of Mind Wandering on Creative Incubation. JOURNAL OF CREATIVE BEHAVIOR 2022. [DOI: 10.1002/jocb.553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Teng SC, Lien YW. Propensity or diversity? Investigating how mind wandering influences the incubation effect of creativity. PLoS One 2022; 17:e0267187. [PMID: 35486594 PMCID: PMC9053813 DOI: 10.1371/journal.pone.0267187] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 04/04/2022] [Indexed: 12/02/2022] Open
Abstract
Mind wandering has been argued to be beneficial for breaking through mental impasses, which leads to better creative performance upon a second attempt (i.e., the incubation effect). However, the evidence is inconsistent. Different from the propensity for mind wandering that has been the focus of past studies, in this study we further examined the role of diversity (i.e., non-repetitiveness of mind wandering respective to its content) and types of mind wandering along the dimensions of intentionality and awareness during incubation when engaging in a 0-back task (a mind wandering-prone condition) and a focused-breathing practice (a mindfulness-induced condition). We proposed that diversity rather than the propensity for mind wandering was crucial for post-incubation divergent creativity and that mindfulness induction would be a more effective way to elicit the incubation effect because it should result in fewer but more diverse mind-wandering incidents than engaging in a mind wandering-prone task. We conducted an experiment with a between-participant variable (incubation tasks: mind wandering-prone, mindfulness-induced, and no incubation). As predicted, the mindfulness-induced group (N = 30) outperformed the control group (N = 31) on flexibility for the unusual uses task measuring divergent thinking after incubation, but the mind wandering-prone group (N = 29) did not outperform the control group. In addition, the diversity of mind wandering and the tendency toward intentional mind wandering predicted the magnitude of incubation effects on flexibility and originality, respectively. Theoretical and practical implications are discussed.
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Affiliation(s)
- Shan-Chuan Teng
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Yunn-Wen Lien
- Department of Psychology, National Taiwan University, Taipei, Taiwan
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Abstract
Abstract. The dynamic creativity framework (DCF) represents a new theoretical perspective for studying the creativity construct. This framework is based on the dynamic definition of creativity, and it has both theoretical and empirical implications. From a theoretical point of view, we review the characteristics of the dynamic creative process and its extension into the dynamic universal creative process, encompassing creativity at different layers of complexity. We discuss the key concept of creative potential, considering individual, sociocultural, and material viewpoints, and we show how the DCF is instrumental in clarifying the relationship between creativity and intelligence, between creativity and anticipation, as well as in introducing the concept of ‘organic creativity’. From the empirical perspective, we focus on the dynamic creative process broken down into four phases: i) drive, ii) information, iii) idea generation, iv) idea evaluation. We review results obtained through investigations accounting for the dynamic interplay between emotional and cognitive components defining creative performance for each. Experiments were conducted to measure the role of emotions and attention in driving the dynamic process, considering the processing of apparently irrelevant information and the interaction between idea generation and idea evaluation, always taking into account individual differences as measured through personality traits, performance variables, or lifetime achievement. Neurophysiological evidence is considered in discussing dynamic effects in divergent thinking, such as the serial order effect, as well as the possibility to enhance creative potential through neurofeedback. Finally, we report on the effects of different environments on the creative process, highlighting the dynamics produced by context-embeddedness.
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Affiliation(s)
- Giovanni Emanuele Corazza
- DEI-Marconi Institute for Creativity, University of Bologna, Italy
- Université Paris Cité and University Gustave Eiffel, LaPEA, Boulogne-Billancourt, France
| | - Sergio Agnoli
- DEI-Marconi Institute for Creativity, University of Bologna, Italy
| | - Serena Mastria
- DEI-Marconi Institute for Creativity, University of Bologna, Italy
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Abstract
Abstract. Based on meta-analyses, intervention studies, and investigations outside of the creativity literature, this paper makes seven evidence-informed propositions about the relationships between creativity and school functioning. First, creative abilities are drivers, not brakes of school achievement. Second, the negative attitudes toward creative students sometimes observed in schools usually concern a small and particular group of creative students: those who are most impulsive and nonconforming. Third, creativity-relevant mental processes support learning. Fourth, creative learning occurs when students can co-discover new, meaningful knowledge. Fifth, school education supports – albeit likely to a different degree – both intelligence and creativity. Sixth, both creative and learning processes are most effective when accompanied by agency and value: feeling confident and valuing creativity and learning are instrumental for generating and directing motivation. Seventh, in both creativity and learning processes, self-regulation is vital.
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Sun J, He L, Chen Q, Yang W, Wei D, Qiu J. The bright side and dark side of daydreaming predict creativity together through brain functional connectivity. Hum Brain Mapp 2021; 43:902-914. [PMID: 34676650 PMCID: PMC8764487 DOI: 10.1002/hbm.25693] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 10/03/2021] [Accepted: 10/12/2021] [Indexed: 01/02/2023] Open
Abstract
Daydreaming and creativity have similar cognitive processes and neural basis. However, few empirical studies have examined the relationship between daydreaming and creativity using cognitive neuroscience methods. The present study explored the relationship between different types of daydreaming and creativity and their common neural basis. The behavioral results revealed that positive constructive daydreaming is positively related to creativity, while poor attentional control is negatively related to it. Machine learning framework was adopted to examine the predictive effect of daydreaming-related brain functional connectivity (FC) on creativity. The results demonstrated that task FCs related to positive constructive daydreaming and task FCs related to poor attentional control both predicted an individual's creativity score successfully. In addition, task FCs combining the positive constructive daydreaming and poor attentional control also had significant predictive effect on creativity score. Furthermore, predictive analysis based on resting-state FCs showed similar patterns. Both of the subscale-related FCs and combined FCs had significant predictive effect on creativity score. Further analysis showed the task and the resting-state FCs both mainly located in the default mode network, central executive network, salience network, and attention network. These results showed that daydreaming was closely related to creativity, as they shared common FC basis.
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Affiliation(s)
- Jiangzhou Sun
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China of Southwest UniversityChongqingChina
- Key Laboratory of Cognition and Personality (SWU), Ministry of EducationChongqingChina
- Faculty of PsychologySouthwest UniversityChongqingChina
| | - Li He
- Key Laboratory of Cognition and Personality (SWU), Ministry of EducationChongqingChina
- Faculty of PsychologySouthwest UniversityChongqingChina
| | - Qunlin Chen
- Key Laboratory of Cognition and Personality (SWU), Ministry of EducationChongqingChina
- Faculty of PsychologySouthwest UniversityChongqingChina
| | - Wenjing Yang
- Key Laboratory of Cognition and Personality (SWU), Ministry of EducationChongqingChina
- Faculty of PsychologySouthwest UniversityChongqingChina
| | - Dongtao Wei
- Key Laboratory of Cognition and Personality (SWU), Ministry of EducationChongqingChina
- Faculty of PsychologySouthwest UniversityChongqingChina
| | - Jiang Qiu
- Key Laboratory of Cognition and Personality (SWU), Ministry of EducationChongqingChina
- Faculty of PsychologySouthwest UniversityChongqingChina
- Southwest University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal UniversityBeijingChina
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Frith E, Kane MJ, Welhaf MS, Christensen AP, Silvia PJ, Beaty RE. Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking. CREATIVITY RESEARCH JOURNAL 2021. [DOI: 10.1080/10400419.2020.1855906] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Emily Frith
- The University of Mississippi
- Pennsylvania State University
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Wu HY, Kuo BC, Huang CM, Tsai PJ, Hsu AL, Hsu LM, Liu CY, Chen JH, Wu CW. Think Hard or Think Smart: Network Reconfigurations After Divergent Thinking Associate With Creativity Performance. Front Hum Neurosci 2020; 14:571118. [PMID: 33328929 PMCID: PMC7714934 DOI: 10.3389/fnhum.2020.571118] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Accepted: 10/26/2020] [Indexed: 11/25/2022] Open
Abstract
Evidence suggests divergent thinking is the cognitive basis of creative thoughts. Neuroimaging literature using resting-state functional connectivity (RSFC) has revealed network reorganizations during divergent thinking. Recent studies have revealed the changes of network organizations when performing creativity tasks, but such brain reconfigurations may be prolonged after task and be modulated by the trait of creativity. To investigate the dynamic reconfiguration, 40 young participants were recruited to perform consecutive Alternative Uses Tasks (AUTs) for divergent thinking and two resting-state scans (before and after AUT) were used for mapping the brain reorganizations after AUT. We split participants into high- and low-creative groups based on creative achievement questionnaire (CAQ) and targeted on reconfigurations of the two brain networks: (1) default-mode network (DMN) and (2) the network seeded at the left inferior frontal gyrus (IFG) because the between-group difference of AUT-induced brain activation located at the left IFG. The changes of post-AUT RSFCs (DMN and IFGN) indicated the prolonged effect of divergent thinking. More specifically, the alterations of RSFCIFG−AG and RSFCIFG−IPL (AG: angular gyrus, IPG: inferior parietal lobule) in the high-creative group had positive relationship with their AUT performances (originality and fluency), but not found in the low-creative group. Furthermore, the RSFC changes of DMN did not present significant relationships with AUT performances. The findings not only confirmed the possibility of brain dynamic reconfiguration following divergent thinking, but also suggested the distinct IFGN reconfiguration between individuals with different creativity levels.
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Affiliation(s)
- Hong-Yi Wu
- Graduate Institute of Biomedical Electronics and Bioinformatics, National Taiwan University, Taipei, Taiwan
| | - Bo-Cheng Kuo
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Chih-Mao Huang
- Department of Biological Science and Technology, National Chiao Tung University, Hsinchu, Taiwan
| | - Pei-Jung Tsai
- Intramural Research Program, Neuroimaging Research Branch, National Institute on Drug Abuse, National Institutes of Health, Baltimore, MLD, United States
| | - Ai-Ling Hsu
- Department of Radiology, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan.,Department of Radiology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Li-Ming Hsu
- Department of Radiology and Brain Research Imaging Center, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Chi-Yun Liu
- Graduate Institute of Mind, Brain, and Consciousness, Taipei Medical University, Taipei, Taiwan
| | - Jyh-Horng Chen
- Graduate Institute of Biomedical Electronics and Bioinformatics, National Taiwan University, Taipei, Taiwan
| | - Changwei W Wu
- Graduate Institute of Mind, Brain, and Consciousness, Taipei Medical University, Taipei, Taiwan.,Brain and Consciousness Research Center, Taipei Medical University-Shuang-Ho Hospital, New Taipei, Taiwan
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Annerer-Walcher S, Körner C, Beaty RE, Benedek M. Eye behavior predicts susceptibility to visual distraction during internally directed cognition. Atten Percept Psychophys 2020; 82:3432-3444. [PMID: 32500390 PMCID: PMC7536161 DOI: 10.3758/s13414-020-02068-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
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.
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Affiliation(s)
| | - Christof Körner
- University of Graz, Universitätsplatz 2, 8010, Graz, Austria
| | - Roger E Beaty
- Pennsylvania State University, University Park, PA, USA
| | - Mathias Benedek
- University of Graz, Universitätsplatz 2, 8010, Graz, Austria.
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Conceptualizing Mind Wandering Using a Systems Approach: a Preliminary Exploration. Integr Psychol Behav Sci 2020; 54:742-751. [DOI: 10.1007/s12124-020-09527-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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11
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Chou YJ, Tversky B. Changing Perspective: Building Creative Mindsets. Cogn Sci 2020; 44:e12820. [DOI: 10.1111/cogs.12820] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2019] [Revised: 01/22/2020] [Accepted: 01/27/2020] [Indexed: 12/01/2022]
Affiliation(s)
| | - Barbara Tversky
- Department of Human Development Columbia University Teachers College
- Department of Psychology Stanford University
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You may be more original than you think: Predictable biases in self-assessment of originality. Acta Psychol (Amst) 2020; 203:103002. [PMID: 32004640 DOI: 10.1016/j.actpsy.2019.103002] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2018] [Revised: 11/28/2019] [Accepted: 12/30/2019] [Indexed: 11/24/2022] Open
Abstract
How accurate are individuals in judging the originality of their own ideas? Most metacognitive research has focused on well-defined tasks, such as learning, memory, and problem solving, providing limited insight into ill-defined tasks. The present study introduces a novel metacognitive self-judgment of originality, defined as assessments of the uniqueness of an idea in a given context. In three experiments, we examined the reliability, potential biases, and factors affecting originality judgments. Using an ideation task, designed to assess the ability to generate multiple divergent ideas, we show that people accurately acknowledge the serial order effect-judging later ideas as more original than earlier ideas. However, they systematically underestimate their ideas' originality. We employed a manipulation for affecting actual originality level, which did not affect originality judgments, and another one designed to affect originality judgments, which did not affect actual originality performance. This double dissociation between judgments and performance calls for future research to expose additional factors underlying originality judgments.
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Silver Lining Theories of Creativity: Commentary on “Why Being Bored Might Not Be a Bad Thing after All” by G. Park, B. Lim, and H. Oh. ACADEMY OF MANAGEMENT DISCOVERIES 2019. [DOI: 10.5465/amd.2018.0230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Preiss DD, Ibaceta M, Ortiz D, Carvacho H, Grau V. An Exploratory Study on Mind Wandering, Metacognition, and Verbal Creativity in Chilean High School Students. Front Psychol 2019; 10:1118. [PMID: 31275187 PMCID: PMC6591456 DOI: 10.3389/fpsyg.2019.01118] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2018] [Accepted: 04/29/2019] [Indexed: 11/13/2022] Open
Abstract
The purpose of this study was to explore the relationship between mind wandering, metacognition, and creativity in a sample of Chilean high school students. Two hundred and twenty-eight secondary students took three self-report scales on mind wandering, metacognitive strategies and reading difficulties, two verbal creativity assessments, a test of fluid intelligence and a measure of attentional capacity. Correlational analysis, a single multiple hierarchical regression, and a three-way moderation model were performed on data. Controlling for fluid intelligence and reading difficulties, metacognition and attention predicted creativity while mind wandering did not. Additionally, a three-way interaction showed that mind wandering had a positive impact on creativity only among students with both high attention and high metacognition. These results reflect the relevance of cognitive self-regulation for creativity during the high school years. Educational implications are discussed.
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Affiliation(s)
- David D Preiss
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Miguel Ibaceta
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Dominga Ortiz
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Héctor Carvacho
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Valeska Grau
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
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Bakker AB, Petrou P, Op den Kamp EM, Tims M. Proactive Vitality Management, Work Engagement, and Creativity: The Role of Goal Orientation. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2018. [DOI: 10.1111/apps.12173] [Citation(s) in RCA: 39] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Arnold B. Bakker
- Erasmus University Rotterdam The Netherlands
- University of Johannesburg South Africa
| | | | | | - Maria Tims
- Free University Amsterdam The Netherlands
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Jankowska DM, Czerwonka M, Lebuda I, Karwowski M. Exploring the Creative Process: Integrating Psychometric and Eye-Tracking Approaches. Front Psychol 2018; 9:1931. [PMID: 30356907 PMCID: PMC6190897 DOI: 10.3389/fpsyg.2018.01931] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Accepted: 09/19/2018] [Indexed: 01/07/2023] Open
Abstract
This exploratory study aims at integrating the psychometric approach to studying creativity with an eye-tracking methodology and thinking-aloud protocols to potentially untangle the nuances of the creative process. Wearing eye-tracking glasses, one hundred adults solved a drawing creativity test - The Test of Creative Thinking-Drawing Production (TCT-DP) - and provided spontaneous comments during this process. Indices of visual activity collected during the eye-tracking phase explained a substantial amount of variance in psychometric scores obtained in the test. More importantly, however, clear signs of methodological synergy were observed when all three sources (psychometrics, eye-tracking, and coded thinking-aloud statements) were integrated. The findings illustrate benefits of using a blended methodology for a more insightful analysis of creative processes, including creative learning and creative problem-solving.
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Affiliation(s)
- Dorota M. Jankowska
- Department of Educational Sciences, The Maria Grzegorzewska University, Warsaw, Poland
| | - Marta Czerwonka
- Department of Educational Sciences, The Maria Grzegorzewska University, Warsaw, Poland
| | - Izabela Lebuda
- Institute of Psychology, University of Wrocław, Wrocław, Poland
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Camarda A, Salvia É, Vidal J, Weil B, Poirel N, Houdé O, Borst G, Cassotti M. Neural basis of functional fixedness during creative idea generation: An EEG study. Neuropsychologia 2018. [DOI: 10.1016/j.neuropsychologia.2018.03.009] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
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Agnoli S, Vanucci M, Pelagatti C, Corazza GE. Exploring the Link Between Mind Wandering, Mindfulness, and Creativity: A Multidimensional Approach. CREATIVITY RESEARCH JOURNAL 2018. [DOI: 10.1080/10400419.2018.1411423] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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