Everyday Creativity is Associated with Increased Frontal Electroencephalography Alpha Activity During Creative Ideation

Everyday creativity is the basic ability of human survival and penetrates every aspect of life. Nevertheless, the neural mechanisms underlying everyday creativity was largely unexplored. In this study, seventy-five participants completed the creative behaviour inventory, a tool for assessing creative behaviour in daily life. The participants also completed the alternate uses task (AUT) during an electroencephalography (EEG) assessment to evaluate creative thinking. Alpha power was used to quantify neural oscillations during the creative process, while alpha coherence was used to quantify information communication between frontal regions and other sites during creative ideation. Moreover, these two task-related quantitative measures were combined to investigate the relationship between individual differences in everyday creativity and EEG alpha activity during creative idea generation. Compared with the reference period, increased alpha power was observed in the frontal cortex of the right hemisphere and increased functional coupling was observed between frontal and parietal/temporal regions during the activation period. Interestingly, individual differences in everyday creativity were associated with distinct patterns of EEG alpha activity. Specifically, individuals with higher everyday creativity had increased alpha power in the frontal cortex, and increased changes in coherence in frontal-temporal regions of the right hemisphere while performing the AUT. It might indicate that individuals with higher everyday creativity had an enhanced ability to focus on internal information processing and control bottom-up stimuli, as well as better selection of novel semantic information when performing creative ideation tasks.

Meta-Intelligence: Understanding, Control, and Interactivity between Creative, Analytical, Practical, and Wisdom-Based Approaches in Problem Solving

A deeper understanding of the processes leading to problem framing and behind finding solutions to problems should help explain variability in the quality of the solutions to those problems. Using Sternberg's WICS model as the conceptual basis of problem solving, this article discusses the relations between creative, analytical, practical, and wisdom-based approaches as bases for solutions to problems. We use a construct of meta-intelligence to encompass understanding, control, and coordination between these constructs. We propose that constraints can act at each of three levels-individual, contextual, and interactive. Individual constraints include the metacomponents (executive processes) that underpin each of the four kinds of solutions. Contextual constraints direct which of the four approaches are preferred under what circumstances. Finally, interactive constraints involve individual and contextual constraints directly impacting each other's actions. The model of meta-intelligence and its functioning helps to explain the variability in the ways that individuals frame problems and, as a consequence, in the solutions that are found. The model of meta-intelligence also helps explain why some solutions to problems are so much more comprehensive, and often better, than others.

A Minimal Theory of Creative Ability

Despite decades of extensive research on creativity, the field still combats psychometric problems when measuring individual differences in creative ability and people's potential to achieve real-world outcomes that are both original and useful. We think these seemingly technical issues have a conceptual origin. We therefore propose a minimal theory of creative ability (MTCA) to create a consistent conceptual theory to guide investigations of individual differences in creative ability. Building on robust theories and findings in creativity and individual differences research, our theory argues that creative ability, at a minimum, must include two facets: intelligence and expertise. So, the MTCA simply claims that whenever we do something creative, we use most of our cognitive abilities combined with relevant expertise to be creative. MTCA has important implications for creativity theory, measurement, and practice. However, the MTCA isn't necessarily true; it is a minimal theory. We discuss and reject several objections to the MTCA.

Creativity Style and Achievements: An Investigation on the Role of Emotional Competence, Individual Differences, and Psychometric Intelligence

Psychometric and emotional intelligence are considered as two separate theoretical constructs, although each one has been found to correlate to a certain degree with measures of creativity. The aim of the present study was to analyze whether individual differences such as age and gender, together with psychometric intelligence and emotional competence (EC) predicted creativity. We selected a sample of 376 participants aged 12-88 (mean age = 30.28 years, SD = 19.09 years; 224 females) to evaluate relationships between these constructs across lifespan. Participants were administered the Kaufman Brief Intelligence Test-2, the Short Profile of EC, the Creativity Style Questionnaire Revised (CSQ-R) and the Creative Achievement Questionnaire (CAQ). T-test on gender differences evidenced that males had higher creativity achievements compared to females. A path analysis was applied to examine the relationships between the CAQ and CSQ-R scores as dependent variables and the potential predictors assessed. Results showed that CSQ-R was significantly predicted by interpersonal emotional competence and marginally by educational level (p = 0.058) and intrapersonal emotional competence (p = 0.051). On the other hand, the CAQ score was significantly predicted by gender, age, and composite IQ. Discussion is focused on possible theoretical implications.

Beyond the Mask

An understanding of the strengths, weaknesses, and achievement profiles of students with giftedness and learning disabilities (G&LD) is needed to address their asynchronous development. This study examines the subtests and error factors in the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) for strength and weakness patterns of students with G&LD in higher and lower level thinking skills by comparing G&LD students ( n = 196) with academically gifted (GT; n = 69) and specific learning disability (SLD) students ( n = 90). Several one-way MANCOVAs were conducted with subtest error factor scores as dependent variables and grouping variable (G&LD, GT, or SLD) as the independent variable. The G&LD means scores across subtests were in between the two control groups. On many higher level thinking tasks, the G&LD group scored similar to the gifted group. The results support the use of error analysis to gain further understanding into the profile of students with G&LD.

Openness to Experience and Intellect Differentially Predict Creative Achievement in the Arts and Sciences

The Big Five personality dimension Openness/Intellect is the trait most closely associated with creativity and creative achievement. Little is known, however, regarding the discriminant validity of its two aspects-Openness to Experience (reflecting cognitive engagement with perception, fantasy, aesthetics, and emotions) and Intellect (reflecting cognitive engagement with abstract and semantic information, primarily through reasoning)-in relation to creativity. In four demographically diverse samples totaling 1,035 participants, we investigated the independent predictive validity of Openness and Intellect by assessing the relations among cognitive ability, divergent thinking, personality, and creative achievement across the arts and sciences. We confirmed the hypothesis that whereas Openness predicts creative achievement in the arts, Intellect predicts creative achievement in the sciences. Inclusion of performance measures of general cognitive ability and divergent thinking indicated that the relation of Intellect to scientific creativity may be due at least in part to these abilities. Lastly, we found that Extraversion additionally predicted creative achievement in the arts, independently of Openness. Results are discussed in the context of dual-process theory.