Creativity-the unconscious foundations of the incubation period

Creativity and consciousness in motion: The roundtrip of "mindful" and "mindless" processes in embodied creativity

In this opinion paper, we make a journey across different accounts of creativity that emphasize either the mindful, conscious and cognitive expression of creativity, or its mindless, unconscious and sensorimotor expression. We try to go beyond dichotomy, putting creativity in motion and outlining its embodied and enactive features. Based on the assumption that no creative act is purely conscious or purely unconscious, our discussion on creativity relies on the distinction of three types of creativity that complementarily contribute to the creative process through shifts in the activation of their substrates in the brain: the deliberate, spontaneous and flow types of creativity. The latter is a hybrid and embodied type, in which movement and physical activity meet creativity. We then focus on the most fascinating contribution of unconscious processes and mind wandering to spontaneous and flow modes of creativity, exploring what happens when the individual apparently takes a break from a deliberate and effortful search for solutions and the creative process progresses through an incubation phase. This phase and the overall creative process can be facilitated by physical activity which, depending on its features and context, can disengage the cognitive control network and free the mind from filters that constrain cognitive processes or, conversely, can engage attentional control on sensorimotor and cognitive task components in a mindful way. Lastly, we focus on the unique features of the outer natural environment of physical activity and of the inner environment during mindful movements that can restore capacities and boost creativity.

Enhancing Enneagram Therapy with Contemporary Research on the Conscious and Unconscious Mind

The Enneagram is a personality framework with ancient philosophical underpinnings and cross cultural roots. It outlines nine different pathways of growth for nine different personalities. In recent years, it has started to gain traction in the peer reviewed level of research. Since the Enneagram has a conceptual versatility in addressing various levels and dimensions of the human psyche, it can both contribute and benefit from cross pollinating its insights with the latest scientific research on how the human mind works. One area of research that has the potential for this type of symbiotic partnership with the Enneagram is the study of the interaction between the conscious and unconscious mind. There is rich potential for the multi-leveled integration of contemporary findings on how the conscious and unconscious mind mutually interact with one another along with insights into personality structures from the Enneagram. These integrative insights have clinical implications and create possible directions for future research.

Is a wandering mind a novelty-seeking mind? The curious case of incubation

The Novelty-Seeking Model can explain incubation's effect on creativity by assuming an adaptive decision threshold. During an impasse, the threshold for novelty becomes too high and biased to previous neural activity, hindering progress. Incubation "resets" this threshold through attentional decoupling, allowing for spontaneous ideas to emerge from subsequent mind wandering or other activities that attract attention, facilitating progress.

Large Language Models and the Reverse Turing Test

Large language models (LLMs) have been transformative. They are pretrained foundational models that are self-supervised and can be adapted with fine-tuning to a wide range of natural language tasks, each of which previously would have required a separate network model. This is one step closer to the extraordinary versatility of human language. GPT-3 and, more recently, LaMDA, both of them LLMs, can carry on dialogs with humans on many topics after minimal priming with a few examples. However, there has been a wide range of reactions and debate on whether these LLMs understand what they are saying or exhibit signs of intelligence. This high variance is exhibited in three interviews with LLMs reaching wildly different conclusions. A new possibility was uncovered that could explain this divergence. What appears to be intelligence in LLMs may in fact be a mirror that reflects the intelligence of the interviewer, a remarkable twist that could be considered a reverse Turing test. If so, then by studying interviews, we may be learning more about the intelligence and beliefs of the interviewer than the intelligence of the LLMs. As LLMs become more capable, they may transform the way we interact with machines and how they interact with each other. Increasingly, LLMs are being coupled with sensorimotor devices. LLMs can talk the talk, but can they walk the walk? A road map for achieving artificial general autonomy is outlined with seven major improvements inspired by brain systems and how LLMs could in turn be used to uncover new insights into brain function.

Comparing the effect of virtual and in-person instruction on students' performance in a design for additive manufacturing learning activity

The goal of this work is to compare the outcome of a design for additive manufacturing (DfAM) heuristics lesson conducted in a virtual learning environment to the same in an in-person learning environment. Prior work revealed that receiving DfAM heuristics at different points in the design process impacts the quality and novelty of designs produced afterward, but this work may have been limited by the solely virtual format. In this work, an identical experiment was performed in a face-to-face learning environment. Results indicate that neither learning format presents an advantage over the other when it comes to the quality of designs produced during the intervention. Participants across all experimental groups reported an increase in self-efficacy after the intervention, with improved performance on quiz-type questions. However, the novelty and variety of the designs produced by the in-person experimental groups were significantly lower than that of the virtual experimental groups. In addition to validating the effectiveness of virtual instruction as a teaching method, these results also support the authors' hypothesis that the priming effect is stronger in an in-person classroom than in a virtual classroom.

The time course of creativity: multivariate classification of default and executive network contributions to creative cognition over time

Research indicates that creative cognition depends on both associative and controlled processes, corresponding to the brain's default mode network (DMN) and executive control network (ECN) networks. However, outstanding questions include how the DMN and ECN operate over time during creative task performance, and whether creative cognition involves distinct generative and evaluative stages. To address these questions, we used multivariate pattern analysis (MVPA) to assess how the DMN and ECN contribute to creative cognition over three successive time phases during the production of a single creative idea. Training classifiers to predict trial condition (creative vs non-creative), we used classification accuracy as a measure of the extent of creative activity in each brain network and time phase. Across both networks, classification accuracy was highest in early phases, decreased in mid phases, and increased again in later phases, following a U-shaped curve. Notably, classification accuracy was significantly greater in the ECN than the DMN during early phases, while differences between networks at later time phases were non-significant. We also computed correlations between classification accuracy and human-rated creative performance, to assess how relevant the creative activity in each network was to the creative quality of ideas. In line with expectations, classification accuracy in the DMN was most related to creative quality in early phases, decreasing in later phases, while classification accuracy in the ECN was least related to creative quality in early phases, increasing in later phases. Given the theorized roles of the DMN in generation and the ECN in evaluation, we interpret these results as tentative evidence for the existence of separate generative and evaluative stages in creative cognition that depend on distinct neural substrates.

Propensity or diversity? Investigating how mind wandering influences the incubation effect of creativity

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.

Well Recovered and More Creative? A Longitudinal Study on the Relationship Between Vacation and Creativity

The aim of this study was to investigate employees’ self-reported creativity before and after vacation and to examine the impact of recovery experiences (detachment, relaxation, mastery, meaning, autonomy, affiliation) on changes in creativity. The DRAMMA model of Newman et al. provides the theoretical background of our approach. Longitudinal data was assessed with four repeated measurements. The study encompassed data from 274 white-collar workers. Analyses showed that employees subjectively perceive their creativity to benefit not immediately after their vacation but 2 weeks later. Detachment was significantly related to lower creativity within persons, while mastery experiences explained differences in creativity between persons. This study provides a detailed picture of changes in creativity around vacations.

Sleep and incubation: Using problem reactivation during sleep to study forgetting fixation and unconscious processing during sleep incubation

When people are stuck on a problem, they sometimes benefit from an incubation period -a break from working on the problem. Anecdotes and empirical evidence suggest that sleeping during incubation is useful, but the mechanisms remain poorly understood. We examined how targeted memory reactivation during sleep, which boosts next-day solving, relates to forgetting fixation, a well-supported explanation of awake incubation. In evening sessions, participants attempted puzzles, while a unique sound cue played during each puzzle. Half the time, puzzles included fixating information reinforcing an incorrect representation. Later, during deep sleep, sounds associated with half of participants' previously unsolved puzzles were presented. The sounds should strengthen puzzle memories and reduce forgetting of the fixating information. In morning solving, overnight cueing reliably interacted with fixating information: participants solved numerically more cued than uncued puzzles, but only when puzzles included fixating information. These results suggest that additional processing occurred beyond simple fixation forgetting.

Regular Vigorous-Intensity Physical Activity and Walking Are Associated with Divergent but not Convergent Thinking in Japanese Young Adults

The beneficial effects of regular physical activity (PA) on cognitive functions have received much attention. Recent research suggests that regular PA may also enhance creative thinking, an indispensable cognitive factor for invention and innovation. However, at what intensity regular PA brings the most benefits to creative thinking remains uninvestigated. Furthermore, whether the levels of regular PA affect the acute PA effects on creative thinking is also unclear. In the present study, using a previous dataset that investigated the effects of an acute bout of aerobic exercise on creative thinking in healthy Japanese young adults (22.98 ± 1.95 years old) in the year 2020, we tested the association between different intensities of regular PA (i.e., vigorous, moderate, and walking) and creative thinking with the cross-sectional baseline data using multiple linear regression. We also investigated whether regular PA levels were associated with the acute aerobic exercise intervention effects on creative thinking. The results showed that cross-sectionally, the regular PAs were differentially associated with divergent but not convergent thinking. Specifically, whereas the amount of vigorous-intensity PA was positively associated with fluency and flexibility, the amount of walking was positively associated with novelty on the alternate uses test (AUT) measuring divergent thinking. Importantly, the explained variances of fluency, flexibility, and novelty were 20.3% (p = 0.040), 18.8% (p = 0.055), and 20.1% (p = 0.043), respectively. None of the regular PAs predicted convergent thinking (i.e., an insight problem-solving task), nor were they associated with the acute aerobic exercise intervention effects on divergent and convergent thinking. These findings suggest that engaging in regular vigorous-intensity PA and walking may be useful strategies to enhance different aspects of divergent thinking in daily life.

Twelve tips to stimulate creative problem-solving with design thinking

Design thinking is increasingly applied in healthcare and health professions education to generate innovative solutions to difficult problems. The design thinking framework helps individuals approach problems with a user-centered focus; the emphasis is on understanding the user experience, their challenges, and possible design solutions that are aligned with their needs. In this twelve tips paper, we describe strategies that health professions educators can use to prepare for, conduct, and support design thinking. These strategies may also be useful to learners, practitioners, and organizations to address complex problems.

Similar or dissimilar? Influence of similarity between distraction tasks and target tasks on unconscious thought

Distraction tasks are known to affect the unconscious-thought (UT) effect. However, the relationship between two task types, namely distraction and target tasks, and their effect on UT effect have not been examined in previous studies. In this study, we assessed whether simultaneously performing dissimilar distraction and target tasks are beneficial to information processing by UT. In Experiment 1, the target task was an Alternate Use Task (speech task). For the similar-task test, the UT group was assigned the speech 1-back task (speech task) as the distraction task; for the dissimilar-task test, the UT group was assigned the spatial 1-back task (spatial task) as the distraction task. The results of the experiment revealed that under dissimilar tasks, the UT group not only provided more answers but also provided answers that were more novel. For Experiment 2, the target task was changed to Creative Mental Synthesis Task (spatial task) to replicate the results of Experiment 1. The results demonstrated that the dissimilarity between the distraction and target tasks facilitates the UT.

EEG signals respond differently to idea generation, idea evolution and evaluation in a loosely controlled creativity experiment

Many neurocognitive studies endeavor to understand neural mechanisms of basic creative activities in strictly controlled experiments. However, little evidence is available regarding the neural mechanisms of interactions between basic activities underlying creativity in such experiments. Moreover, strictly controlled experiments might limit flexibility/freedom needed for creative exploration. Thus, this study investigated the whole-brain neuronal networks' interactions between three modes of thinking: idea generation, idea evolution, and evaluation in a loosely controlled creativity experiment. The loosely controlled creativity experiment will provide a degree of flexibility/freedom for participants to incubate creative ideas through extending response time from a few seconds to 3 min. In the experiment, participants accomplished a modified figural Torrance Test of Creative Thinking (TTCT-F) while their EEG signals were recorded. During idea generation, a participant was instructed to complete a sketch that was immediately triggered by a sketch stimulus at first sight. During idea evolution, a participant was instructed to complete a sketch that is radically distinctive from what was immediately triggered by the sketch stimulus. During the evaluation, a participant was instructed to evaluate difficulties of thinking and drawing during idea generation and evolution. It is expected that participants would use their experience to intuitively complete a sketch during idea generation while they could use more divergent and imaginative thinking to complete a possible creative sketch during idea evolution. Such an experimental design is named as a loosely controlled creativity experiment, which offers an approach to studying creativity in an ecologically valid manner. The validity of the loosely controlled creativity experiment could be verified through comparing its findings on phenomena that have been effectively studied by validated experimental research. It was found from our experiment that alpha power decreased significantly from rest to the three modes of thinking. These findings are consistent with that from visual creativity research based on event-related (de)synchronization (ERD/ERS) and task-related power changes (TRP). Specifically, in the lower alpha band (8-10 Hz), the decreases of alpha power were significantly lower over almost the entire scalp during idea evolution compared to the other modes of thinking. This finding indicated that idea evolution requires less general attention demands than the other two modes of thinking since the lower alpha ERD has been reported as being more likely to reflect general task demands such as attentional processes. In the upper alpha band (10-12 Hz), the decreases of alpha power were significantly higher over central sites during the evaluation compared to idea evolution. This finding indicated that evaluation involves more task-specific demands since the upper alpha ERD has been found as being more likely to reflect task-specific demands such as memory and intelligence, as was defined in the literature. In addition, new findings were obtained since the loosely controlled creativity experiment could activate multiple brain networks to accomplish the tasks involving the three modes of thinking. EEG microstate analysis was used to structure the unstructured EEG data to detect the activation of multiple brain networks. Combined EEG-fMRI and EEG source localization studies have indicated that EEG microstate classes are closely associated with the resting-state network as identified using fMRI. It was found that the default mode network was more active during idea evolution compared to the other two modes of thinking, while the cognitive control network was more active during the evaluation compared to the other two modes of thinking. This finding indicated that idea evolution might be more associated with unconscious and internal directed attention processes. Taken together, the loosely controlled creativity experiment with the support of EEG microstate analysis appears to offer an effective approach to investigating the real-world complex creativity activity.

Structure in the stream of consciousness: Evidence from a verbalized thought protocol and automated text analytic methods

A key question about the spontaneous stream of thought (SST), often called the stream of consciousness, concerns its serial structure: How are thoughts in an extended sequence related to each other? In this study, we used a verbalized thought protocol to investigate "clump-and-jump" structure in SST-clusters of related thoughts about a topic followed by a jump to a new topic, in a repeating pattern. Several lines of evidence convergently supported the presence of clump-and-jump structure: high interrater agreement in identifying jumps, corroboration of rater-assigned jumps by automated text analytic methods, identification of clumps and jumps by a data-driven algorithm, and the inferred presence of clumps and jumps in unverbalized SST. We also found evidence that jumps involve a discontinuous shift in which a new clump is only modestly related to the previous one. These results illuminate serial structure in SST and invite research into the processes that generate the clump-and-jump pattern.

Creativity on demand - Hacking into creative problem solving

How can creative problem solving be enhanced? The paper identifies and examines modulatory approaches from the cognitive and neuroscientific literature that have been made to make creative problem solving better. We review neuromodulatory approaches of both global and local effects. Through a 2-process model of creative problem solving that involves both automatic and controlled processes, we demonstrate how these approaches could be used and what potential they may have for enhancing creative problem solving. We conclude that direct neuromodulation will be best used in unison with behavioral manipulations of cognition, and that better understanding of these manipulations should inform and guide research on direct neuromodulatory procedures.

Fostering students' creative thinking skills by means of a one-year creativity training program

Creative thinking is among the most sought-after life and work skills in the 21st century. The demand for creativity, however, exceeds the degree to which it is available and developed. The current project aimed to test the effectiveness of a one-year creativity training program for higher education. The creativity of students following the training was measured before, halfway, and after the training. In addition to the within-subjects comparison across time, performance was compared to a matched control group. At each of the measurement points, different versions of seven well-validated creativity tasks (capturing divergent and convergent creative thinking skills) were employed. The creativity training increased students' ideation skills and, more importantly their cognitive flexibility. However, no difference in originality was observed. Finally, an increase in performance was observed for one of the convergent creativity tasks, the Remote Associate Test. Implications for educational settings and directions for future research are discussed.

Early stimulation of the left posterior parietal cortex promotes representation change in problem solving

When you suddenly understand how to solve a problem through an original and efficient strategy, you experience the so-called “Eureka” effect. The appearance of insight usually occurs after setting the problem aside for a brief period of time (i.e. incubation), thereby promoting unconscious and novel associations on problem-related representations leading to a new and efficient solving strategy. The left posterior parietal cortex (lPPC) has been showed to support insight in problem solving, when this region is activated during the initial representations of the task. The PPC is further activated during the next incubation period when the mind starts to wander. The aim of this study was to investigate whether stimulating the lPPC, either during the initial training on the problem or the incubation period, might enhance representation change in problem solving. To address this question, participants performed the Number Reduction Task (NRT, convergent problem-solving), while excitatory or sham (placebo) transcranial direct current stimulation (tDCS) was applied over the lPPC. The stimulation was delivered either during the initial problem representation or during the subsequent incubation period. Impressively, almost all participants (94%) with excitatory tDCS during the initial training gained representational change in problem solving, compared to only 39% in the incubation period and 33% in the sham groups. We conclude that the lPPC plays a role during the initial problem representation, which may be considerably strengthened by means of short brain stimulation.

Classic psychedelics: the special role of the visual system

Here, we briefly overview the various aspects of classic serotonergic hallucinogens reported by a number of studies. One of the key hypotheses of our paper is that the visual effects of psychedelics might play a key role in resetting fears. Namely, we especially focus on visual processes because they are among the most prominent features of hallucinogen-induced hallucinations. We hypothesize that our brain has an ancient visual-based (preverbal) intrinsic cognitive process that, during the transient inhibition of top-down convergent and abstract thinking (mediated by the prefrontal cortex) by psychedelics, can neutralize emotional fears of unconscious and conscious life experiences from the past. In these processes, the decreased functional integrity of the self-referencing processes of the default mode network, the modified multisensory integration (linked to bodily self-consciousness and self-awareness), and the modified amygdala activity may also play key roles. Moreover, the emotional reset (elimination of stress-related emotions) by psychedelics may induce psychological changes and overwrite the stress-related neuroepigenetic information of past unconscious and conscious emotional fears.

Unconscious versus conscious thought in creative science problem finding: Unconscious thought showed no advantage!

Unconscious thought theory (UTT) suggests that creativity benefits more from unconscious thought than conscious thought. However, previous studies have only focused on creative problem solving. This study aims to explore the effect of unconscious thought and conscious thought in creative science problem finding (CSPF). The ability of CSPF was measured by fluency, flexibility and originality. Participants accomplished the CSPF task after 3 min of distraction, during which unconscious thought was supposed to take place, or after 3 min of conscious thought. Results showed that unconscious thought had no advantage over conscious thought on CSPF. For the CSPF task with open instructions, conscious thought was comparable to unconscious thought in fluency, flexibility and originality. What's more, for the CSPF task with closed instructions, unconscious thought was even overtaken by conscious thought in fluency, flexibility and originality. These findings extend the unconscious thought theory and provide practical guidance on how to propose a creative science problem.

Poetry as a Creative Practice to Enhance Engagement and Learning in Conservation Science

Creativity is crucial to the capacity to do science well, to communicate it in compelling ways, and to enhance learning. Creativity can be both practiced and enhanced to strengthen conservation science professionals’ efforts to address global environmental challenges. We explore how poetry is one creative approach that can further conservation scientists’ engagement and learning. We draw on evidence from peer-reviewed literature to illustrate benefits of integrating science and poetry, and to ground our argument for the growth of a science-poetry community to help conservation scientists develop skills in creative practices as a component of professional development. We present examples from literature as well as two short poetry exercises for scientists to draw on when considering writing poetry, or deciding on forms of poetry to include, in their practice. Opportunity exists to grow science–poetry projects to further our understanding of what such initiatives can offer.

Real World Problem-Solving

Real world problem-solving (RWPS) is what we do every day. It requires flexibility, resilience, resourcefulness, and a certain degree of creativity. A crucial feature of RWPS is that it involves continuous interaction with the environment during the problem-solving process. In this process, the environment can be seen as not only a source of inspiration for new ideas but also as a tool to facilitate creative thinking. The cognitive neuroscience literature in creativity and problem-solving is extensive, but it has largely focused on neural networks that are active when subjects are not focused on the outside world, i.e., not using their environment. In this paper, I attempt to combine the relevant literature on creativity and problem-solving with the scattered and nascent work in perceptually-driven learning from the environment. I present my synthesis as a potential new theory for real world problem-solving and map out its hypothesized neural basis. I outline some testable predictions made by the model and provide some considerations and ideas for experimental paradigms that could be used to evaluate the model more thoroughly.

Experimental effects of acute exercise and music listening on cognitive creativity

OBJECTIVE

The purpose of this study was to extend previous experimental work suggesting that both exercise and music-based interventions may influence creativity processes, by investigating the independent influences of exercise or music stimuli on verbal creative performances in the laboratory environment.

METHODS

32 students at the University of Mississippi participated in this within-subject intervention, which included three laboratory visits per participant. Individuals participated in three 15-min, randomized experimental conditions: Treadmill walking, self-selected music, or a seated control period, and subsequently completed four creativity assessments during each visit (three tests of divergent thinking, and one test of convergent thinking), with the order of divergent thinking tasks counterbalanced. Creativity task performance was independently scored across four dependent parameters, which included fluency (i.e., total number of ideas), flexibility (i.e., total number of categories), originality (i.e., responses thought of by <5% of the sample), and elaboration (i.e., degree of supplementary detail included per idea).

RESULTS

Repeated Measures ANOVAs indicated that creativity scores for fluency (F(2, 60) = 0.63, p = 0.94), flexibility (F(2, 60) = 0.64, p = 0.53), originality (F(2, 60 = 0.23, p = 0.78), and elaboration (F(2, 60) = 2.74, p = 0.07), were not statistically significant across the visits.

CONCLUSIONS

These findings add to the equivocal body of creativity research, uniquely assessing the effects of exercise and music on verbal creativity performance. The present study further highlights the critical need for improvement in the assessment and evaluation of laboratory-assessed cognitive creativity. Methodological strategies must be examined and refined for the meaningful and credible measurement and interpretation of experimental creativity.

Intuition and Insight: Two Processes That Build on Each Other or Fundamentally Differ?

Intuition and insight are intriguing phenomena of non-analytical mental functioning: whereas intuition denotes ideas that have been reached by sensing the solution without any explicit representation of it, insight has been understood as the sudden and unexpected apprehension of the solution by recombining the single elements of a problem. By face validity, the two processes appear similar; according to a lay perspective, it is assumed that intuition precedes insight. Yet, predominant scientific conceptualizations of intuition and insight consider the two processes to differ with regard to their (dis-)continuous unfolding. That is, intuition has been understood as an experience-based and gradual process, whereas insight is regarded as a genuinely discontinuous phenomenon. Unfortunately, both processes have been investigated differently and without much reference to each other. In this contribution, we therefore set out to fill this lacuna by examining the conceptualizations of the assumed underlying cognitive processes of both phenomena, and by also referring to the research traditions and paradigms of the respective field. Based on early work put forward by Bowers et al. (1990, 1995), we referred to semantic coherence tasks consisting of convergent word triads (i.e., the solution has the same meaning to all three clue words) and/or divergent word triads (i.e., the solution means something different with respect to each clue word) as an excellent kind of paradigm that may be used in the future to disentangle intuition and insight experimentally. By scrutinizing the underlying mechanisms of intuition and insight, with this theoretical contribution, we hope to launch lacking but needed experimental studies and to initiate scientific cooperation between the research fields of intuition and insight that are currently still separated from each other.

Incubation and Intuition in Creative Problem Solving

Creative problem solving, in which novel solutions are required, has often been seen as involving a special role for unconscious processes (Unconscious Work) which can lead to sudden intuitive solutions (insights) when a problem is set aside during incubation periods. This notion of Unconscious Work during incubation periods is supported by a review of experimental studies and particularly by studies using the Immediate Incubation paradigm. Other explanations for incubation effects, in terms of Intermittent Work or Beneficial Forgetting are considered. Some recent studies of divergent thinking, using the Alternative Uses task, carried out in my laboratory regarding Immediate vs. Delayed Incubation and the effects of resource competition from interpolated activities are discussed. These studies supported a role for Unconscious Work as against Intermittent Conscious work or Beneficial Forgetting in incubation.

Looking for Creativity: Where Do We Look When We Look for New Ideas?

Recent work using the eye movement monitoring technique has demonstrated that when people are engaged in thought they tend to disengage from the external world by blinking or fixating on an empty portion of the visual field, such as a blank wall, or out the window at the sky. This 'looking at nothing' behavior has been observed during thinking that does not explicitly involve visual imagery (mind wandering, insight in problem solving, memory encoding and search) and it is associated with reduced analysis of the external visual environment. Thus, it appears to indicate (and likely facilitate) a shift of attention from external to internal stimuli that benefits creativity and problem solving by reducing the cognitive load and enhancing attention to internally evolving activation. We briefly mention some possible reasons to collect eye movement data in future studies of creativity.

Intuitive decision making as a gradual process: investigating semantic intuition-based and priming-based decisions with fMRI

INTRODUCTION

Intuition has been defined as the instantaneous, experience-based impression of coherence elicited by cues in the environment. In a context of discovery, intuitive decision-making processes can be conceptualized as occurring within two stages, the first of which comprises an implicit perception of coherence that is not (yet) verbalizable. Through a process of spreading activation, this initially non-conscious perception gradually crosses over a threshold of awareness and thereby becomes explicable. Because of its experiential basis, intuition shares conceptual similarities with implicit memory processes. Based on these, the study addresses two research questions: (1) Is the gradual nature of intuitive processes reflected on a neural level? (2) Do intuition-based decisions differ neurally from priming-based decisions?

METHODS

To answer these questions, we conducted an fMRI study using the triads task and presented participants with coherent word triads that converge on a common fourth concept, and incoherent word triads that do not converge on a common fourth concept. Participants had to perform semantic coherence judgments as well as to indicate whether they immediately knew the fourth concept. To enable investigating intuition-based and priming-based decisions within the same task and with the same participants, we implemented a conceptual priming procedure into the coherence judgment task. We realized this by priming participants with concepts associated with incoherent triads in separate priming blocks prior to the coherence judgments.

RESULTS

For intuition-based decisions, imaging results mainly revealed activity within the orbitofrontal cortex, within the inferior frontal gyrus and the middle temporal gyrus. Activity suppression in the right temporo-occipital complex was observed for priming-based decisions.

CONCLUSIONS

With respect to research question 1, our data support a continuity model of intuition because the two intuitive stages show quantitatively distinct brain activation patterns. Regarding research question 2, we can draw the preliminary conclusion of a qualitative difference between intuition-based and priming-based decisions.

The role of rapid eye movement sleep for amygdala-related memory processing

Over the years, rapid eye movement (REM) sleep has been associated with general memory consolidation, specific consolidation of perceptual, procedural, emotional and fear memories, brain maturation and preparation of waking consciousness. More recently, some of these associations (e.g., general and procedural memory consolidation) have been shown to be unlikely, while others (e.g., brain maturation and consciousness) remain inconclusive. In this review, we argue that both behavioral and neurophysiological evidence supports a role of REM sleep for amygdala-related memory processing: the amygdala-hippocampus-medial prefrontal cortex network involved in emotional processing, fear memory and valence consolidation shows strongest activity during REM sleep, in contrast to the hippocampus-medial prefrontal cortex only network which is more active during non-REM sleep. However, more research is needed to fully understand the mechanisms.

Frontal lobe neurology and the creative mind

Concepts from cognitive neuroscience strongly suggest that the prefrontal cortex (PFC) plays a crucial role in the cognitive functions necessary for creative thinking. Functional imaging studies have repeatedly demonstrated the involvement of PFC in creativity tasks. Patient studies have demonstrated that frontal damage due to focal lesions or neurodegenerative diseases are associated with impairments in various creativity tasks. However, against all odds, a series of clinical observations has reported the facilitation of artistic production in patients with neurodegenerative diseases affecting PFC, such as frontotemporal dementia (FTD). An exacerbation of creativity in frontal diseases would challenge neuroimaging findings in controls and patients, as well as the theoretical role of prefrontal functions in creativity processes. To explore this paradox, we reported the history of a FTD patient who exhibited the emergence of visual artistic productions during the course of the disease. The patient produced a large amount of drawings, which have been evaluated by a group of professional artists who were blind to the diagnosis. We also reviewed the published clinical cases reporting a change in the artistic abilities in patients with neurological diseases. We attempted to reconcile these clinical observations to previous experimental findings by addressing several questions raised by our review. For instance, to what extent can the cognitive, conative, and affective changes following frontal damage explain changes in artistic abilities? Does artistic exacerbation truly reflect increased creative capacities? These considerations could help to clarify the place of creativity—as it has been defined and explored by cognitive neuroscience—in artistic creation and may provide leads for future lesion studies.