Association between cortical thickness or surface area and divergent thinking in patients with bipolar disorder

OBJECTIVE

Divergent thinking is a critical creative cognitive process. Its neural mechanisms have been well-studied through structural and functional imaging in healthy individuals but are less explored in patients with bipolar disorder (BD). Because of the traditional link between creativity and BD, this study investigated the structural correlates of divergent thinking in patients with BD through surface-based morphometry.

METHODS

Fifty-nine patients diagnosed with BD I or BD II (35.3 ± 8.5 years) and 56 age- and sex-matched controls (33.9 ± 7.4 years) were recruited. The participants underwent structural magnetic resonance imaging and an evaluation of divergent thinking by using the Chinese version of the Abbreviated Torrance Test for Adults (ATTA). FreeSurfer 7.0 was used to generate thickness and surface area maps for each participant. Brainwise regression of the association between cortical thickness or surface area and ATTA performance was conducted using general linear models.

RESULTS

Divergent thinking performance did not differ significantly between the patients with BD and the healthy controls. In these patients, total ATTA score was negatively correlated with cortical thickness in the right middle frontal gyrus, right occipital, and left precuneus but positively correlated with the surface area of the right superior frontal gyrus. By contrast, total ATTA scores and cortical thickness or surface area were not significantly correlated among the controls.

CONCLUSION

The findings indicate that divergent thinking involves cerebral structures for executive control, mental imagery, and visual processing in patients with BD, and the right prefrontal cortex might be the most crucial of these structures.

Divergent thinking benefits from functional antagonism of the left IFG and right TPJ: a transcranial direct current stimulation study

Divergent thinking is assumed to benefit from releasing the constraint of existing knowledge (i.e. top-down control) and enriching free association (i.e. bottom-up processing). However, whether functional antagonism between top-down control-related and bottom-up processing-related brain structures is conducive to generating original ideas is largely unknown. This study was designed to investigate the effect of functional antagonism between the left inferior frontal gyrus and the right temporoparietal junction on divergent thinking performance. A within-subjects design was adopted for three experiments. A total of 114 participants performed divergent thinking tasks after receiving transcranial direct current stimulation over target regions. In particular, cathodal stimulation over the left inferior frontal gyrus and anodal stimulation over the right inferior frontal gyrus (Experiment 1), anodal stimulation over the right temporoparietal junction (Experiment 2), and both cathodal stimulation over the left inferior frontal gyrus and anodal stimulation over the right temporoparietal junction (Experiment 3) were manipulated. Compared with sham stimulation, the combination of hyperpolarization of the left inferior frontal gyrus and depolarization of the right temporoparietal junction comprehensively promoted the fluency, flexibility, and originality of divergent thinking without decreasing the rationality of generated ideas. Functional antagonism between the left inferior frontal gyrus (hyperpolarization) and right temporoparietal junction (depolarization) has a "1 + 1 > 2" superposition effect on divergent thinking.

Can Creativity and Cognitive Reserve Predict Psychological Well-Being in Older Adults? The Role of Divergent Thinking in Healthy Aging

The maintenance of psychological well-being (PWB) in the older adult population is a pivotal goal for our rapidly aging society. PWB is a multicomponent construct that can be influenced by several factors in the lifespan. The beneficial role of divergent thinking (DT) and cognitive reserve (CR) in sustaining older subjects' PWB has been scarcely investigated so far. The present study aims to investigate the relationships between DT, CR, and PWB in a sample of 121 healthy older adults (61 females; M age: 73.39 ± 6.66 years; M education: 11.33 ± 4.81 years). The results highlight that better DT performance predicts higher CR, which mediates an indirect positive effect of DT on emotional competence, one of the PWB factors. It follows that DT and CR can be considered protective factors in aging, and their effects go beyond cognitive functioning, revealing a positive effect even on some PWB components. The practical implications regarding targeted health interventions for prevention in the older adult population to support well-being and promote healthy aging are discussed.

The Association between Working Memory and Divergent Thinking: The Moderating Role of Formal Musical Background

Divergent thinking (DT) is widely considered an essential cognitive dimension of creativity, which involves goal-oriented processes, including working memory (WM), which allows for retrieving and loading of information into the attentional stream and, consequently, enhancing divergence of thinking. Despite the critical role of WM in DT, little work has been done on the mechanism affecting this interplay. The current study addressed the involvement of a formal musical background in the relationship between WM and DT and was conducted with 83 healthy young adults (M = 19.64 years; SD = 0.52 years; 33 females). The participants were requested to indicate if they had a formal background in music in the conservatory (M = 4.78 years; SD = 5.50 years) as well as perform the digit span forward test (DSFT) and the alternative uses task-AUT from the Torrance test of creative thinking (TTCT). The results indicated that years of formal musical background moderated the association between WM and DT. These findings suggest that music enhances the positive effect of high-order cognitive processes, such as WM, on the ability to think divergently. Theoretical and practical implications as well as limitations were discussed.

Individual differences and creative ideation: neuromodulatory signatures of mindset and response inhibition

This study addresses the modulatory role of individual mindset in explaining the relationship between response inhibition (RI) and divergent thinking (DT) using transcranial direct current stimulation (tDCS). Forty undergraduate students (22 male and 18 female), aged between 18 and 23 years (average age = 19 years, SD = 1.48), were recruited. Participants received either anodal tDCS of the right IFG coupled with cathodal tDCS of the left IFG (R + L-; N = 19) or the opposite coupling (R-L+; N = 21). We tested DT performance using the alternative uses task (AUT), measuring participants' fluency, originality, and flexibility in the response production, as well as participants' mindsets. Furthermore, we applied a go-no-go task to examine the role of RI before and after stimulating the inferior frontal gyrus (IFG) using tDCS. The results showed that the mindset levels acted as moderators on stimulation conditions and enhanced RI on AUT fluency and flexibility but not originality. Intriguingly, growth mindsets have opposite moderating effects on the change in DT, resulting from the tDCS stimulation of the left and the right IFG, with reduced fluency but enhanced flexibility. Our findings imply that understanding neural modulatory signatures of ideational processes with tDCS strongly benefits from evaluating cognitive status and control functions.

The Role of Cognition in Divergent Thinking: Implications for Successful Aging

Promoting active and successful aging has become crucial to improve quality of life in later adulthood and reduce the impact of cognitive decline. Increasing evidence suggested that the ability to think creatively (e.g., via divergent thinking), similar to cognitive reserve, could represent a beneficial factor against the negative effects of aging. However, there is still little evidence investigating the relationships between divergent thinking, cognitive functions, and cognitive reserve in late adulthood. The present study explored these relationships in a sample of 98 individuals ranging from 61 to 88 years old (mean age: 72.44 ± 6.35). Results showed that visual, but not verbal, divergent thinking was affected by aging. Interestingly, visual divergent thinking performance was predicted by both the cognitive component of crystallized intelligence and cognitive reserve. Only the crystallized component of intelligence was found to mediate the aging effect on visual divergent thinking performance. These results suggest that in later adulthood a potential shift strategy to prior knowledge and semantic components over executive and control components of cognition could underlie a preserved ability to think divergently and, plausibly, creatively. Limitations of the study and implications for successful aging are discussed.

Impact of the number of players on the emergence of creative movements in small-sided soccer games: a systematic review emphasizing deliberate practice

Introduction

Creativity is a recognized quality in various areas, including sports. Within the training processes, various modifications to objectives, game configurations, rules, among other factors, can be considered to favor creative solutions to the tactical problems inherent to soccer. This systematic review aimed to identify the impact of the number of players on the emergence of creative movements in small-sided soccer games, emphasizing deliberate practice.

Methods

A systematic review of Scopus, PubMed, Scielo, PsycInfo, SportDiscus and Lilacs databases was performed according to PRISMA guidelines. Eligibility criteria were defined based on the elements of population, context and concept. Only full articles published in scientific journals written in English were included. No period restriction was applied.

Results

Five papers were included and the results of studies indicate greater number of actions, variability, and creativity in small-sided games compared to formal soccer matches. When comparing different small-sided game formats, 5 v 5 showed higher values in terms of total number of actions compared to 7 v 7, and the absolute number of original and creative actions tended to decrease as the game format increased. Imbalanced small-sided games format can promote increased exploratory behavior. Structural manipulation in goal positioning in 5 v 5 games may also influence the originality of tactical behaviors, while the use of different ball types in 4 v 4 games appears to decrease fluency values. In 6 v 6 games, fluency and versatility are negatively impacted.

Conclusion

Reduced game formats with fewer players and in smaller field dimensions provide more suggestive environment for exploratory behavior, variability and original and creative actions. The protocol was registered on the Open Science Framework (OSF) on 2 December 2022 (DOI: 10.17605/OSF.IO/VN6YZ).

Systematic review registration

[https://osf.io/jmf4k/].

Benefits of exercise training on divergent thinking: The mediating role of ambiguity tolerance

Exercise training has been proposed as a method for improving cognitive function. However, it is unknown whether chronic physical activity promotes divergent thinking and its underlying mechanism. Ambiguity tolerance has been considered relevant to divergent thinking. Therefore, this study sought to investigate whether individuals engaging in different types of exercise training differed in divergent thinking and to examine the mediating role of ambiguity tolerance underlying the training effect. The study was conducted in a sample of 492 university students who completed the unusual use task and the ambiguity tolerance questionnaire. The results revealed that individuals who underwent physical training proposed more creative ideas than non-physical training individuals did. Individuals engaging in multiple movement training scored higher in fluency, flexibility, and originality than their counterparts engaging in single movement training. Furthermore, ambiguity tolerance fully explained the difference in divergent thinking fluency between the physical and non-physical training groups. These findings provide preliminary evidence for the benefits of physical training on divergent thinking.

Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking

Is metacognitive ability a predictor of creative performance? Previous studies have produced conflicting findings. To clarify whether this relationship exists, the current study used eye tracking techniques and vocal thinking reports to explore creativity differences in individuals with different levels of metacognitive ability. One hundred and twelve participants completed the Metacognitive Ability scale, and were divided into two groups (with thirty participants in each group) based on their metacognition scores (the highest and lowest 27% of metacognitive ability scores). Then, participants in both groups completed two creative thinking tasks (AUT and CCRAT) while their eye behaviors were recorded by eye tracking. The results showed that participants with high metacognitive ability were better at divergent thinking, as evidenced by greater fixation and saccade counts, as well as smaller saccade amplitudes in the AUT task. In addition, Bayesian analyses provide anecdotal evidence that participants with high metacognitive ability tended to be better at convergent thinking. Furthermore, eye tracking results demonstrated that they exhibited longer fixation duration and more fixation count on the materials in the CCRAT task. These findings reflect an important role of metacognition in creative thinking, especially in divergent thinking.

The Manic Idea Creator? A Review and Meta-Analysis of the Relationship between Bipolar Disorder and Creative Cognitive Potential

Even though a relationship between psychopathology and creativity has been postulated since the time of ancient Greece, systematic meta-analyses on this topic are still scarce. Thus, the meta-analysis described here can be considered the first to date that specifically focuses on the relationship between creative potential, as measured by divergent thinking, and bipolar disorder, as opposed to psychopathology in general. An extensive literature search of 4670 screened hits identified 13 suitable studies, including a total of 42 effect sizes and 1857 participants. The random-effects model showed an overall significant, positive, yet diminutively small effect (d = 0.11, 95% CI: [0.002, 0.209], p = 0.045) between divergent thinking and bipolar disorder. A handful of moderators were examined, which revealed a significant moderating effect for bipolar status, as either euthymic (d = 0.14, p = 0.043), subclinical (d = 0.17, p = 0.001), manic (d = 0.25, p = 0.097), or depressed (d = -0.51, p < 0.001). However, moderator analyses should be treated with caution because of the observed confounding of moderators. Finally, none of the employed methods for publication-bias detection revealed any evidence for publication bias. We discuss further results, especially regarding the differences between subclinical and clinical samples.

Are STEM Students Creative Thinkers?

Scholarly research has increasingly examined the role of STEM (Science, Technology, Engineering, and Mathematics) education, and that of creativity as a transversal skill. However, far fewer studies have investigated the relationship between the two, particularly in secondary-school contexts, and they have obtained inconsistent results. This paper contributes to the literature by asking: To what extent is studying STEM associated with higher levels of creativity in a secondary-school context? The study utilises a pre-existing dataset gathered in Malta (EU) from some 400 students aged between 11 and 16 years old. It yields information on both the engagement in STEM (measured by exposure to STEM chosen by students as optional subjects, and the enjoyment of STEM considered by students to be their favourite subjects), as well as creativity levels (measured by Divergent Thinking performance on Alternate Uses Tests). Correlation analysis revealed a strong positive link between the two phenomena, lending support to the notion that STEM students tend to be more creative than other students. Using regression analysis, a model is estimated to identify the possible effects of engaging in STEM subjects on creativity, once the other co-determinants of creativity are controlled. The results indicate that both the exposure to STEM subject/s and enjoyment thereof significantly and positively predict creativity, even after controlling for the other possible determinants of creativity (such as age, gender, parental education, and participation in creative activities). These findings offer encouraging insights into 21st century education and for curriculum development as they suggest that, in addition to having value in their own right, STEM subjects can contribute to the development of creativity in young people.

Effects of 12 minutes aerobic exercise on creativity

The purpose of this study was to explore the effects of 12 min of aerobic exercise on the convergent and divergent thinking of college students. In 56 college students, aerobic exercise promoted convergent thinking when participating in infrequent exercises. Aerobic exercise also improved fluency in divergent thinking.

Functional EEG Alpha Activation Patterns During Malevolent Creativity

On the dark side of creativity, creative ideation is intentionally used to damage others. This first EEG study on malevolent creativity investigated task-related power (TRP) changes in the alpha band while n = 89 participants (52 women, 37 men) generated original ideas for revenge in the psychometric Malevolent Creativity Test. TRP changes were assessed for different stages of the idea generation process and linked to performance indicators of malevolent creativity. This study revealed three crucial findings: 1) Malevolent creativity yielded topographically distinct alpha power increases similar to conventional creative ideation. 2) Time-related activity changes during malevolent creative ideation were reflected in early prefrontal and mid-stage temporal alpha power increases in individuals with higher malevolent creativity performance. This performance-related, time-sensitive pattern of TRP changes during malevolent creativity may reflect early conceptual expansion from prosocial to antisocial perspectives, and subsequent inhibition of dominant semantic associations in favor of novel revenge ideas. 3) The observed, right-lateralized alpha power increases over the entire ideation phase may denote an additional emotional load of creative ideation. Our study highlights the seminal role of EEG alpha oscillations as a biomarker for creativity, also when creative processes operate in a malevolent context.

Alpha ERS-ERD Pattern during Divergent and Convergent Thinking Depends on Individual Differences on Metacontrol

The role of metacontrol in creativity is theoretically assumed, but experimental evidence is still lacking. In this study, we investigated how metacontrol affects creativity from the perspective of individual differences. Sixty participants completed the metacontrol task, which was used to divide participants into a high-metacontrol group (HMC) versus a low (LMC) group. Then, these participants performed the alternate uses task (AUT; divergent thinking) and the remote associates test (RAT; convergent thinking), while their EEG results were recorded continuously. Regarding their behavior, the HMC group showed superior creative performance in the AUT and RAT, compared with the LMC group. For the electrophysiology, the HMC group showed larger stimulus-locked P1 and P3 amplitudes than the LMC group. Furthermore, the HMC group exhibited smaller alpha desynchronization (ERD) than the LMC group at the initial stages of the AUT task, followed by a flexible switching between alpha synchronization and desynchronization (ERS-ERD) during the process of selective retention in the AUT. In addition, the HMC group evoked smaller alpha ERD during the initial retrieval and the backtracking process in the RAT, associated with cognitive control adaptability. The aforementioned results indicate that metacontrol reliably contributes to the idea generation process, and HMC individuals could flexibly adjust their cognitive control strategies according to the demand for creative idea generation.

The influence of music environment on conceptual design creativity

Introduction

Creativity plays an important role in design. However, there have been mixed results about whether music, as an environmental stimulus, improves design creativity performance.

Methods

Participants were 57 design major students who were randomly assigned to one of three groups, with 19 students in each group: no music, pure music, and music with intelligible semantic information (unrelated to the task) playing in the background. Each participant completed a design task (design a tool for storing painting materials), with two phases in it, one that involved idea generation (divergent thinking) and one that involved idea evaluation (convergent thinking). Performance in the two phases was rated based on six indices of creativity (fluency; flexibility; adaptability; feasibility; usefulness; novelty) and overall design creativity (ODC).

Results

The results of one-way ANOVAs with Bonferroni correction showed that neither music environment had a significant influence on divergent thinking in idea generation nor convergent thinking in idea evaluation. However, both music environments had a significantly positive effect on novelty and ODC.

Discussion

We discuss the implications of our current results for fostering designers' creativity performance.

Broadening the Taxonomic Breadth of Organisms in the Bio-Inspired Design Process

(1) Generating a range of biological analogies is a key part of the bio-inspired design process. In this research, we drew on the creativity literature to test methods for increasing the diversity of these ideas. We considered the role of the problem type, the role of individual expertise (versus learning from others), and the effect of two interventions designed to increase creativity-going outside and exploring different evolutionary and ecological "idea spaces" using online tools. (2) We tested these ideas with problem-based brainstorming assignments from a 180-person online course in animal behavior. (3) Student brainstorming was generally drawn to mammals, and the breadth of ideas was affected more by the assigned problem than by practice over time. Individual biological expertise had a small but significant effect on the taxonomic breadth of ideas, but interactions with team members did not. When students were directed to consider other ecosystems and branches of the tree of life, they increased the taxonomic diversity of biological models. In contrast, going outside resulted in a significant decrease in the diversity of ideas. (4) We offer a range of recommendations to increase the breadth of biological models generated in the bio-inspired design process.

Influence of Analytic Processing on Divergent and Convergent Thinking Tasks: The Role of Rational and Experiential Thinking Styles

Scientific interest in the relationship between analytic processing and creativity has increased in recent years. However, there is conflicting evidence on whether analytic processing reduces or enhances creativity. We hypothesize that differences in creativity measurement paradigms (divergent or convergent thinking tasks) and the research orientation of analytic processing (dispositional or situational) may explain the conflicting findings. The present study aims to investigate how priming analytic processing affects individuals' performance on divergent and convergent thinking tasks and the moderating role of thinking styles. In Study 1 (N = 155), participants were assigned to either an analytic processing group or a control group and performed convergent thinking (Remote Associates Task) and divergent thinking (Alternative Uses Test) tasks after priming. In Study 2 (N = 119), we conducted a priming paradigm of analytic processing that differed from Study 1, and a personal experiential-rational thinking style was introduced as a moderator. Results showed that priming analytic processing promoted convergent thinking performance but decreased fluency and flexibility scores on the divergent thinking task (Study 1). Notably, the effect of priming analytic processing on divergent thinking performance was significant only for participants with higher levels of rational thinking style (Study 2). These results suggest that thinking styles and dimensions of creativity should be considered in the relationship between analytic processing and creativity.

Measuring flexibility: A text-mining approach

In creativity research, ideational flexibility, the ability to generate ideas by shifting between concepts, has long been the focus of investigation. However, psychometric work to develop measurement procedures for flexibility has generally lagged behind other creativity-relevant constructs such as fluency and originality. Here, we build from extant research to theoretically posit, and then empirically validate, a text-mining based method for measuring flexibility in verbal divergent thinking (DT) responses. The empirical validation of this method is accomplished in two studies. In the first study, we use the verbal form of the Torrance Test of Creative Thinking (TTCT) to demonstrate that our novel flexibility scoring method strongly and positively correlates with traditionally used TTCT flexibility scores. In the second study, we conduct a confirmatory factor analysis using the Alternate Uses Task to show reliability and construct validity of our text-mining based flexibility scoring. In addition, we also examine the relationship between personality facets and flexibility of ideas to provide criterion validity of our scoring methodology. Given the psychometric evidence presented here and the practicality of automated scores, we recommend adopting this new method which provides a less labor-intensive and less costly objective measurement of flexibility.

Exploring the effects of risk-taking, exploitation, and exploration on divergent thinking under group dynamics

This study examined the effects of risk-taking and exploitation/exploration trade-off on divergent thinking in individuals, dyads, and triads. We adopted a simple Q-learning model to estimate risk attitudes, exploitation, and exploration parameters. The results showed that risk-taking, exploitation, and exploration did not affect divergent thinking in dyads. Instead, loss aversion was negatively related to divergent thinking. In contrast, risk attitudes and the inverse temperature as a ratio between exploitation and exploration were significant but with contrasting effects in individuals and triads. For individuals, risk-taking, exploitation and loss aversion played a critical role in divergent thinking. For triads, risk aversion and exploration were significantly related to divergent thinking. However, the results also indicated that balancing risk with exploitation/exploration and loss aversion is critical in enhancing divergent thinking in individuals and triads when learning coherence emerges. These results could be interpreted consistently with related literature such as the odd-vs. even-numbered group dynamics, knowledge diversity in group creativity, and representational change theory in insight problem-solving.

The Effect of Sadness on Visual Artistic Creativity in Non-Artists

The study of the relationships between mood and creativity is long-standing. In this study, the effects of mood states on artistic creativity were investigated in ninety non-artist participants. Mood states were induced by instructing participants to listen to self-selected happy, sad, or neutral music for ten minutes. Then, all participants were asked to make two artistic drawings. To check for mood manipulation, the Profile of Mood States (POMS) was administered before and after listening to the self-selected music. After the mood induction, the negative group reported higher scores than the other two groups in the 'depression' subscale and lower scores than the other two groups in the 'vigour' subscale of the POMS; the positive mood group showed more vigour than the negative mood group. Yet, three independent judges assigned higher ratings of creativity and emotionality to the drawings produced by participants in the negative mood group than drawings produced by participants in the other two groups. These results confirmed that specific negative mood states (e.g., sadness) positively affect artistic creativity, probably because participants are more likely to engage in mood-repairing. Limitations and future research directions are presented.

Bilingualism and creativity across development: Evidence from divergent thinking and convergent thinking

Introduction

Numerous studies have demonstrated the benefits of creativity from bilingualism. Divergent thinking and convergent thinking are considered the two most important components of creativity. Various (although not all) studies have concluded that bilingual children outperform monolingual children in divergent thinking, however, no study on children or adolescents so far has explored the relation between bilingualism and convergent thinking, or the brain structural basis of interaction between bilingualism and creativity. This study aimed to explore the impact of bilingualism on both convergent and divergent thinking in children and adolescents based on neuropsychological assessments, and the possible structural basis of the effect of bilingualism on creativity by a whole-brain analysis of regional gray matter volume (rGMV) and cortical thickness in children and adolescents.

Methods

92 healthy children and adolescents of age 4-18 were recruited from public or private schools in the French-speaking side of Switzerland. Demographic data of the participants were collected, including gender, age, pedagogy, usage of language, and parents' socioeconomic status. Most of the participants underwent the neuropsychological assessments of divergent thinking, convergent thinking, and fluid intelligence. Structural image data of 75 participants were analyzed. Both voxel-based morphometry (VBM) and surface-based morphometry (SBM) were processed, to perform the analyses of rGMV and cortical thickness respectively.

Results

The outcomes indicated that convergent thinking, but not divergent thinking benefits from bilingualism in children and adolescents. However, this bilingual advantage appears to weaken across development. Unexpectedly, no significant correlation between morphometry and bilingualism was found. Neither divergent thinking scores nor convergent thinking scores showed any significant correlation with rGMV. However, the whole brain SBM showed that the cortical thickness in the right supplementary motor area (SMA) was negatively correlated with convergent thinking scores, which suggested that the children and adolescents with higher convergent thinking abilities may have thinner, more mature, and more activated cortex in the right SMA.

Discussion

Bilingualism and cortical thinness in the right SMA might facilitate convergent thinking independently, by enhancing this selective ability.

A comparison of the differences in the way parents and grandparents interact with children and their effects on children's creative performance

As grandparents' involvement in parenting becomes more common, it is valuable to understand the differences between grandparenting and parenting and how these differences affect children. To elucidate the differences between grandparenting and parenting and their effects on children's creativity performance, children's performance on creativity tasks after grandparent-child interactions and parent-child interactions were compared, and the behavioral differences between grandparents and parents when interacting with children were discussed. In this study, grandparents and parents were asked to interact with children separately, and creativity performance was measured before and after adult-child interactions. The results showed that children's creative performance improved significantly after parent-child interactions, while there was little change after grandparent-child interactions. In addition, according to parental investment theory, parents provided children with more cognitive and interpersonal resources during the interaction compared to grandparents.

Free Your Mind: Creative Thinking Contributes to Overcoming Conflict-Related Biases

Conflicts between groups are difficult to resolve, partly because humans tend to be biased in judging outgroup members. The aim of the current article is to review findings on the link between creativity and conflict-related biases and to offer a model that views creative cognition as an ability that may contribute to overcoming conflict-related biases. Our proposed model conforms to the twofold model of creativity. According to this model, creativity involves a generation phase and an evaluation phase, and these phases correspond to the neural mechanisms that underlie conflict-related biases. Specifically, we contend that the generation phase of creativity affects conflict-related biases by exerting an influence on stereotypes and prejudice, outgroup-targeted emotions, and ingroup empathy biases, all of which rely on the default mode network. Conversely, the evaluation phase of creativity, which is usually associated with activation in the executive control network and action-observation system, may be related to herding behaviors. Building on the shared mechanisms of creativity and conflicts, we propose that studies examining creativity-based interventions may be effective in promoting reconciliation.

Bilingualism and creativity: Benefits from cognitive inhibition and cognitive flexibility

Bilingualism has been shown to be associated with creativity, but the mechanisms of this association are not very well understood. One possibility is that the skills that bilinguals use in switching back and forth between languages also promote the cognitive processes associated with creativity. We hypothesized that high-proficient Chinese-English bilinguals would show higher convergent and divergent thinking than low-proficient bilinguals, with the differences being mediated by cognitive inhibition and cognitive flexibility, respectively. Chinese university students (N = 54) were classified as high-proficient (n = 27) and low-proficient (n = 27) bilinguals based on their performance on the National English Test for College Students. As expected, group comparisons showed that the high-proficient group had higher scores on the Remote Associates Test (RAT, convergent thinking) and the Torrance Test of Creative Thinking (TTCT, divergent thinking). Also as expected, the association between bilingualism and convergent thinking was mediated by scores on a Stroop task (cognitive inhibition), and the association between bilingualism and divergent thinking was mediated by scores on a More-odd shifting task (cognitive flexibility). These findings suggest that bilingual learning can promote the development of different components of creativity through stronger cognitive inhibition and cognitive flexibility. The results provide empirical evidence for the relationship and mechanism between bilingual learning and creativity.

Novel idea generation in social networks is optimized by exposure to a "Goldilocks" level of idea-variability

Recent works suggest that striking a balance between maximizing idea stimulation and minimizing idea redundancy can elevate novel idea generation performances in self-organizing social networks. We explore whether dispersing the visibility of high-performing idea generators can help achieve such a trade-off. We employ popularity signals (follower counts) of participants as an external source of variation in network structures, which we control across four conditions in a randomized setting. We observe that popularity signals influence inspiration-seeking ties, partly by biasing people's perception of their peers' novel idea-generation performances. Networks that partially disperse the top ideators' visibility using this external signal show reduced idea redundancy and elevated idea-generation performances. However, extreme dispersal leads to inferior performances by narrowing the range of idea stimulation. Our work holds future-of-work implications for elevating idea generation performances of people.

Examining associations between social anhedonia and convergent thinking using the Remote Associates Test

Introduction: Social anhedonia (SocAnh) predicts increased risk of schizophrenia-spectrum disorders, with evidence that these disorders are associated with increased creativity. However, it is still largely unknown whether SocAnh is associated with one central aspect of creative thinking, convergent thinking.Methods: In two studies, college students with either extreme levels of SocAnh (n = 44 and n = 70) or controls with an average level of SocAnh (n = 111 and n = 100) completed a convergent thinking task, the Remote Associates Test, and also completed measures of current affect. In the second study, participants also completed a divergent thinking task.Results: In both studies, the SocAnh group had better performance than controls on the convergent thinking task. Further, this group difference remained after removing shared variance with current affect. In Study 2, groups did not differ on divergent thinking.Conclusions: Overall, consistent with research linking schizophrenia-spectrum disorders and creativity, the current research suggests that SocAnh is associated with increases in some aspects of creativity.

Perceived Social Support Increases Creativity: Experimental Evidence

The literature has consistently shown that social support has a positive relationship with creativity. However, further investigation is needed to clarify the causal relationship between the two constructs. The present study addressed this need by exploring the impact of experimentally induced perceived social support on creativity among young adults. A total of 135 undergraduate students in Malaysia participated in an online experiment. All participants first answered the creative self-efficacy scale and were then randomly allocated to the experimental and control groups. Perceived social support was primed by a writing test and measured by the Multidimensional Scales of Perceived Social Support. Both groups also answered a divergent thinking test (measured for fluency, flexibility, and originality) and a self-rated creativity scale. Multivariate analysis of covariance showed that, after statistically controlling for the effect of creative self-efficacy, participants in the experimental group reported higher scores in perceived social support and all creativity measures than their counterparts in the control group. The results demonstrated that the manipulation is effective and the induced perceived social support leads to higher creativity. Our findings not only offer empirical evidence of the causality of social support and creativity but also has practical value for creativity development.

Uncovering neural distinctions and commodities between two creativity subsets: A meta-analysis of fMRI studies in divergent thinking and insight using activation likelihood estimation

The dual‐process theory that two different systems of thought coexist in creative thinking has attracted considerable attention. In the field of creative thinking, divergent thinking (DT) is the ability to produce multiple solutions to open‐ended problems in a short time. It is mainly considered an associative and fast process. Meanwhile, insight, the new and unexpected comprehension of close‐ended problems, is frequently marked as a deliberate and time‐consuming thinking process requiring concentrated effort. Previous research has been dedicated to revealing their separate neural mechanisms, while few studies have compared their differences and similarities at the brain level. Therefore, the current study applied Activation Likelihood Estimation to decipher common and distinctive neural pathways that potentially underlie DT and insight. We selected 27 DT studies and 30 insight studies for retrospective meta‐analyses. Initially, two single analyses with follow‐up contrast and conjunction analyses were performed. The single analyses showed that DT mainly involved the inferior parietal lobe (IPL), cuneus, and middle frontal gyrus (MFG), while the precentral gyrus, inferior frontal gyrus (IFG), parahippocampal gyrus (PG), amygdala (AMG), and superior parietal lobe were engaged in insight. Compared to insight, DT mainly led to greater activation in the IPL, the crucial part of the default mode network. However, insight caused more significant activation in regions related to executive control functions and emotional responses, such as the IFG, MFG, PG, and AMG. Notably, the conjunction analysis detected no overlapped areas between DT and insight. These neural findings implicate that various neurocognitive circuits may support DT and insight.

A Dose of Creativity: An Integrative Review of the Effects of Serotonergic Psychedelics on Creativity

This integrative review was conducted to summarize the knowledge pertaining to the effects that serotonergic psychedelics can have on creativity, a multi-dimensional construct referring to the ability to produce original and valuable artifacts. Psychedelics, which have long been hailed as substances that can enhance the creative process in their users, have experienced a recent resurgence in research, allowing the opportunity to better understand this relationship. To this end, I reviewed literature which attempted to study the effects of serotonergic psychedelics on creativity through psychometric methods. A total of eleven studies were reviewed, with four psychedelic compounds represented. Every study assessed components and subcomponents of divergent and convergent thinking, with only one instance of product assessment. Results suggest that convergent thinking may increase during the post-acute phases of the drugs' intake, fostering the capacity for development of previously generated ideas. However, this evidence may be circumstantial based on the low number of studies available, small sample sizes, overall lack of randomized controlled trials, and significant methodological limitations throughout most studies. Potential mechanisms underlying these effects are discussed, along with the current state of the research and implications for future studies.

Individuals with highly superior autobiographical memory do not show enhanced creative thinking

Creative ideas are thought to result from flexible recombination of concepts from memory. A growing number of behavioural and neuroscientific studies provide evidence of a link between episodic memory and divergent thinking; however, little is known about the potential contributions of autobiographical memory to creative ideation. To provide a novel perspective on this issue, we assessed measures of divergent and convergent creative thinking in a cohort (n = 14) of rare individuals showing Highly Superior Autobiographical Memory (HSAM). The HSAM cohort completed memory tasks in addition to a battery of creativity measures, including the Alternative Uses Task, Consequences Task and Remote Associates Task. We performed statistical analyses to establish whether there were any significant differences between HSAM and controls (n = 28) across these measures. Although HSAM participants were superior in the recall of autobiographical events compared to controls, we observed no overall difference between the groups in relation to the creativity measures. These findings suggest that the constructive episodic processes relevant to creative thinking are not enhanced in individuals with HSAM, perhaps because they are compulsively and narrowly focused on consolidation and retrieval of autobiographical events.

Creativity in the Predominantly Inattentive and Combined Presentations of ADHD in Adults

Objective: ADHD and its associated inhibition deficits might promote creativity. However, results in the literature are conflicting, possibly due to the heterogeneity of ADHD. To control for this heterogeneity, creativity, and inhibition were investigated in the predominantly inattentive (ADHD-I) and combined (ADHD-C) presentations. Method: Participants were males/females aged 18 to 51, diagnosed with ADHD-I (n = 21), ADHD-C (n = 19), or without ADHD (n = 43). Self-rated Kaufman Domains of Creativity Scale and evaluator-rated figural Torrance Test of Creative Thinking (TTCT) were used for measuring creativity, Stroop task for inhibition, and Conners' Adult ADHD Rating Scales for ADHD symptoms. Results: The ADHD-C group reported higher self-rated creativity than other groups and made more original drawings paired to more abstract titles in the figural TTCT than controls. Conclusion: ADHD-C participants were the most creative. This result was more importantly associated with higher degrees of ADHD symptoms rather than poorer inhibition.

Characterizing Creative Thinking and Creative Achievements in Relation to Symptoms of Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Previous research on ADHD and ASD has mainly focused on the deficits associated with these conditions, but there is also evidence for strengths. Unfortunately, our understanding of potential strengths in neurodevelopmental conditions is limited. One particular strength, creativity, has been associated with both ADHD and ASD. However, the distinct presentations of both conditions beg the question whether ADHD and ASD associate with the same or different aspects of creativity. Therefore, the current study investigated the links between ADHD and ASD symptoms, creative thinking abilities, and creative achievements. To investigate the spectrum of ADHD and ASD symptoms, self-reported ADHD and ASD symptoms, convergent (Remote Associations Test) and divergent thinking (Alternative Uses Task) and creative achievements (Creative Achievement Questionnaire) were assessed in a self-reportedly healthy sample of adults (n = 470). We performed correlation analysis to investigate the relation between ADHD/ASD symptoms and creativity measures. In a second phase of analysis, data from an adult ADHD case-control study (n = 151) were added to investigate the association between ADHD symptoms and divergent thinking in individuals with and without a diagnosis of ADHD. Our analysis revealed that having more ADHD symptoms in the general population was associated with higher scores on all the outcome measures for divergent thinking (fluency, flexibility, and originality), but not for convergent thinking. Individuals with an ADHD diagnosis in the case-control sample also scored higher on measures of divergent thinking. Combining data of the population based and case-control studies showed that ADHD symptoms predict divergent thinking up to a certain level of symptoms. No significant associations were found between the total number of ASD symptoms and any of the creativity measures. However, explorative analyses showed interesting links between the ASD subdomains of problems with imagination and symptoms that relate to social difficulties. Our findings showed a link between ADHD symptoms and divergent thinking abilities that plateaus in the clinical spectrum of symptoms. For ASD symptoms, no relation was found with creativity measures. Increasing the knowledge about positive phenotypes associated with neurodevelopmental conditions and their symptom dimensions might aid psychoeducation, decrease stigmatization and improve quality of life of individuals living with such conditions.

The Role of Metacognitive Strategy Monitoring and Control in the Relationship between Creative Mindsets and Divergent Thinking Performance

Previous research has shown that creative mindsets influence creativity. Compared with people with a fixed creative mindset, those with a growth creative mindset performed better in creative tasks. The underlying mechanism, however, is not completely understood. The present study has extended previous works to explore whether metacognitive strategy monitoring and control influence the relationship between creative mindsets and divergent thinking performance. The thinking aloud method was used to summarize four strategies in a divergent thinking task (an alternative uses task, AUT) in a pilot study: memory retrieval, splitting, property-based, and general use strategies. In the formal study, the creative mindsets scale, AUT, self-strategic utility judgment (i.e., an index of metacognitive strategy monitoring), and frequency of strategies usage (i.e., an index of metacognitive strategy control) were used to explore the relationships among creative mindsets, divergent thinking, and metacognitive strategy monitoring and control. The results indicated a positive correlation between a growth creative mindset and divergent thinking but a negative correlation between a fixed creative mindset and divergent thinking. More importantly, there were identified mediating roles of metacognitive monitoring and control of splitting and property-based strategies in the relationship between creative mindsets and divergent thinking. The findings reveal that creative mindsets are a critical predictor of divergent thinking, and metacognitive monitoring and control of abstract strategies mediate this association.

Semantic Memory and Creativity: The Costs and Benefits of Semantic Memory Structure in Generating Original Ideas

Despite its theoretical importance, little is known about how semantic memory structure facilitates and constrains creative idea production. We examine whether the semantic richness of a concept has both benefits and costs to creative idea production. Specifically, we tested whether cue set-size-an index of semantic richness reflecting the average number of elements associated with a given concept-impacts the quantity (fluency) and quality (originality) of responses generated during the alternate uses task (AUT). Across four studies, we show that low-association, sparse, AUT cues benefit originality at the cost of fluency compared to high-association, rich, AUT cues. Furthermore, we found an interaction with individual differences in fluid intelligence in the low-association AUT cues, suggesting that constraints of sparse semantic knowledge can be overcome with top-down intervention. The findings indicate that semantic richness differentially impacts the quality and quantity of generated ideas, and that cognitive control processes can facilitate idea production when conceptual knowledge is limited.

Inhibitory control and problem solving in early childhood: Exploring the burdens and benefits of high self-control

Low inhibitory control (IC) is sometimes associated with enhanced problem-solving amongst adults, yet for young children high IC is primarily framed as inherently better than low IC. Here, we explore associations between IC and performance on a novel problem-solving task, amongst 102 English 2- and 3-year-olds (Study 1) and 84 Swedish children, seen at 18-months and 4-years (Study 2). Generativity during problem-solving was negatively associated with IC, as measured by prohibition-compliance (Study 1, both ages, Study 2 longitudinally from 18-months). High parent-reported IC was associated with poorer overall problem-solving success, and greater perseveration (Study 1, 3-year-olds only). Benefits of high parent-reported IC on persistence could be accounted for by developmental level. No concurrent association was observed between problem-solving performance and IC as measured with a Delay-of-Gratification task (Study 2, concurrent associations at 4-years). We suggest that, for young children, high IC may confer burden on insight- and analytic-aspects of problem-solving.

A new method for training creativity: narrative as an alternative to divergent thinking

Creativity is a major source of innovation, growth, adaptability, and psychological resilience, making it a top priority of governments, global corporations, educational institutions, and other organizations that collectively invest hundreds of millions of dollars annually into training. The current foundation of creativity training is the technique known as divergent thinking; yet for decades, concerns have been raised about the adequacy of divergent thinking: it is incongruent with the creative processes of children and most adult creatives, and it has failed to yield expected downstream results in creative production. In this article, we present an alternative approach to creativity training, based in neural processes different from those involved in divergent thinking and drawing upon a previously unused resource for creativity research: narrative theory. We outline a narrative theory of creativity training; illustrate with examples of training and assessment from our ongoing work with the U.S. Department of Defense, Fortune 50 companies, and graduate and professional schools; and explain how the theory can help fill prominent lacunae and gaps in existing creativity research, including the creativity of children, the psychological mechanisms of scientific and technological innovation, and the failure of computer artificial intelligence to replicate human creativity.

Sex-specific intra- and inter-hemispheric structural connectivity related to divergent thinking

Gender differences in creativity partly underscore the diversity between males and females in society. Divergent thinking forms the core of creativity and enables humans to innovate and solve problems. Sex differences in functional activation associated with divergent thinking may reflect the use of distinct strategies in males and females when faced with tasks involving creativity. Although female-specific white matter associated to creativity has been found, fractional anisotropy measuring structural connectivity which can better reflect the degree of brain regions interplay should be adapted to corroborate sex-specific WM connectivity related to divergent thinking. Using fractional anisotropy indexes derived from diffusion tensor imaging in 425 participants (118 males), we observed that divergent thinking was positively associated with fractional anisotropy in the corpus callosum and right superior longitudinal fasciculus in females and was positively associated with fractional anisotropy in the right tapetum in males. Our findings provide insight into sex-specific intra- and inter-hemispheric structural connectivity bases underlying divergent thinking.

The Effect of Brief Stair-Climbing on Divergent and Convergent Thinking

Recent studies show that even a brief bout of aerobic exercise may enhance creative thinking. However, few studies have investigated the effect of exercise conducted in natural settings. Here, in a crossover randomized controlled trial, we investigated the effect of a common daily activity, stair-climbing, on creative thinking. As experimental intervention, subjects were asked to walk downstairs from the fourth to the first floor and back at their usual pace. As control intervention, they walked the same path but using the elevator instead. Compared to using the elevator, stair-climbing enhanced subsequent divergent but not convergent thinking in that it increased originality on the Alternate Use Test (d = 0.486). Subjects on average generated 61% more original uses after stair-climbing. This is the first study to investigate the effect of stair-climbing on creative thinking. Our findings suggest that stair-climbing may be a useful strategy for enhancing divergent thinking in everyday life.

Distinct and Convergent Beneficial Effects of Estrogen and Insulin on Cognitive Function in Healthy Young Men

CONTEXT

Systematic investigations into the cognitive impact of estradiol and insulin in male individuals are sparse, and it is unclear whether the 2 hormones interact to benefit specific cognitive functions in humans.

OBJECTIVE

We investigated the acute effect of estradiol and insulin and of their combined administration on divergent (creative) and convergent (arithmetical) thinking as well as short-term and working verbal memory in healthy young men.

METHODS

According to a 2 × 2 design, 2 groups of men (each n = 16) received a 3-day transdermal estradiol (100 µg/24 h) or placebo pretreatment and on 2 separate mornings were intranasally administered 160 IU regular human insulin and, respectively, placebo before completing a battery of cognitive tests; we also determined relevant blood parameters.

RESULTS

Estrogen compared with placebo treatment induced a 3.5-fold increase in serum estradiol and suppressed serum testosterone concentrations by 70%. Estrogen in comparison to placebo improved creative performance, that is, verbal fluency and flexibility, but not arithmetical thinking, as well as verbal short-term memory, but not visuospatial memory. The combination of estrogen and insulin enhanced recognition discriminability at delayed verbal memory recall; insulin alone remained without effect.

CONCLUSION

Estrogen specifically enhances core aspects of creativity and verbal memory in young male individuals; delayed recognition memory benefits from the combined administration of estradiol and insulin. Our results indicate that insulin's acute cognitive impact in young men is limited and not robustly potentiated by estradiol. Estradiol per se exerts a beneficial acute effect on creative and verbal performance in healthy young men.

Prepulse Inhibition and P50 Suppression in Relation to Creativity and Attention: Dispersed Attention Beneficial to Quantitative but Not Qualitative Measures of Divergent Thinking

The current study investigated whether lower sensory and sensorimotor gating were related to higher levels of creativity and/or attentional difficulties in a natural population of primary school children (9- to 13-year-old). Gating abilities were measured with P50 suppression and prepulse inhibition of the startle reflex (PPI). The final sample included 65 participants in the P50 analyses and 37 participants in the PPI analyses. Our results showed that children with a high P50 amplitude to testing stimuli scored significantly higher on the divergent outcome measures of fluency and flexibility but not originality compared to children with a lower amplitude. No significant differences were found on any of the creativity measures when the sample was split on average PPI parameters. No significant differences in attention, as measured with a parent questionnaire, were found between children with low or high levels of sensory or sensorimotor gating. The data suggest that quantitative, but not qualitative measures of divergent thinking benefit from lower psychophysiological gating and that attentional difficulties stem from specific instead of general gating deficits. Future studies should take the effect of controlled attention into consideration.

Can Priming Multiple Identities Enhance Divergent Thinking for Middle School Students?

Previous studies have found that promoting multiple identities can improve children’s creative performance (divergent thinking). The present study employed a priming paradigm to design two experiments and investigate whether promoting a sense of multiple identities in middle school students could enhance their divergent thinking, a key component of creativity. In Experiment 1, 77 junior high school students were divided into multiple identities and physical trait condition groups. They were instructed to think about a child with multiple identities or physical traits. The results showed that there were no differences in divergent thinking (DT) scores between the two groups. In Experiment 2, we modified the priming method by asking participants to think about and write a description of the various identities or physical traits and employed a subjective top-scoring method to make up for shortcomings in the traditional scoring method when applied to originality. The results still showed no significant difference in scores between the identity and physical trait groups. Thus, the results of this study contradict those of previous research, which found that the identity group demonstrated significantly higher scores on a creativity test than did those in the physical trait group. Several potential factors affect this outcome, but it seems that priming to enhance divergent thinking is not particularly effective. Thus, the social priming effect should be pursued with caution regarding both replicability and generalizability.

Can Habits Impede Creativity by Inducing Fixation?

In a competitive and ever-changing world, the ability to generate outstanding ideas is crucial. However, this process can be impeded by factors such as fixation on ideas that emerged through prior experience. The aim of the present study was to shed light on the fixating effect of habits on creativity. To this end, healthy young adults were asked to generate alternative uses for items that differed in their frequency of use in the Alternative Uses Task (a standardized test for divergent thinking). We predicted that frequent past use of an item would lead to the formation of stimulus-response associations between the item and its most frequent use(s) and thereby hinder idea generation. Indeed, individuals were less flexible (but more fluent) in generating ideas for frequently used items than for unknown items. Additionally, we found that subjective automaticity of idea generation was negatively related with flexibility. Finally, we investigated whether individual differences in general habit tendency influence creativity, by relating performance on the Slips-of-Action task (an outcome devaluation paradigm extensively used in habit research) to performance on the Alternative Uses Task, the Candle Problem (a classic convergent thinking task) and two puzzles (non-conventional problem-solving tasks). While we did not find a significant relationship between habit tendency and the Alternative Uses Task or the Candle Problem scores, the tendency to rely on habits predicted probability to succeed and latency to solve one of the puzzles: less habit-prone participants were more likely to solve it and to do so faster. In conclusion, our study provides evidence for the notion that habits can negatively impact creativity and opens promising future avenues of research in this field.

Revisiting the Effects of Gender Diversity in Small Groups on Divergent Thinking: A Large-Scale Study Using Synchronous Electronic Brainstorming

Numerous studies have examined the effects of gender diversity in groups on creative performance, and no clear effect has been identified. Findings depend on situational cues making gender diversity more or less salient in groups. A large-scale study on two cohorts (N = 2,261) was conducted among business students to examine the impact of the gender diversity in small groups on divergent thinking in an idea-generation task performed by synchronous electronic brainstorming. Participants were automatically randomized in three- or four-member groups to generate ideas during 10 min on a gendered or neutral task. Then, five categories of groups where the proportion of men/women in groups varied from three/four men to three/four women were compared to examine creative performance on three divergent thinking measures (fluency, flexibility, and originality). A Multivariate Generalized Linear Mixed Model (mGLMM) showed greater fluency in all-women groups than in other groups (except mixed-gender groups composed of two men and two women), and more specifically "solo" groups composed of a single woman/man among a majority of men/women. For flexibility and originality, the superiority of all-women groups was found only in comparison to "solo" groups composed of a single woman. As gender differences are more salient in "solo" groups than in other groups faultlines may appear in groups, leading to a deleterious impact on creative performance.

Creative, Antagonistic, and Angry? Exploring the Roots of Malevolent Creativity with a Real-World Idea Generation Task

Research is currently witnessing more investigations into malevolent creativity—creativity that is used to intentionally harm others. Inspired by previous methods to measure malevolent creativity, in the present study, we introduce a real‐world behavioral task designed to capture individuals’ capacity for using creativity for the purpose of attaining malevolent goals in response to everyday, provocative situations. In a sample of 105 students, we found malevolent creativity positively correlated with fluency in conventional creative ideation, as well as with self‐reported typical malevolent creativity behavior in daily life. Moreover, performance on the malevolent creativity task showed positive correlations with the maladaptive personality trait of antagonism (PID‐5) as well as individuals’ state anger at the beginning of the experiment. Further, our multiple regression analysis revealed that conventional creative ideation, antagonistic personality, and state anger all explained unique, non‐overlapping variance in the capacity for implementing malevolent creativity. As a whole, these findings suggest that different cognitive and affective factors, along with specific personality traits may each contribute to the expression of malevolent creativity in distinct ways. Future investigations striving to further decode the destructive potential of individuals toward others may benefit from this validated behavioral measurement approach to malevolent creativity.

Design Training and Creativity: Students Develop Stronger Divergent but Not Convergent Thinking

Design training programs that teach creativity often emphasize divergent thinking (generation of ideas) more than convergent thinking (evaluation of ideas). We hypothesized that training would lead to more both types of creativity, but especially divergent thinking. Three groups of university students (N=120; n=40 in each group) were recruited to participate: senior design students (graduate students with at least 4years of design training as undergraduates); junior design students (undergraduates in their first year of design training); and undergraduate students in majors unrelated to design. The students completed three tasks in a classroom setting to assess divergent thinking (Alternate Uses Task), convergent thinking (Remote Associates Task), and nonverbal abstract reasoning (Raven's Progressive Matrices Test). The results of one-way ANOVAs showed that as expected, senior design students significantly outperformed junior design students and non-design majors in divergent thinking. However, contrary to expectations, senior design students had significantly lower scores than the non-design group on convergent thinking; the junior design students' scores fell in the middle but were not significantly different from either of the other groups. There were no group differences in nonverbal abstract reasoning. These findings suggest that design training significantly improves students' ability to generate ideas but does not improve, or may even hinder, their ability to evaluate whether the ideas are useful for the task at hand. The results have implications for developing a research-based curriculum in design training programs.

Relations of Creativity to the Interplay Between High-order Cognitive Functions: Behavioral and Neural Evidence

As a high-order cognitive ability, creativity is viewed as the result of complex interplay between a set of mental processes. However, previous studies have mainly tested one-to-one mutual relations between creativity and other cognitive abilities. It lacks studies to examine whether creativity is related to the interaction between cognitive systems. The current study aimed to fill this gap by testing the relations of creativity to the interactions between cognitive control and episodic memory systems using both behavioral and neuroimaging methods. The Alternative Uses Task was used to measure the divergent component of creativity. A computer-based behavioral task was used to measure cognitive control, episodic memory, and their interactions. Additionally, the interactions between cognitive systems were characterized by computing the resting-state functional connectivity between hippocampus and prefrontal regions, which are the neural substrates for episodic memory and cognitive control, respectively. By analyzing these behavioral and neuroimaging data, the behavioral results indicated that creativity was significantly related to the effect of cognitive control induced by switching tasks or proactive cues on subsequent memories of items or sources. Additionally, neuroimaging results showed that creativity was significantly related to the connectivity from hippocampus to both left superior frontal gyrus and middle frontal gyrus. Such relations were also differentiated between anterior and posterior hippocampus. Altogether, these findings suggest that creativity is related to interactions between cognitive control and episodic memory, supporting the claim that creativity is the result of complex interplay between high-order cognitive functions.