Creative cognition: the diverse operations and the prospect of applying a cognitive neuroscience perspective

Creativity is defined quite simply as "the ability to create" in most lexicons, but, in reality, this is a complex and heterogeneous construct about which there is much to be discovered. The cognitive approach to investigating creativity recognizes and seeks to understand this complexity by investigating the component processes involved in creative thinking. The cognitive neuroscience approach, which has only limitedly been applied in the study of creativity, should ideally build on these ideas in uncovering the neural substrates of these processes. Following an introduction into the early experimental ideas and the cognitive approach to creativity, we discuss the theoretical background and behavioral methods for testing various processes of creative cognition, including conceptual expansion, the constraining influence of examples, creative imagery and insight. The complex relations between the underlying component processes of originality and relevance across these tasks are presented thereafter. We then outline how some of these conceptual distinctions can be evaluated by neuroscientific evidence and elaborate on the neuropsychological approach in the study of creativity. Given the current state of affairs, our recommendation is that despite methodological difficulties that are associated with investigating creativity, adopting the cognitive neuroscience perspective is a highly promising framework for validating and expanding on the critical issues that have been raised in this paper.     

The Relation between Gray Matter Morphology and Divergent Thinking in Adolescents and Young Adults

Adolescence and early adulthood are developmental time periods during which creative cognition is highly important for adapting to environmental changes. Divergent thinking, which refers to generating novel and useful solutions to open-ended problems, has often been used as a measure of creative cognition. The first goal of this structural neuroimaging study was to elucidate the relationship between gray matter morphology and performance in the verbal (AUT; alternative uses task) and visuo-spatial (CAT; creative ability test) domain of divergent thinking in adolescents and young adults. The second goal was to test if gray matter morphology is related to brain activity during AUT performance. Neural and behavioral data were combined from a cross-sectional study including 25 adolescents aged 15–17 and 20 young adults aged 25–30. Brain-behavior relationships were assessed without a priori location assumptions and within areas that were activated during an AUT-scanner task. Gray matter volume and cortical thickness were not significantly associated with verbal divergent thinking. However, visuo-spatial divergent thinking (CAT originality and fluency) was positively associated with cortical thickness of the right middle temporal gyrus and left brain areas including the superior frontal gyrus and various occipital, parietal, and temporal areas, independently of age. AUT brain activity was not associated with cortical thickness. The results support an important role of a widespread brain network involved in flexible visuo-spatial divergent thinking, providing evidence for a relation between cortical thickness and visuo-spatial divergent thinking in adolescents and young adults. However, studies including visuo-spatial divergent thinking tasks in the scanner are warranted.     

Strategy and results: Sex differences in electrographic correlates of verbal and figural creativity

Sex differences in electroencephalographic (EEG) correlates of creativity were studied using verbal and figural divergent tasks to be performed in accordance with the instructions to “give any solution” or “give an original solution.” The common effect was a greater activity of the right hemisphere, which did not depend on the sex, task type, or instructions for performance of the tasks. The α₂ and β₂ rhythms were the main EEG frequency correlates of creative thinking; the degree and sign of their reactivity depended on the aforementioned factors. Although the creative abilities in men and women were similar under test conditions, the EEG correlates of both figural and verbal tasks were sex-dependent. A high reactivity of the α₂ rhythm was more marked during verbal creative thinking in women; and that of the β₂ rhythm, during figural creative thinking in men. The instruction-related improvement of the critical selection of solutions was to a greater extent reflected by changes in the cortical activity, more pronounced in the frontal cortex in the women. Thus, the same creative productivity in men and women was mediated by different strategies of performance of both figural and verbal tasks, and the sex-related differences in these strategies remained even when the motivation for creativity was changed.     

Study of the Brain Organization of Creativity: III. Brain Activation Assessed by the Local Cerebral Blood Flow and EEG

In this article, a polymethodological approach was applied to the analysis of the brain organization of creative thinking. The electroencephalographic studies and the investigation of the local cerebral blood flow by means of positron-emission tomography in the same testing conditions substantially validate and supplement each other. The physiological indices of subjects were recorded during the composition of stories with the given words belonging to the same or different semantic fields. The reconstruction of correct grammatical forms in a presented text and memorizing of a set of words were used as control tasks. The fundamental importance of the processes taking place in both frontal lobes (Brodmann's areas (BA) 8–11 and 44–47) and the interhemispheric interaction was demonstrated.     

Category learning in rodents using touchscreen-based tasks

Categorization is a fundamental cognitive function that organizes our experiences into meaningful “chunks.” This category knowledge can then be generalized to novel stimuli and situations. Multiple clinical populations, including people with Parkinson's disease, amnesia, autism, ADHD and schizophrenia, have impairments in the acquisition and use of categories. Although rodent research is well suited for examining the neural mechanisms underlying cognitive functions, many rodent cognitive tasks have limited translational value. To bridge this gap, we use touchscreens to permit greater flexibility in stimulus presentation and task design, track key dependent measures, and minimize experimenter involvement. Touchscreens offer a valuable tool for creating rodent cognitive tasks that are directly comparable to tasks used with humans. Touchscreen tasks are also readily used with cutting-edge neuroscientific methods that are difficult to do in humans such as optogenetics, chemogenetics, neurophysiology and calcium imaging (using miniscopes). In this review, we show advantages of touchscreen-based tasks for studying category learning in rats. We also address multiple factors for consideration when designing category learning tasks, including the limitations of the rodent visual system, experimental design, and analysis strategies.     

The EEG spatial pattern and psychophysiological characteristics of divergent and convergent thinking in humans

The psychophysiological parameters of the spatial synchronization of bioelectric potentials during the nonverbal divergent, nonverbal convergent, verbal divergent and verbal convergent thinking have been analyzed. The relationships between the performances of tests for these thinking styles were different. The strongest significant correlation has been found between the productivities of the verbal divergent and verbal convergent thinking styles; the weakest correlation, between those of the nonverbal divergent and nonverbal convergent thinking styles. The thinking styles differ from one another in the topography of spatial synchronization of bioelectric potentials. They are the most pronounced during the two nonverbal tasks and the least pronounced during the two verbal tasks. The thinking styles also differ from one another in the degree of the enhancement of the coherence between bioelectric potentials during tasks compared to the baseline (with the eyes open). Some human psychophysiological characteristics facilitating the performance of divergent (creative) tasks have a negative effect on the performance of convergent (noncreative) tasks. The data are discussed in terms of the differences in the level of general activation and involvement of different types of information processing (simultaneous and successive).     

Changes in EEG coherence during tests for nonverbal (Figurative) creativity

Brain neurodynamics was studied by the EEG method during the performance of a task for figurative (or imaginative) creativity. The EEG was recorded in 19 standard derivations according to the international 10–20 system in 30 subjects. The following creative tasks were presented to subjects to involve them in the creative process: (Crl) thinking up and drawing an original picture; (Cr2) drawing a face, a house, and a clown in an original manner; (C1) drawing a picture from memory; and (C2) drawing geometric figures without any system. All the tasks had to be performed using a given set of geometric figures (a circle, semicircle, triangle, and rectangle). Statistical analysis of the EEG coherence function in these states for the frequency bands Δ, θ, α₁, α₂, β₁, β₂, and γ showed that the performance of creative and control tasks was associated with significant coherence changes in all the EEG frequency bands. As compared to the control tasks, performance of creative tasks caused an increase in the coherence of the α₁-and α₂ bands, more pronounced when creative tasks were compared with the second control task. In addition, the performance of the creative tasks (as compared to the control tasks) was accompanied by a decrease in the interhemispheric coherence of high-frequency rhythms (β₂ and γ) and an increase in the intrahemispheric coherence of these rhythms. The findings are compared to the results of previous EEG studies on creative activity.     

Cross-species affective neuroscience decoding of the primal affective experiences of humans and related animals

BACKGROUND: The issue of whether other animals have internally felt experiences has vexed animal behavioral science since its inception. Although most investigators remain agnostic on such contentious issues, there is now abundant experimental evidence indicating that all mammals have negatively and positively-valenced emotional networks concentrated in homologous brain regions that mediate affective experiences when animals are emotionally aroused. That is what the neuroscientific evidence indicates. PRINCIPAL FINDINGS: The relevant lines of evidence are as follows: 1) It is easy to elicit powerful unconditioned emotional responses using localized electrical stimulation of the brain (ESB); these effects are concentrated in ancient subcortical brain regions. Seven types of emotional arousals have been described; using a special capitalized nomenclature for such primary process emotional systems, they are SEEKING, RAGE, FEAR, LUST, CARE, PANIC/GRIEF and PLAY. 2) These brain circuits are situated in homologous subcortical brain regions in all vertebrates tested. Thus, if one activates FEAR arousal circuits in rats, cats or primates, all exhibit similar fear responses. 3) All primary-process emotional-instinctual urges, even ones as complex as social PLAY, remain intact after radical neo-decortication early in life; thus, the neocortex is not essential for the generation of primary-process emotionality. 4) Using diverse measures, one can demonstrate that animals like and dislike ESB of brain regions that evoke unconditioned instinctual emotional behaviors: Such ESBs can serve as 'rewards' and 'punishments' in diverse approach and escape/avoidance learning tasks. 5) Comparable ESB of human brains yield comparable affective experiences. Thus, robust evidence indicates that raw primary-process (i.e., instinctual, unconditioned) emotional behaviors and feelings emanate from homologous brain functions in all mammals (see Appendix S1), which are regulated by higher brain regions. Such findings suggest nested-hierarchies of BrainMind affective processing, with primal emotional functions being foundational for secondary-process learning and memory mechanisms, which interface with tertiary-process cognitive-thoughtful functions of the BrainMind.     

Features of spatial organization of EEG and psychophysiological characteristics of the person with the divergent and convergent types of thinking

The psychophysiological indicators of spatial synchronization of biopotential at different types of mental processes in humans: non verbal-divergent, nonverbal-convergent, verbal-divergent and verbal-convergent were analyzed. The unequal relationship between the productivity of the implementation of tests on these types of thinking was revealed. The closest significant correlation exists between the productivity of the verbal-divergent and verbal-convergent thinking, and the lowest--between the productivity of nonverbally-divergent and nonverbally-convergent thinking. The differences in the topographical maps of the spatial synchronization of biopotential at different types of thinking was marked. They are most pronounced in the implementation of two non-verbal tasks, minimal--in two verbal tasks. Differences between different types of thinking are also manifested in the degree of coherence gain biopotential of the performance tests in comparison with the background (open eyes). Some physiological properties of the person that contribute to the divergent (creative) tests have a negative impact on the implementation of converged (tedious) tests. The findings are discussed in terms of differences in the level of general activation and participation of different ways of processing information (simultaneous and successiveness).     

Dopamine and the Creative Mind: Individual Differences in Creativity Are Predicted by Interactions between Dopamine Genes DAT and COMT

The dopaminergic (DA) system may be involved in creativity, however results of past studies are mixed. We attempted to clarify this putative relation by considering the mediofrontal and the nigrostriatal DA pathways, uniquely and in combination, and their contribution to two different measures of creativity–an abbreviated version of the Torrance Test of Creative Thinking, assessing divergent thinking, and a real-world creative achievement index. We found that creativity can be predicted from interactions between genetic polymorphisms related to frontal (COMT) and striatal (DAT) DA pathways. Importantly, the Torrance test and the real-world creative achievement index related to different genetic patterns, suggesting that these two measures tap into different aspects of creativity, and depend on distinct, but interacting, DA sub-systems. Specifically, we report that successful performance on the Torrance test is linked with dopaminergic polymorphisms associated with good cognitive flexibility and medium top-down control, or with weak cognitive flexibility and strong top-down control. The latter is particularly true for the originality factor of divergent thinking. High real-world creative achievement, on the other hand, as assessed by the Creative Achievement Questionnaire, is linked with dopaminergic polymorphisms associated with weak cognitive flexibility and weak top-down control. Taken altogether, our findings support the idea that human creativity relies on dopamine, and on the interaction between frontal and striatal dopaminergic pathways in particular. This interaction may help clarify some apparent inconsistencies in the prior literature, especially if the genes and/or creativity measures were analyzed separately.     

The study of the brain’s organization of creativity: I. Development of a psychological test

This article describes an original psychological test on verbal creative work comprising a number of tasks designed to study the organization of creative processes in human brain with the help of positron emission tomography (PET) and electroencephalography (EEG). When approved in a group of 30 healthy volunteers, the test revealed principal cognitive strategies of performing creative tasks which formed the basis for elaborating criteria for selecting subjects for physiological study. Empirical substantiation of the proposed test showed its validity for the use in the psychophysiological investigation of creative work.     

数字化临床路径管理工具的设计

基于数字技术的临床路径有必要从管理工具入手。临床路径本质上是一个依时序和分工而进行计划的可执行任务体系,其要点就是时序与分工。采用数字技术实现任务安排和时序功能,使临床路径的新建和修改工作与医嘱安排一样方便,为医护人员提供一个快捷制作和自动应用的临床路径工作环境。同时展示了在学科结合部,如何深入进行系统分析,以获取别开生面的创新思路。     

Study of the brain organization of creativity: II. Positron-emission tomography data

This work was aimed at studying the brain organization of creative thinking (creativity). By means of positron-emission tomography (PET) the localization of the activated brain areas was studied in 16 healthy subjects during psychological performance to a variable degree involving creative thinking. Brain correlates of creativity were obtained. They were represented by the regions of activity changes localized in the prefrontal cortical areas of both hemispheres (Brodmann’s fields 8–11 and 45–47). A correlation between activation of the brain structures and the index of subjective task difficulty was revealed.     

Differential influence of asynchrony in early and late chronotypes on convergent thinking

Eveningness preference (late chronotype) was previously associated with different personality dimensions and thinking styles that were linked to creativity, suggesting that evening-type individuals tend to be more creative than the morning-types. Nevertheless, empirical data on the association between chronotype and creative performance is scarce and inconclusive. Moreover, cognitive processes related to creative thinking are influenced by other factors such as sleep and the time of testing. Therefore, our aim was to examine convergent and divergent thinking abilities in late and early chronotypes, taking into consideration the influence of asynchrony (optimal versus nonoptimal testing times) and sleep quality. We analyzed the data of 36 evening-type and 36 morning-type young, healthy adults who completed the Compound Remote Associates (CRAs) as a convergent and the Just suppose subtest of the Torrance Tests of Creative Thinking as a divergent thinking task within a time interval that did (n = 32) or did not (n = 40) overlap with their individually defined peak times. Chronotype was not directly associated with creative performance, but in case of the convergent thinking task an interaction between chronotype and asynchrony emerged. Late chronotypes who completed the test at subjectively nonoptimal times showed better performance than late chronotypes tested during their “peak” and early chronotypes tested at their peak or off-peak times. Although insomniac symptoms predicted lower scores in the convergent thinking task, the interaction between chronotype and asynchrony was independent of the effects of sleep quality or the general testing time. Divergent thinking was not predicted by chronotype, asynchrony or their interaction. Our findings indicate that asynchrony might have a beneficial influence on convergent thinking, especially in late chronotypes.     

Will

[Specially designed] problems (or tasks) are now universally used to study and diagnose human intellectual capacities. The problem places the subject in a problem situation that is to be solved (and the assignment carried out) by thinking. Of course (as Dunker [2] once pointed out), this means that the problem situation (or task) must have at least some minimal intellectual content so far as the subject is concerned, a fact that must certainly be taken into account in planning tasks and analyzing experimental data, although we shall not here deal especially with this requirement. For our present purposes it is more important to point out that in experimental studies, problem tasks are assigned both singly and in sets. In the latter case, the relations among the individual tasks in an experimental series may be quite diverse. If these relations are such that the problem tasks constitute a certain class whose solution is governed by a common principle, which the subjects come to understand by successfully performing the individual tasks in a series, then this class of tasks (in the terminology used by I. Lenhart [3]) is a "multiple problem."     

Comparing the effects of art education and science education on creative thinking in high school students

What is the link between art and creativity? The purpose of this study was to determine the role of art education in creative thinking. A causal-comparative research design was used. Arts and science high school students (N = 162) participated. Results showed that creative thinking in visual arts students in Grade 10 with high scores differed significantly from that in music and science students; however, this difference was not found among students in Grade 11. A main reason for this result in Grade 10 students might be the non-routine problem-solving process in visual arts education, in which artwork production is an important component in creative thinking development. Considering this result, it was concluded that the effect of different education disciplines—called education department effect—on creative thinking can be significant.     

More Dialectical Thinking,Less Creativity? The Relationship between Dialectical Thinking Style and Creative Personality: The Case of China

People use dialectical thinking to be holistic, reconcile contradictions, and emphasize changes when processing information and managing problems. Using a questionnaire survey, this study examined the relationship between dialectical thinking and creative personality in the Chinese culture, which encourages a holistic and collective thinking style. Undergraduates majoring in different subjects and adults in different professions were surveyed. The results showed that 1) compared with undergraduates majoring in art and adults from the design industry, undergraduates majoring in other disciplines significantly showed the least creative personality; 2) the highest score for dialectical thinking was found in the group of undergraduates who majored in other disciplines, followed by the adult group, and the undergraduates majoring in art had the lowest score; and 3) A negative relationship between dialectical thinking and creative personality was found mostly in the UMA group. The limitations of this study and suggestions for future research are discussed.     

The emergence of consequential thought: evidence from neuroscience

The ability to think counterfactually about the consequence of one's actions represents one of the hallmarks of the development of complex reasoning skills. The legal system places a great emphasis on this type of reasoning ability as it directly relates to the degree to which individuals may be judged liable for their actions. In the present paper, we review both behavioural and neuroscientific data exploring the role that counterfactual thinking plays in reasoning about the consequences of one's actions, especially as it pertains to the developing mind of the adolescent. On the basis of assimilation of both behavioural and neuroscientific data, we propose a brain-based model that provides a theoretical framework for understanding the emergence of counterfactual reasoning ability in the developing mind.     

Thinking about evolution: combinatorial play as a strategy for exercising scientific creativity

An enduring focus in education on how scientists formulate experiments and ‘do science’ in the laboratory has excluded a vital element of scientific practice: the creative and imaginative thinking that generates models and testable hypotheses. In this case study, final‐year biomedical sciences university students were invited to create and justify a taxonomy of selected vertebrates on the basis of their brain organisation, as part of an exercise exploring the evolution of embryonic development. While raising a number of issues surrounding the context and methods of comparative zoology, this exercise also invoked a set of cognitive processes that can neither be adequately characterised as role‐play nor critical thinking. By contrast, the act of formulating and justifying taxonomy identifies a style of creative thought that is a prerequisite for hypothesis formation. A defining characteristic of this exercise is that it engages activities that are independent of disciplinary perspective. This flexibility in approach may provide a route through to defining what qualifies as a creative teaching exercise in science.     

Investigating the neural basis for functional and effective connectivity. Application to fMRI

Viewing cognitive functions as mediated by networks has begun to play a central role in interpreting neuroscientific data, and studies evaluating interregional functional and effective connectivity have become staples of the neuroimaging literature. The neurobiological substrates of functional and effective connectivity are, however, uncertain. We have constructed neurobiologically realistic models for visual and auditory object processing with multiple interconnected brain regions that perform delayed match-to-sample (DMS) tasks. We used these models to investigate how neurobiological parameters affect the interregional functional connectivity between functional magnetic resonance imaging (fMRI) time-series. Variability is included in the models as subject-to-subject differences in the strengths of anatomical connections, scan-to-scan changes in the level of attention, and trial-to-trial interactions with non-specific neurons processing noise stimuli. We find that time-series correlations between integrated synaptic activities between the anterior temporal and the prefrontal cortex were larger during the DMS task than during a control task. These results were less clear when the integrated synaptic activity was haemodynamically convolved to generate simulated fMRI activity. As the strength of the model anatomical connectivity between temporal and frontal cortex was weakened, so too was the strength of the corresponding functional connectivity. These results provide a partial validation for using fMRI functional connectivity to assess brain interregional relations.