Forward Flow and Creative Thought: Assessing Associative Cognition and its Role in Divergent Thinking

Innovation is a cornerstone of the success of our global society and it is required to generate solutions to today’s challenges. Students will benefit from classrooms that encourage creative thought and innovative self-directed projects. Inquiry is an instructional approach that fosters creativity and divergent thinking. This paper elaborates on one aspect of the creative process—the impact of emotions on divergent thinking. Theory and some existing research are reviewed and a plan for a neurocognitive study using electroencephalography is delineated. Current and previous research is taken into account when reflecting on suggestions for fostering learning environments conducive to creativity and building interdisciplinary collaboration.

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Spontaneous and Controlled Processes in Creative Cognition

10.1093/oxfordhb/9780190464745.013.22 ◽

2018 ◽

Cited By ~ 1

Author(s):

Mathias Benedek ◽

Emanuel Jauk

Keyword(s):

Problem Solving ◽

Divergent Thinking ◽

Process Models ◽

Dual Process ◽

Creative Thought ◽

Controlled Processes ◽

Creative Cognition ◽

Insight Problem Solving ◽

Spontaneous Thought

Creative cognition has long been hypothesized to rely on spontaneous as well as controlled cognitive processes. This chapter starts by giving a brief overview of pertinent dual process models of creative thought. It then reviews empirical research supporting the relevance of controlled and spontaneous processes in creative cognition (mostly defined by divergent thinking and insight problem solving). The relevance of controlled processes is mainly supported by verbal protocol studies and individual differences research on executive functions and intelligence. The relevance of spontaneous processes is mainly supported by research on incubation and neuroscientific investigations. The chapter concludes by considering potential ways of interaction between goal-directed, controlled thought and undirected, spontaneous thought, both from the short-term perspective of immediate creative problem solving as well as from the long-term perspective of extended creative work.

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Better Than Individuals?

The Oxford Handbook of Group Creativity and Innovation ◽

10.1093/oxfordhb/9780190648077.013.5 ◽

2019 ◽

pp. 72-83 ◽

Cited By ~ 1

Author(s):

Charlan Jeanne Nemeth ◽

Alexander O'Connor

Keyword(s):

Decision Making ◽

Divergent Thinking ◽

Role Playing ◽

Unintended Consequences ◽

Group Creativity ◽

Creative Thought ◽

Group Members ◽

Group Member ◽

Better Than

Groups have notoriously shown less creativity than the sum of their group members. And while others can inhibit creative thought and its expression, another line of research finds that, when another group member shares a dissenting viewpoint, group creativity is often increased. Dissent stimulates thought that is divergent, and, on balance, leads to better decision-making and more creativity. This is true even if that dissent is wrong and even if the dissenter(s) are not valued. Importantly, evidence shows that for dissent to effectively stimulate such divergent thinking, it should be authentic. Role-playing techniques are less effective and may in fact have unintended consequences. The take-home message is that groups should embrace, not just tolerate, dissenting viewpoints for they improve the quality of thought.

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Variations Across the Menstrual Cycle in EEG Activity During Thinking and Mental Relaxation

Journal of Psychophysiology ◽

10.1027//0269-8803.13.3.163 ◽

1999 ◽

Vol 13 (3) ◽

pp. 163-172 ◽

Cited By ~ 7

Author(s):

R. Krug ◽

M. Mölle ◽

H.L. Fehm ◽

J. Born

Keyword(s):

Menstrual Cycle ◽

Divergent Thinking ◽

Spectral Power ◽

Plasma Concentrations ◽

Task Demands ◽

Menstrual Phase ◽

Convergent Thinking ◽

Eeg Activity ◽

Dimensional Complexity ◽

Mental Relaxation

Abstract Previous studies have indicated: (1) peak performance on tests of divergent creative thinking during the ovulatory phase of the menstrual cycle; (2) compared to convergent analytical thinking, divergent thinking was found to be associated with a distinctly increased dimensional complexity of ongoing EEG activity. Based on these findings, we hypothesized that cortical information processing during the ovulatory phase is characterized by an increased EEG dimensionality. Each of 16 women was tested on 3 occasions: during the ovulatory phase, the luteal phase, and menses. Presence of the phases was confirmed by determination of plasma concentrations of estradiol, progesterone, and luteinizing hormone. The EEG was recorded while the women performed: (1) tasks of divergent thinking; (2) tasks of convergent thinking; and (3) during mental relaxation. In addition to EEG dimensional complexity, conventional spectral power analysis was performed. Behavioral data confirmed enhanced creative performance during the ovulatory phase while convergent thinking did not vary across cycle phases. EEG complexity was higher during divergent than convergent thought, but this difference remained unaffected by the menstrual phase. Influences of the menstrual phase on EEG activity were most obvious during mental relaxation. In this condition, women during the ovulatory phase displayed highest EEG dimensionality as compared with the other cycle phases, with this effect being most prominent over the central and parietal cortex. Concurrently, power within the alpha frequency band as well as theta power at frontal and parietal leads were lower during the luteal than ovulatory phase. EEG results indicate that task demands of thinking overrode effects of menstrual cycle. However, with a less demanding situation, an ovulatory increase in EEG dimensionality became prominent suggesting a loosening of associative habits during this phase.

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Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

European Journal of Psychological Assessment ◽

10.1027/1015-5759.25.1.1 ◽

2009 ◽

Vol 25 (1) ◽

pp. 1-7 ◽

Cited By ~ 12

Author(s):

Jörg-Tobias Kuhn ◽

Heinz Holling

Keyword(s):

Measurement Invariance ◽

Divergent Thinking ◽

Factor Model ◽

Age Groups ◽

Thinking Skills ◽

Specific Model ◽

Confirmatory Factor Analyses ◽

Domain Specific ◽

Gender And Age ◽

Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

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Dreamlike and Playful Virtual Environments to Inspire Children’s Divergent Thinking

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000279 ◽

2020 ◽

pp. 1-11

Author(s):

Jérôme Guegan ◽

Claire Brechet ◽

Julien Nelson

Keyword(s):

Virtual Environments ◽

Divergent Thinking ◽

Idea Generation ◽

Combined Processes ◽

Office Environment ◽

School Aged Children

Abstract. Computers have long been seen as possible tools to foster creativity in children. In this respect, virtual environments present an interesting potential to support idea generation but also to steer it in relevant directions. A total of 96 school-aged children completed a standard divergent thinking task while being exposed to one of three virtual environments: a replica of the headmistress’s office, a replica of their schoolyard, and a dreamlike environment. Results showed that participants produced more original ideas in the dreamlike and playful environments than in the headmistress’s office environment. Additionally, the contents of the environment influenced the selective exploration of idea categories. We discuss these results in terms of two combined processes: explicit references to sources of inspiration in the environment, and the implicit priming of specific idea categories.

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