196,238 research outputs found
Common and different substrates of creative achievement into different knowledge domains: insight from psychometrics and neuroscience
No full textMindfulness
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Mindful creativity: The influence of mindfulness meditation on creative thinking
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January 2014
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Abstract
Mindfulness as a multifaceted construct refers to the ability to regulate with awareness the focus of the attention in the present moment with an open attitude to accept the experience. Originally stemming from Buddhist meditation traditions, this construct has received a great deal of attention in medicine, psychology and neuroscience. Globally, mindfulness-based interventions have been associated with a wealth of psychological benefits, ranging from a decrease of stress and distress and improvement of well-being. A convincing evidence of a close relationship between creativity and mindfulness emerges from the literature as well. Specifically, the two main approaches in the study of the mindfulness-creativity link are here taken into consideration: the study of mindfulness as a unitary construct, which leads to a uniform analysis of mindfulness in association with creativity; the study of the multifold nature of mindfulness, which led to the exploration, through a differential analysis, of the strength and direction of the associations between the mindfulness sub-dimensions and creativity
Measuring Creativity through a Multi-sided Measurement Approach within Scientific and Artistic Domains
No full textThe role of motivation in the prediction of creative achievement inside and outside of school environment
No full textThe present study used a latent variable modelling approach to investigate the influence of motivation on creative achievement in different environments. This was used in conjunction and interaction with other creativity-related predictors, such as openness to new experience and response originality in a divergent thinking task. Specifically, the inside school and the outside school environments were analyzed in a sample of university students. Results showed that the interaction between openness and intrinsic motivation was the strongest predictor of creative achievement. This interaction predicted both outside and inside school creative achievement, which was further influenced by extrinsic tendencies. In particular, intrinsic motivation predicted creative achievement only when associated with a medium or high level of openness to experience. Originality only predicted outside school creative achievement. Limitations and implications of these results are discussed
Estimating Creativity with a Multiple-Measurement Approach Within Scientific and Artistic Domains
No full textThis article presents the structure and the composition of a newly developed multifaceted test battery for the measurement of creativity within scientific and artistic domains. By integrating existing procedures for the evaluation of creativity, the new battery promises to become a comprehensive assessment of creativity, encompassing both domain-general and domain-specific components. In particular, the test battery was designed for the measurement of the 2 main stages of the creative thinking process: ideation and evaluation. The test battery also includes 2 measures of creative achievement and can be used to assess professional levels of creativity in artistic and scientific creativity, as well as everyday creativity. Because creative thinking is not an isolated phenomenon in human behavior, the battery includes the measurement of 2 constructs, intelligence and personality, both of which are highly relevant for creativity. Preliminary results from a vast administration campaign of this test battery are presented
The role of motivation and creative potential in the prediction of the creative success inside and outside of school
No full textClustering and switching in divergent thinking: Neurophysiological correlates underlying flexibility during idea generation
No full textEEG alpha synchronization, especially in posterior parietal cortical regions of the right hemisphere, is indicative of high internal processing demands that are typically involved in divergent thinking (DT). During the course of DT, as ideation proceeds, ideas tend to become more creative, being more likely to be drawn from new conceptual categories through the use of the cognitive mechanism of flexibility. The present study investigated whether EEG alpha synchronization can be modulated by flexibility in DT by comparing cortical activation patterns during the switch of category (switching) and the stay in the same category (clustering). Twenty participants were required to generate alternative uses of everyday objects during EEG recording. Differential results were specifically found in the lower alpha band (8–10 Hz): whereas clustering showed synchronization typically lateralized in the right posterior parietal areas, switching induced posterior parietal synchronization over both right and left hemispheres. These findings indicate that the two distinct cognitive mechanisms subsuming flexibility (switching and clustering) are associated with a different hemispheric modulation of lower alpha activity, as switching, in comparison to clustering, is related to higher power in the lower alpha band over the left hemisphere. Switching in comparison to clustering may thus require a larger investment of cognitive resources due to the exploratory process of moving from one semantic conceptual category to another in the course of creative ideation
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