Brain structure links trait creativity to openness to experience

Li, Wenfu; Li, Xueting; Huang, Lijie; Kong, Xiangzhen; Yang, Wenjing; Wei, Dongtao; Li, Jingguang; Cheng, Hongsheng; Zhang, Qinglin; Liu, Jia

doi:10.1093/scan/nsu041

Cited by 129 publications

(90 citation statements)

References 115 publications

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“…Neuroimaging research has shown that Openness is associated with individual variation in the structure and function of specific DN regions (Adelstein et al, ; Beaty et al, ; Li et al, ; Passamonti et al, ). Recently, Beaty et al () assessed the contribution of Openness to DN functional connectivity using graph theoretical analysis of resting‐state fMRI data.…”

Section: Imagination and Brain Dynamicsmentioning

confidence: 99%

Brain networks of the imaginative mind: Dynamic functional connectivity of default and cognitive control networks relates to openness to experience

Beaty¹,

Chen²,

Christensen

et al. 2017

Human Brain Mapping

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149

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Imagination and creative cognition are often associated with the brain's default network (DN). Recent evidence has also linked cognitive control systems to performance on tasks involving imagination and creativity, with a growing number of studies reporting functional interactions between cognitive control and DN regions. We sought to extend the emerging literature on brain dynamics supporting imagination by examining individual differences in large-scale network connectivity in relation to Openness to Experience, a personality trait typified by imagination and creativity. To this end, we obtained personality and resting-state fMRI data from two large samples of participants recruited from the United States and China, and we examined contributions of Openness to temporal shifts in default and cognitive control network interactions using multivariate structural equation modeling and dynamic functional network connectivity analysis. In Study 1, we found that Openness was related to the proportion of scan time (i.e., "dwell time") that participants spent in a brain state characterized by positive correlations among the default, executive, salience, and dorsal attention networks. Study 2 replicated and extended the effect of Openness on dwell time in a correlated brain state comparable to the state found in Study 1, and further demonstrated the robustness of this effect in latent variable models including fluid intelligence and other major personality factors. The findings suggest that Openness to Experience is associated with increased functional connectivity between default and cognitive control systems, a connectivity profile that may account for the enhanced imaginative and creative abilities of people high in Openness to Experience.

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Section: Imagination and Brain Dynamicsmentioning

confidence: 99%

Brain networks of the imaginative mind: Dynamic functional connectivity of default and cognitive control networks relates to openness to experience

Beaty¹,

Chen²,

Christensen

et al. 2017

Human Brain Mapping

Self Cite

149

View full text Add to dashboard Cite

show abstract

“…Among the commonly used creativity tests, the most famous ones are Torrance Tests of Creative Thinking (TTCT) and The Williams Creativity Assessment Packet revised by Lin & Wang (1994), which can be used to evaluate creative thinking. The Williams Creativity Assessment Packet has been extensively applied in the teaching activities of various domains, such as performing arts courses, music courses and science teaching, and most creativity-related studies have demonstrated positive results (Jin, Wang, & Dong, 2016;Li et al, 2014;Wang & Cheng, 2016).…”

Section: Press/placementioning

confidence: 99%

A Study of Creativity in CaC2 Steamship-derived STEM Project-based Learning

Lou

Chou

Shih³

et al. 2017

EURASIA J MATH SCI T

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This study mainly aimed to explore the effects of project-based learning (PBL) integrated into science, technology, engineering and mathematics (STEM) activities and to analyze the creativity displayed by junior high school students while performing these activities. With a quasi-experimental design, 60 ninth-grade students from a junior high school in southern Taiwan were selected as subjects to participate in the six-week teaching experiment. The teaching design was centered on STEM activities and integrated with the strategy of project-based learning. The teaching contents included teaching materials integrating CaC2 steamship-derived knowledge of science, technology, engineering, mathematics, physics and chemistry as well as related teaching activities. Three conclusions were drawn. First, the key teaching points of the five stages of STEM project-based learning-preparation, implementation, presentation, evaluation and correction-can improve students' creativity. The learning objectives of STEM project-based learning can strengthen students' ability in STEM learning and STEM-integrated application. STEM project-based learning can further develop the affective domain of creativity, including adventurousness, curiosity, imagination and challenge. Based on the conclusions, this paper proposes suggestions regarding the implementation of STEM PBL activities to enhance the creativity and STEMintegrated application ability of junior high school students.

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“…Li et al, 2014;Song et al, 2014;Wang et al, 2014). Participants were instructed to undertake a series of computer-based cognitive ability tests, paper-pencil questionnaires, and MRI scans.…”

Section: Participantsmentioning

confidence: 99%

“…Studies have shown that the VBM methodology can be used to investigate the neural basis of individual differences in behavioral performance (e.g., personality characteristics) (DeYoung et al, 2010;Kanai and Rees, 2011;Kong et al, 2014;Song et al, 2014;Takeuchi et al, 2014). Based on the previous neuroscience findings on individual well-being (Heller et al, 2013;Takeuchi et al, 2014;Urry et al, 2004;van Reekum et al, 2007), we hypothesized that individual differences in social well-being would be associated with rGMV in the PFC regions (e.g., DLPFC, DMPFC) that has been linked to cognitive-emotional functions (Alvarez and Emory, 2006;Curtis and D'Esposito, 2003;Ochsner and Gross, 2005).…”

Section: Introductionmentioning

confidence: 99%