Divergent thinking and the core executive functions: a state-of-the-art review

Palmiero, Massimiliano; Fusi, Giulia; Crepaldi, Maura; Borsa, Virginia Maria; Rusconi, Maria Luisa

doi:10.1007/s10339-022-01091-4

Cited by 44 publications

(46 citation statements)

References 136 publications

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“…Unlike field dependent subjects (FDs), field independent individuals (FIs) usually show less difficulty in separating information from the surrounding context [ 23 ] and are generally more focused on relevant information, inhibiting attention to irrelevant information coming from the environment [ 24 ]. Although FIs are generally defined as more flexible, open-minded, and capable of breaking down the routine than FDs, empirical evidence on the role of FDI on creativity provided unclear results [ 21 ], probably because of the involvement of specific cognitive processes (e.g., fluid intelligence, inhibition, working memory, and flexibility [ 25 , 26 ]), socio-cultural factors (e.g., Western vs. Eastern [ 27 ]), as well as the discrepancy between the scoring methods (e.g., empirically-based and rater-based scoring methods [ 28 ]), tasks used (e.g., divergent and convergent tasks, real-world creative production tasks [ 29 ]), and sampling bias. For a systematic review on the role of FDI in creativity, see Giancola et al [ 30 ].…”

Section: Introductionmentioning

confidence: 99%

The Relationships between Cognitive Styles and Creativity: The Role of Field Dependence-Independence on Visual Creative Production

Giancola

Palmiero

Piccardi

et al. 2022

Behavioral Sciences

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Previous studies explored the relationships between field dependent-independent cognitive style (FDI) and creativity, providing misleading and unclear results. The present research explored this problematic interplay through the lens of the Geneplore model, employing a product-oriented task: the Visual Creative Synthesis Task (VCST). The latter requires creating objects belonging to pre-established categories, starting from triads of visual components and consists of two steps: the preinventive phase and the inventive phase. Following the Amabile’s consensual assessment technique, three independent judges evaluated preinventive structures in terms of originality and synthesis whereas inventions were evaluated in terms of originality and appropriateness. The Embedded Figure Test (EFT) was employed in order to measure the individual’s predisposition toward the field dependence or the field independence. Sixty undergraduate college students (31 females) took part in the experiment. Results revealed that field independent individuals outperformed field dependent ones in each of the four VCST scores, showing higher levels of creativity. Results were discussed in light of the better predisposition of field independent individuals in mental imagery, mental manipulation of abstract objects, as well as in using their knowledge during complex tasks that require creativity. Future research directions were also discussed.

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Section: Introductionmentioning

confidence: 99%

The Relationships between Cognitive Styles and Creativity: The Role of Field Dependence-Independence on Visual Creative Production

Giancola

Palmiero

Piccardi

et al. 2022

Behavioral Sciences

Self Cite

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“…By contrast, most of the earlier studies investigating the (Garcia, 1996). In addition, cognitive flexibility has been shown to be positively correlated with divergent thinking (Zabelina and Ganis, 2018;Palmiero et al, 2022). Therefore, we conclude that cognitive flexibility is likely to mediate the relationship between bilingual proficiency and divergent thinking.…”

Section: Discussionmentioning

confidence: 63%

“…By contrast, most of the earlier studies investigating the relationship between bilingualism and creativity in children have found that high-proficiency bilinguals have a significant advantage in various verbal and non-verbal tests of divergent thinking ( Garcia, 1996 ). In addition, cognitive flexibility has been shown to be positively correlated with divergent thinking ( Zabelina and Ganis, 2018 ; Palmiero et al, 2022 ). Therefore, we conclude that cognitive flexibility is likely to mediate the relationship between bilingual proficiency and divergent thinking.…”

Section: Discussionmentioning

confidence: 99%

Bilingualism and creativity: Benefits from cognitive inhibition and cognitive flexibility

Xia

Guo

2022

Front. Psychol.

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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.

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“…In general, existing research on creativity covers predominantly divergent thinking abilities [40][41][42][43], while consideration of processes that are not included in divergent thinking received much less attention [44]. The phenomenon is referred to as the defined gap.…”

Section: Review Of the Creative Process And The Creative Assessment M...mentioning

confidence: 99%

“…The phenomenon is referred to as the defined gap. The sub-processes unrelated to divergent thinking are reported to be active elements of the creative process, and they can most effectively develop creativity in a well-defined sequence [42].…”

Section: Review Of the Creative Process And The Creative Assessment M...mentioning

confidence: 99%

Comparing Different Creative Process Measurement Techniques within a Self-regulated Learning Framework to Enhance the Sustainability of Arts Education Progress

Wang¹,

Zhang²,

Younghwan³

2023

Preprint

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Self-regulated Learning has become one of educational psychology's most critical research areas. Contemporary research indicates that student creativity is crucial to the success of arts education. However, there is limited research on creativity in arts education in Self-regulated Learning. Therefore, this study aims to define the creativity characteristics that determine the quality of students’ work. This study implemented a creative competition in painting and composition for first-year undergraduates. It evaluated the characteristics of creativity during the three main phases of the task: planning, execution, and completion. We discovered through semi-open questionnaires (n=178)，and using the content analysis method. According to the competition results, the students with the highest scores in Flow, Inspiration, and Idea Generation in the Performance phase had the best quality work. In the Forethought phase, Analogical Thinking and Idea Generation worked best for most students, while in the Performance phase, Flow Sense, Idea Generation, and Idea Manipulation worked best.Data on creativity characteristics at different work phases and final quality might adequately guide and organize educational procedures. These findings can serve as a theoretical foundation for quantifying the creativity phase in Self-regulated Learning and offer arts educators a reference for creativity instruction.

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Divergent thinking and the core executive functions: a state-of-the-art review

Cited by 44 publications

References 136 publications

The Relationships between Cognitive Styles and Creativity: The Role of Field Dependence-Independence on Visual Creative Production

The Relationships between Cognitive Styles and Creativity: The Role of Field Dependence-Independence on Visual Creative Production

Bilingualism and creativity: Benefits from cognitive inhibition and cognitive flexibility

Comparing Different Creative Process Measurement Techniques within a Self-regulated Learning Framework to Enhance the Sustainability of Arts Education Progress

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