Spontaneous and deliberate modes of creativity: Multitask eigen-connectivity analysis captures latent cognitive modes during creative thinking

Xie, Hua; Beaty, Roger E.; Jahanikia, Sahar; Geniesse, Caleb; Sonalkar, Neeraj; Saggar, Manish

doi:10.1016/j.neuroimage.2021.118531

Cited by 17 publications

(13 citation statements)

References 94 publications

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“…The second study's results indicate that the implementation of self-regulated learning provides success for creative mathematics teaching through the "zoom" mobile elearning applications compared to conventional strategies because students can regulate their cognition to think of new ideas in an undirected and original way. This follows the opinion of Xie et al (2021), that the contribution of intentional regulation of cognitive modes and spontaneous thinking in an undirected way can increase creativity [14]. In addition, higher students' cognitive, behavioral, and thought processes can be assisted by implying self-regulated learning [28].…”

Section: Discussionsupporting

confidence: 63%

“…Creative thinking refers to higher-order cognitive resources by generating responses or ideas that are original and useful [33]. Creative thinking is a cognitive process directed at spontaneous and original thoughts through open-ended questions [14]. When thinking creatively, individuals reflect on the experience of knowledge in reality to find original ideas [34].…”

Section: Creative Thinking and Creative Learningmentioning

confidence: 99%

“…Several studies [9]- [13] have used mobile e-learning applications as the primary medium in increasing students' competence in acquiring new concepts. Acquiring new ideas and concepts often refers to creativity [14], [15]. On the other hand, research by Gede Putra Kusuma (2021) states that the use of mobile e-learning applications requires other supporting factors to improve students' learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Hidajat

2022

Int. J. Interact. Mob. Technol.

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This study aims to determine the effect of self-regulated learning (SRL) on students' mathematical creativity through the "zoom" mobile e-learning application. SRL is learning that refers to activities to control and regulate the learning process independently of students to find creative ideas. This quantitative research uses a quasi-experiment approach. Participants in this study were 53 students at a secondary school in Malang, Indonesia. Participants were divided into two groups, namely 26 students in the experiment group and 27 students in the control group—grouping based on the purposive random sampling technique. The design of this study used a Nonequivalent Pre-Test and Post-test Control-Group design because the implementation of SRL was only for the experiment group, but both groups carried out pre-test and post-test. The data analysis technique used paired T-test analysis to compare and identify students' creativity from the experiment and control groups. Data analysis using the SPSS 23 application. The results showed that students' creativity in the experiment group was higher than in the control group. In the experiment group, students provided many creative solutions for various shapes of cube nets. This research will provide educators with suggestions to consider implementing SRL strategies to increase students' creativity in “Zoom” e-learning applications.

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Section: Discussionsupporting

confidence: 63%

Section: Creative Thinking and Creative Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Hidajat

2022

Int. J. Interact. Mob. Technol.

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“…In addition, we aimed to explore the distinct role of controlled or spontaneous processing in insight problem solving. This has been supported by abundant neuroscientific evidence in creative thinking (Amer et al, 2016;Mok, 2014;Marron et al, 2020;Xie et al, 2021). For example, a recent neuroscience review demonstrated that idea generation was always associated with default network activation and idea selection was more related to executive network involvement (Amer et al, 2016).…”

Section: Introductionmentioning

confidence: 85%

The optimal balance of controlled and spontaneous processing in insight problem solving:fMRIevidence from Chinese idiom guessing

et al. 2023

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Cognitive control is a key factor in insight generation. However, the neurocognitive mechanisms underlying the generation of insight for different cognitive control remain poorly understood. This study developed a parametric fMRI design, wherein hints for solving Chinese idiom riddles were gradually provided in a stepwise manner (from the first hint, H1, to the final hint, H4). By classifying the step‐specific items solved in different hint‐uncovering steps/conditions, we could identify insightful responses for different levels of spontaneous or controlled processing. At the behavioral level, the number of insightful problem solving trials reached the maximum at a intermediate level of the cognitively controlled processing and the spontaneously idea generating in H3, while the bilateral insular cortex and thalamus showed the robust engagement, implying the function of these regions in making the optimal balance between external hint processing and internal generated ideas. In addition, we identified brain areas, including the dorsolateral prefrontal cortex (dlPFC), angular gyrus (AG), dorsal anterior cingulate cortex (dACC), and precuneus (PreC), whose activities were parametrically increased with the levels of controlled (from H1 to H4) insightful processing which were increasingly produced by the sequentially revealed hints. Further representational similarity analysis (RSA) found that spontaneous processing in insight featured greater within‐condition representational variabilities in widely distributed regions in the executive, salience, and default networks. Altogether, the present study provided new evidence for the relationship between the process of cognitive control and that of spontaneous idea generation in insight problem solving and demystified the function of the insula and thalamus as an interactive interface for the optimal balance of these two processes.

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“…Creative thinking has great benefits for academic and non-academic students. Academically, creative thinking is closely related to academic workability , scientific work skills (Yildiz & Guler Yildiz, 2021), able to generate spontaneous thinking (Xie et al, 2021), allows the birth of new and useful ideas (Zhuang et al, 2021) improvement of academic achievement (Akpur, 2020), (Marcos et al, 2020), (Manurung et al, 2020), (Wahyuni & Kurniawan, 2018). This means that from the academic side, there are many things that can be improved through creative thinking, including an increase in academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Influence of Mind Mapping in Counseling to Increase Students’ Creative Thinking

Irman¹,

Silvianetri²

2022

AIJP

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The main problem experienced by students today is the low level of creative thinking. One treatment that can be used to improve students' creative thinking is mind mapping in counselling. This study aims to examine the influence of mind mapping in counselling to increase students' creative thinking. This research method uses true experiments with a pretest posttest control group design. The research population is the students of a public junior high school in Malang City. The research sample was 16 people who were taken randomly. The research instrument used a creative thinking test with a validity of 0.950, reliability of 0.943 and data analysis using an independent t-test. The results showed: (1) mind mapping is a very appropriate and interesting technique used in counselling services because the way mind mapping works is in accordance with the brain structure that makes students relax and happy, (2) there is a significant influence of mind mapping in counselling on improving students' creative thinking. This study has limitations in terms of the number of samples in the intervention is still small and tested in one school. It is recommended to be tested on a large sample in schools at various levels and cultures.

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Spontaneous and deliberate modes of creativity: Multitask eigen-connectivity analysis captures latent cognitive modes during creative thinking

Cited by 17 publications

References 94 publications

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

The optimal balance of controlled and spontaneous processing in insight problem solving:fMRIevidence from Chinese idiom guessing

Influence of Mind Mapping in Counseling to Increase Students’ Creative Thinking

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