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Creativity is a critical 21st‑century skill, encompassing the ability to generate unique, diverse ideas (divergentthinking) and evaluate them to select optimal ones (convergentthinking). Despite attempts to integrate convergentthinking into creativity frameworks, most research focuses ondivergentthinking, and studies assessing their association remain inconclusive. We examined the relationship between performance on two widely used measures ofdivergent and convergentthinking—the Alternate Uses task and the Remote Associations test—in UK adults. (...) Alternate Uses scores of fluency, originality, elaboration, and a composite score were all positively associated with Remote Associations test scores. We also replicated findings that Alternate Uses scores of fluency, originality, and elaboration were intercorrelated. This study reports a direct positive association between these measures, suggesting individuals who generate numerous unique, detailed ideas are also adept at identifying correct solutions. We discuss the implications and the need to integrate convergentthinking into creativity models. (shrink)

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A large number of studies, including single case and case series studies, have shown that patients with different types of frontotemporal dementia are characterized by the emergence of artistic abilities. This led to the hypothesis of enhanced creativethinking skills as a function of these pathological conditions. However, in the last years, it has been argued that these brain pathologies lead only to an augmented “drive to produce” rather than to the emergence of creativity. Moreover, only a few studies (...) analyzed specific creative skills, such asdivergentthinking, by standardized tests. This Mini-Review aimed to examine the extent to which DT abilities are preserved in patients affected by FTD. Results showed that DT abilities are altered in different ways according to the specific anatomical and functional changes associated with the diverse forms of FTD. On the one hand, patients affected by the behavioral form of FTD can produce many ideas because of unimpaired access to memory stores, but are not able to recombine flexibly the information to produce original ideas because of damages in the pre-frontal cortex. On the other hand, patients affected by the semantic variant are impaired also in terms of fluency because of the degradation of their semantic memory store. Potential implications, limitations, and future research directions are discussed. (shrink)

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Individual differences in convergent anddivergentthinking may uniquely explain variation in analogical reasoning ability. Across two studies we investigated the relative influences ofdivergent and convergentthinking as predictors of verbal analogy performance. Performance on both convergentthinking anddivergentthinking uniquely predicted performance on both analogy selection and analogical generation tasks. Moreover, convergent anddivergentthinking were predictive above and beyond creative behaviours in Study 1 and a composite measure (...) of crystallised intelligence in Study 2. Verbal analogies in Study 2 also varied in semantic distance, with results demonstratingdivergentthinking as a stronger predictor of analogy generation for semantically far than for semantically near analogies. Results thus further illuminate the link between analogical reasoning and creative cognition by demonstrating convergent and di.. (shrink)

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Currently due to the COVID-19 pandemic, young people are experiencing a decrease in self-efficacy and an increase in mental illness. Though previous studies have shown that self-efficacy anddivergentthinking training are positively related, little is known about the impact ofdivergentthinking training on self-efficacy and emotions. Therefore, our study seeks this answer to support teenagers injured psychologically during disastrous periods. We randomly assigned 70 students to a 2 × 2 mixed design. Participants in the (...) experimental group were given a 9-daydivergentthinking training with the theme of “writing down 10 novel functions of the mask,” while those in the control group spent 10 min each day recording what they ate. The self-efficacy, anxiety, depression, and stress of two groups were measured before and after training. Results showed that, compared to the control group, self-efficacy ceased decreasing while anxiety decreased for the experimental group. These findings confirm the positive effect ofdivergentthinking on teenagers. Implications and limitations are discussed. (shrink)

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Currently due to the COVID-19 pandemic, young people are experiencing a decrease in self-efficacy and an increase in mental illness. Though previous studies have shown that self-efficacy anddivergentthinking training are positively related, little is known about the impact ofdivergentthinking training on self-efficacy and emotions. Therefore, our study seeks this answer to support teenagers injured psychologically during disastrous periods. We randomly assigned 70 students to a 2 × 2 mixed design. Participants in the (...) experimental group were given a 9-daydivergentthinking training with the theme of “writing down 10 novel functions of the mask,” while those in the control group spent 10 min each day recording what they ate. The self-efficacy, anxiety, depression, and stress of two groups were measured before and after training. Results showed that, compared to the control group, self-efficacy ceased decreasing while anxiety decreased for the experimental group. These findings confirm the positive effect ofdivergentthinking on teenagers. Implications and limitations are discussed. (shrink)

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The ability to generate diverse ideas is valuable in solving creative problems ; yet, however advantageous, this ability is insufficient to solve the problem alone and requires the ability to logically deduce an assessment of correctness of each solution. Positive schizotypy may help isolate the aspects ofdivergentthinking prevalent in insight problem solving. Participants were presented with a measure of schizotypy,divergent and convergentthinking tasks, insight problems, and non-insight problems. We found no evidence for (...) a relationship between schizotypy and insight problem solving. Relationships betweendivergentthinking and insight problem solving were also surprisingly weak; however, measures of convergentthinking had a stronger relationship with problem solving. These results suggest that convergentthinking is more important thandivergentthinking in problem solving. (shrink)

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The present study examined gender differences in the distribution of creative abilities through the lens of the greater male variability hypothesis, which postulated that men showed greater interindividual variability than women in both physical and psychological attributes. Two hundred and six undergraduate students in Hong Kong completed two creativity measures that evaluated different aspects of creativity, including: adivergentthinking test that aimed to assess idea generation and a creative problem-solving test that aimed to assess restructuring ability. The (...) present findings extended the research of greater male variability in creativity by showing that men generally exhibited greater variance than women in the overall distribution of the creativity scores in bothdivergentthinking and creative problem solving, despite trivial gender differences in mean scores. The findings further enriched the discourse of the greater male variability hypothesis by showing interesting domain-specific gendered patterns: greater male variability was more likely to occur in figural forms of creativity, with larger effect sizes, when compared to the variability in verbal forms of creativity; and mixed gendered patterns were found in the upper tails of the creativity score distribution with respect to the verbal domain but not the figural one, despite greater male representation being consistently observed in the lower tail of the distribution. Possible underlying mechanisms and implications were discussed. (shrink)

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Evidence suggestsdivergentthinking is the cognitive basis of creative thoughts. Neuroimaging literature using resting-state functional connectivity has revealed network reorganizations duringdivergentthinking. Recent studies have revealed the changes of network organizations when performing creativity tasks, but such brain reconfigurations may be prolonged after task and be modulated by the trait of creativity. To investigate the dynamic reconfiguration, 40 young participants were recruited to perform consecutive Alternative Uses Tasks fordivergentthinking and two (...) resting-state scans were used for mapping the brain reorganizations after AUT. We split participants into high- and low-creative groups based on creative achievement questionnaire and targeted on reconfigurations of the two brain networks: default-mode network and the network seeded at the left inferior frontal gyrus because the between-group difference of AUT-induced brain activation located at the left IFG. The changes of post-AUT RSFCs indicated the prolonged effect ofdivergentthinking. More specifically, the alterations of RSFCIFG−AG and RSFCIFG−IPL in the high-creative group had positive relationship with their AUT performances, but not found in the low-creative group. Furthermore, the RSFC changes of DMN did not present significant relationships with AUT performances. The findings not only confirmed the possibility of brain dynamic reconfiguration followingdivergentthinking, but also suggested the distinct IFGN reconfiguration between individuals with different creativity levels. (shrink)

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Working memory (WM) is regarded the engine of the mind. It has been defined as ‘an ability to mentally maintain information in an active and readily accessible state while concurrently and selectiv...

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The development of a `theory of mind' may not only be important for understanding the minds of others but also for using one's own mind. To investigate this supposition, forty children between the ages of three and four were given false-belief and creativity tasks. The numbers of appropriate and of original responses in the creativity test were found to correlate positively with performance on false-belief tasks. This association was robust, as it continued to be strong and significant even when age (...) and verbal intelligence were partialled out. The results support the hypothesis that the metarepresentational skills involved in theory of mind also affect the way children can access and scan their own mental repertoire beyond the areas of currently activated content (i.e.divergentthinking). With the advent of theory of mind a basic cognitive shift takes place in human development, and possibly took place in cognitive evolution. (shrink)

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While correctly describing the differences in current practices between experimental psychologists and economists, Hertwig and Ortmann do not provide a compelling explanation for these differences. Our explanation focuses on the fact that psychologists view the world as composed of categories and types. This discrete organizational scheme results in merely testing nulls and wider variation in observed practices in experimental psychology.

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The essential role of creativity has been highlighted in several human knowledge areas. Regarding the neural underpinnings of creativity, there is evidence about the role of left dorsolateral prefrontal cortex (DLPFC) and left inferior frontal gyrus (IFG) ondivergentthinking (DT) and convergentthinking (CT). Transcranial stimulation studies suggest that the left DLPFC is associated with both DT and CT, whereas left IFG is more related to DT. However, none of the previous studies have targeted both hubs (...) simultaneously and compared transcranial direct current stimulation (tDCS) and random noise stimulation (tRNS). Additionally, given the relationship between cognitive flexibility and creativity, we included it in order to check if the improvement in creativity may be mediated by cognitive flexibility. In this double-blind, between-subjects study, 66 healthy participants were randomly assigned to one of three groups (N = 22) that received a transcranial direct current stimulation (tDCS), transcranial random noise stimulation (tRNS), or sham for 20 min. The tDCS group received 1.5 mA with the anode over the left DLPFC and cathode over the left IFG. Locations in tRNS group were the same and they received 1.5 mA of high frequency tRNS (100–500 Hz).Divergentthinking was assessed before (baseline) and during stimulation with unusual uses (UU) and picture completion (PC) subtests from Torrance Creativethinking Test, whereas convergentthinking was evaluated with the remote association test (RAT). Stroop test was included to assess cognitive flexibility. ANCOVA results of performance under stimulation (controlling for baseline performance) showed that there were significant differences in PC (F = 3.35, p = 0.042, np2 = 0.10) but not in UU (F = 0.61, p = 0.546) and RAT (F = 2.65, p = 0.079) scores. Post-hoc analyses showed that tRNS group had significantly higher scores compared to sham (p = 0.004) in PC. More specifically, tRNS showed higher performance in fluency (p = 0.012) and originality (p = 0.021) dimensions of PC compared to sham. Regarding cognitive flexibility, we did not find any significant effect of any of the stimulation groups (F = 0.34, p = 0.711). Therefore, no further mediation analyses were performed. Finally, the group that received tDCS reported more adverse effects than sham group (F = 3.46, p = 0.035). Altogether, these results suggest that tRNS may have some advantages over tDCS in DT. (shrink)

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Freethinking seems to be desirable because the human being is seen as an independentlythinking being. However, as is well known, freethinking should not be taken for granted: ideological indoctrination, manipulation and propaganda, inter alia, are versatile tools for rulers and, in consequence, regularly repeated phenomena. One of the most drastic intellectual turning points in history occurred in the seventeenth and eighteenth centuries, when the incontestable religious world view of European civilization changed along with early modern science and the (...) Age of Enlightenment. Although freethinking and religion do not have to be thought of as opposed, the period in question includes instances of complex and delicate phenomena, which in this article are termed intellectual purism and socio-intellectual control. The discussion includes how five thinkers operated in a restrictive politico-religio-theological framework and how they manifest religious deviance. (shrink)

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We attribute three major insights to Hegel: first, an understanding of the real numbers as the paradigmatic kind of number ; second, a recognition that a quantitative relation has three elements, which is embedded in his conception of measure; and third, a recognition of the phenomenon of divergence of measures such as in second-order or continuous phase transitions in which correlation length diverges. For ease of exposition, we will refer to these three insights as the R First Theory, Tripartite Relations, (...) and Divergence of Measures. Given the constraints of space, we emphasize the first and the third in this paper. (shrink)

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This book covers all the material typically addressed in first or second-year college courses in CriticalThinking: Chapter 1: CriticalThinking 1.1 What is criticalthinking? 1.2 What is criticalthinking not? Chapter 2: The Nature of Argument 2.1 Recognizing an Argument 2.2 Circular Arguments 2.3 Counterarguments 2.4 The Burden of Proof 2.5 Facts and Opinions 2.6 Deductive and Inductive Argument Chapter 3: The Structure of Argument 3.1 Convergent, Single 3.2 Convergent, Multiple 3.3Divergent Chapter (...) 4: Relevance 4.1 Relevance 4.2 Errors of Relevance Chapter 5: Language 5.1 Clarity 5.2 Neutrality 5.3 Definition Chapter 6: Truth and Acceptability 6.1 How do we define truth? 6.2 How do we discover truth? 6.3 How do we evaluate claims of truth? Chapter 7: Generalizations, Analogies, and General Principles 7.1 Sufficiency 7.2 Generalizations 7.3 Analogies 7.4 General Principles Chapter 8: Inductive Argument – Causal Reasoning 8.1 Causation 8.2 Explanations 8.3 Predictions, Plans, and Policies 8.4 Errors in Causal Reasoning (Three additional chapters – categorical logic, propositional logic,thinking critically about ethics – are available on the companion website.) -/- Special Features: -/- - The book takes a practice approach to learning how to think critically, so there are LOTS of exercises (within each chapter, focusing on discrete skills, and at the end of each chapter, focusing on more global skills in a cumulative fashion –thinking critically about what one sees, hears, reads, writes, and discusses). -/- - There is an extensive “Answers, Explanations, and Analyses” section that provides not just ‘the right answer’ but explanations as to why the right answer is right and why wrong answers are wrong; when the exercise is not a matter of providing an answer but of analyzing material, a detailed analysis is provided in this section; this feature is intended to help the student fully understand why some arguments are better than others (and why it’s not ‘just a matter of opinion’!). -/- - The regularly-appearing end-of-chapter “Thinking critically when you discuss” exercise is carefully graduated throughout the text, to gently lead students from sounding like a bad tv talk show to being able to hold an intelligent discussion. -/- - The regularly-appearing end-of-chapter “Thinking critically about what you write” exercise assumes almost no skill at the beginning and leads up to, in the last chapter, writing a 2,000 word position paper. -/- - A critical analysis template (a step-by-step approach to critical analysis) is presented in the first chapter and at the beginning of each subsequent chapter, and specific reference to it is made at the beginning of each end-of-chapter “Thinking critically about what you read” exercise (consisting of ten bits of increasing difficulty); this feature is intended to encourage the development of habitual, thorough analysis of arguments. -/- - Actual questions from standardized reasoning tests like the LSAT, GMAT, MCAT, and GRE are included. -/- - Ancillaries include an instructor’s manual; a test bank; PowerPoint slides; downloadable MP3 study guides; and interactive flash cards. (shrink)

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Criticalthinking always involves logical and metacognitive skills. However, different modes ofthinking critically with regard to psychology evince diverse sensibilities, that is, different ways of envisioning what might be wrong with a project or approach and how it could be improved. Fostering criticalthinking thus is about developing distinctive modes of responsiveness and discernment, of which there can be more than one type. Literature on criticalthinking for psychologists can be parsed into several ideal types. (...) Critical-thinking-in-psychology texts display a sensibility that accords great legitimacy and status to forms of psychological inquiry that emulate a certain vision of the natural sciences, as well as what Max Weber called formal rationality. Texts that advocate “criticalthinking about psychology” or identify themselves as “critical psychology” all argue that psychologists need to analyze and challenge fundamental assumptions that usually go unquestioned in the conventional literature, but they also diverge significantly from one another. They generally embody one or more of four distinctive sensibilities: experiential, relational, emancipatory-activist, or emancipatory-ironic. 2012 APA, all rights reserved). (shrink)

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Two new modes ofthinking have spread through systematics in the twentieth century. Both have deep historical roots, but they have been widely accepted only during this century. Populationthinking overtook the field in the early part of the century, culminating in the full development of population systematics in the 1930s and 1940s, and the subsequent growth of the entire field of population biology. Populationthinking rejects the idea that each species has a natural type (as the (...) earlier essentialist view had assumed), and instead sees every species as a varying population of interbreeding individuals. Treethinking has spread through the field since the 1960s with the development of phylogenetic systematics. Treethinking recognizes that species are not independent replicates within a class (as earlier group thinkers had tended to see them), but are instead interconnected parts of an evolutionary tree. It lays emphasis on the explanation of evolutionary events in the context of a tree, rather than on the states exhibited by collections of species, and it sees evolutionary history as a story of divergence rather than a story of development. Just as populationthinking gave rise to the new field of population biology, so treethinking is giving rise to the new field of phylogenetic biology. (shrink)

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In today’s world of rapid changes and increasing complexity, understanding and enhancing creativity is of critical importance. Studies investigating EEG correlates of creativity linked power in the alpha frequency band to creativity, and alpha-power has been interpreted as reflecting attention on internal mental representations and inhibition of external sensory input. Thus far, however, there is no direct evidence for the idea that internally directed attention facilitates creativity. The aim of the current study was to experimentally investigate the relationship between eye-closure—a (...) simple and effective means to stimulate internally directed attention—and creativity. Moreover, to test whether the potential beneficial effect of eye-closure is specific for creativity, or whether it improves general cognitive functioning, the current study tested the effect of eye-closure on creativity and on working memory (WM). Participants completed four tasks to measuredivergent and convergent creativity (Adapted Alternative Uses (AAU) Test, Remote Associates Test (RAT), Sentence Construction Test, and Word Construction Test), and one task to measure WM (Digit Span Test). For each task, participants had to perform two versions, one version with eyes open and one version with eyes closed. Eye-closure facilitated creative performance on the classicaldivergent and convergent creativity tasks (AAU Test and RAT). No effect of eye-closure was observed on the WM task. These findings provide a novel and easily applicable means to enhancedivergent and convergent creativity through eye-closure. (shrink)

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The thesis of instrumental convergence holds that a wide range of ends have common means: for instance, self preservation, desire preservation, self improvement, and resource acquisition. Bostrom contends that instrumental convergence gives us reason to think that "the default outcome of the creation of machine superintelligence is existential catastrophe". I use the tools of decision theory to investigate whether this thesis is true. I find that, even if intrinsic desires are randomly selected, instrumental rationality induces biases towards certain kinds of (...) choices. Firstly, a bias towards choices which leave less up to chance. Secondly, a bias towards desire preservation, in line with Bostrom's conjecture. And thirdly, a bias towards choices which afford more choices later on. I do not find biases towards any other of the convergent instrumental means on Bostrom's list. I conclude that the biases induced by instrumental rationality at best weakly support Bostrom's conclusion that machine superintelligence is likely to lead to existential catastrophe. (shrink)

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Two questions are examined (a) the differences between creative and uncreative individuals and (b) the differences between artists and scientists. It is concluded that whiledivergentthinking is a necessary feature of the creative process alike in art and in science the scientific intellect exemplifies more the convergent type. Contrary to what most authorities have said it is here argued that creativity depends more upon the presence of a certain inborn flair than upon personality dynamics.

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Extant research on designthinking is subjective and limited. This manuscript combines protocol analysis and electroencephalogram to read design thoughts in the core design activities of concept generation phase. The results suggest that alpha band power had event related synchronization in the scenario task anddivergentthinking occupies a dominant position. However, it had event related desynchronization in analogy and inference activities, etc., and it is stronger for mental pressure and exercised cognitive processing. In addition, the parietooccipital (...) area differs significantly from other brain areas in most design activities. This study explores the relationship of different designthinking and EEG data, which is innovative and professional in the field of design, providing a more objective data basis and evaluation method for future applied research and diverse educational practices. (shrink)

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The role of prefrontal cortex (PFC) in influencing creativethinking has been investigated by many researchers who, while succeeding in proving an effective involvement of PFC, reported suggestive but sometimes conflicting results. In order to better understand the relationships between creativethinking and brain activation in a more specific area of the PFC, we explored the role of dorsolateral PFC (DLPFC). We devised an experimental protocol using transcranial direct-current stimulation (tDCS). The study was based on a 3 (kind (...) of stimulation: anodal vs. cathodal vs. sham) × 2 (priming:divergent vs. convergent) design. Forty-five healthy adults were randomly assigned to one stimulation condition. Participants’ creativity skills were assessed using the Product Improvement subtest from the Torrance Tests of CreativeThinking (TTCT). After 20 min of tDCS stimulation, participants were presented with visual images of common objects. Half of the participants were instructed to visualize themselves using the object in an unusual way (divergent priming), whereas the other half were asked to visualize themselves while using the object in a common way (convergent priming). Priming was aimed at inducing participants to adopt different attitudes toward the creative task. Afterwards, participants were asked to describe all of the possible uses of the objects that were presented. Participants’ physiological activation was recorded using a biofeedback equipment. Results showed a significant effect of anodal stimulation that enhanced creative performance, but only afterdivergent priming. Participants showed lower skin temperature values after cathodal stimulation, a finding which is coherent with studies reporting that, when a task is not creative or creativethinking is not prompted, people show lower levels of arousal. Differences in individual levels of creativity as assessed by the Product Improvement test were not influential. The involvement of DLPFC in creativity has been supported, presumably in association to shift of attention modulated by priming. (shrink)

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In her 1971 essay “Lying in Politics,” Hannah Arendt reflects on the publication of top-secret materials contained in a massive study entitled “History of U.S. Decision-Making Process on Vietnam Policy,” a.k.a. the Pentagon Papers. As the title of her essay suggests, Arendt is concerned with the problem of political deception. However, it is not the lies that politicians may or may not tell that form the central theme of her essay. Instead, she focuses on what the Pentagon Papers tell us (...) about the role of ideologicalthinking and self-deception in the development of U.S. policy bearing on Vietnam. In particular,…. (shrink)

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Parkinson's disease patients receiving dopaminergic treatment may experience bursts of creativity. Although this phenomenon is sometimes recognized among patients and their clinicians, the association between dopamine replacement therapy in PD patients and creativity remains underexplored. It is unclear, for instance, whether DRT affects creativity through convergent ordivergentthinking, idea generation, or a general lack of inhibition. It is also unclear whether DRT only augments pre-existing creative attributes or generates creativity de novo. Here, we tested a group of (...) PD patients when “on” and “off” dopaminergic treatment on a series of tests of creative problem-solving, and related their performance to a group of matched healthy controls as well as to their pre-PD creative skills and measures of inhibition/impulsivity. Results did not provide strong evidence that DRT improved creativethinking in PD patients. Rather, PD patients “on” medication showed less flexibility indivergentthinking, generated fewer ideas via insight, and showed worse performance in convergentthinking overall than healthy controls. Pre-PD creative skills predicted enhanced flexibility and fluency indivergentthinking when PD patients were “on” medication. However, results on convergentthinking were mixed. Finally, PD patients who exhibited deficits in a measure of inhibitory control showed weaker convergentthinking while “on” medication, supporting previous evidence on the importance of inhibitory control in creative problem-solving. Altogether, results do not support the hypothesis that DRT promotes creativethinking in PD. We speculate that bursts of artistic production in PD are perhaps conflated with creativity due to lay conceptions of creativity. (shrink)

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