Since brainstorming was introduced as a technique in 1953 it has been assumed that the best way to produce good ideas is through the production of many ideas, which has later been named the equal-odds rule. However, this finding that productivity often leads to creative quality has rarely been examined in psychometric studies of creative cognition. To close this knowledge gap, we examined the relationship between individual differences in creative personality, as assessed by the personality trait openness to experience, and both the quantity and quality of ideas produced in a divergent thinking task.
View Article and Find Full Text PDFWhat does it take to have a creative mind? Theories of creative cognition assert that the quantity of automatic associations places fundamental constraints on the probability of reaching creative solutions. Due to the difficulties inherent in isolating automated associative responses from cognitive control, the neural basis underlying this faculty remains unknown. Here we acquired fMRI data in an incidental-viewing paradigm in which subjects performed an attention-demanding task whilst viewing task-irrelevant objects.
View Article and Find Full Text PDFThis article investigates how neuroscience in general, and neuroscience of creativity in particular, can be used in teaching "applied creativity" and the usefulness of this approach to creativity training. The article is based on empirical data and our experiences from the Applied NeuroCreativity (ANC) program, taught at business schools in Denmark and Canada. In line with previous studies of successful creativity training programs the ANC participants are first introduced to cognitive concepts of creativity, before applying these concepts to a relevant real world creative problem.
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