Hippocampal amnesia disrupts creative thinking

Duff, Melissa C.; Kurczek, Jake; Rubin, Rachael D.; Cohen, Neal J.; Tranel, Daniel

doi:10.1002/hipo.22208

Cited by 145 publications

(109 citation statements)

References 39 publications

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“…Creative thinking is considered the ability to produce original ideas or answers (Duff, Kurczek, Rubin, Cohen and Tranel, 2013) and to perceive new and unsuspected relationships or unrelated factors (Piawa, 2010). Cropley (2001) stated that creativity is finding new ways regard unusual correlations or solutions.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Ülger¹

2016

HUJE

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This study aimed to determine the relationship between creative thinking and critical thinking skills of students. Participating university students (N= 174) during the 2012 fall semester had a mean age of 21.74 years. The data were obtained using the California Critical Thinking Disposition Inventory and the Torrance Test of Creative Thinking. A quantitative research method was used for collection, analysis and interpretation of data. According to the results, there was a significant positive correlation between creative thinking and critical thinking skills of students in the low level. The strength of this correlation varied from medium to significant in the Visual Arts Education and Religion & Ethics Education departments; however, it was not significant in Mathematics Education or Preschool Education departments. Accordingly, it can be concluded that the significant relationship between creative and critical thinking of students pursuing degrees within the departments of Visual Arts or Religion & Ethics Education originates from the tendency of these students to use non-routine problem solving processes resulting from the nature of their learning climate and educational outcomes. Thus, it can be put forward that the use of non-routine problem solving processes plays a vital role in the significant correlation between creative thinking and critical thinking skills of students. Keywords: Creativity, creative thinking, critical thinking, non-routine problem solving ÖZ: Bu araştırmanın amacı öğrencilerin yaratıcı düşünme ve eleştirel düşünme becerileri arasındaki ilişkiyi belirlemektir. Bu amaçla, 2012-2013 öğretim yılının güz döneminde 174 üniversite öğrencisine (yaş ort: 21.74) Torrance Yaratıcı Düşünme Testi ve California Eleştirel Düşünme Eğilimi Ölçeği uygulanmıştır. Araştırma, nicel yöntemlerden ilişkisel tarama modelindedir. Araştırmadan elde edilen bulgulara göre, öğrencilerin yaratıcı düşünme ve eleştirel düşünme becerileri arasında olumlu yönde, düşük düzeyde anlamlı bir ilişki bulunmuştur. Mevcut bulunan ilişki düzeyi öğrencilerin öğrenim gördükleri bölüme göre ise değişmektedir. Resim İş Eğitimi ve Din Kültürü ve Ahlak Bilgisi Eğitimi bölüm öğrencilerinin yaratıcı düşünme ve eleştirel düşünme becerileri arasındaki ilişki orta düzeyde anlamlı iken, Okul Öncesi Eğitimi ve Matematik eğitimi bölüm öğrencilerinin aynı türden ilişki düzeyi düşük ve anlamlı değildir. Bu sonucun nedeni olarak, Resim İş Eğitimi ve Din Kültürü ve Ahlak Bilgisi Eğitimi bölüm öğrencilerinin öğrenme -öğretme ikliminin doğal çevresinden kaynaklanan rutin dışı problemlerle karşılaşma sıklığı görülmüştür. Buna göre, rutin dışı problem çözmeye duyarlılık yaratıcı düşünme ve eleştirel düşünme becerisinin ortak özelliği olmasından başka iki düşünme biçimi arasındaki anlamlı ilişkide de önemli bir rol oynadığı sonucuna varılmıştır. Anahtar sözcükler: Yaratıcılık, yaratıcı düşünme, eleştirel düşünme, rutin dışı problem çözme

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Section: Introductionmentioning

confidence: 99%

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Ülger¹

2016

HUJE

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“…The present model could account for this phenomenon by making β dependent on time: β(t). Scores for psychometric intelligence appear to reliably predict scores for cognitive flexibility (Duff et al, 2013). The present model could account for this by making γ dependent on β.…”

Section: Discussionmentioning

confidence: 99%

“…The purpose of the present study was to develop a dynamic model capable of accounting for the two main determinants of creativity (i.e., divergent and convergent thinking), and to use the model to compare the impacts of two common educational policies (i.e., offering scholarships vs. curriculum development) on the happiness gained from creativity in the healthy general population. In this research, I will not attempt to account for gender differences (Abraham et al, 2014;Tarasova et al, 2010b; or specific tasks such as musical improvisation (Berkowitz & Ansari, 2010), freestyle rap (Liu et al, 2012), verbal creativity (Benedek et al, 2014a;Green et al, 2012;Rodionov, 2013;Vartanian, 2012;Zhu et al, 2013), creative writing (Shah et al, 2013), or figural (e.g., artistic) creativity (Aziz-Zadeh et al, 2013;Duff et al, 2013;Gansler et al, 2011;Heilman & Acosta, 2013;Huang et al, 2013). Moreover, I will not consider creativity as a therapy for unhealthy people who are affected by autism, Parkinson's disease, epilepsy (Schott, 2012), psychopathology (Jung et al, 2010a, brain lesions (Abraham et al, 2012aShamay-Tsoory et al, 2011), bipolar disorder (Ricciardiello & Fornaro, 2013), schizophrenic thoughts (Fink et al, 2014), mood disorders or dementia (De Souza et al, 2010), or brain lesions (Barbey et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Scholarships vs. Training for Happiness Gained from Education in Creativity: An Analytical Model

Zagonari

2015

SSRN Journal

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This paper presents an analytical model of the dynamic interrelationships between education, creativity, and happiness based on both theoretical insights and recent empirical neurological studies. In the model, the outcome is conditional on individual intelligence and risk aversion. Specifically, it focuses on two main determinants of creativity (divergent and convergent thinking), and compares two main educational policies (scholarships vs. training) in terms of their impacts on the happiness gained from creativity in the general and healthy population. An empirical test is provided by matching the model's predictions with the results of recent neuroscience research. Numerical simulations suggested that improving convergent thinking is more important than improving divergent thinking for creativity to generate happiness throughout an individual's life, provided both divergent and convergent thinking have achieved a sufficiently large degree; and that unstructured training in divergent thinking (e.g., in accounting schools) is necessary to reach richer but less intelligent people, whereas scholarships or unstructured training in convergent thinking (e.g., in art schools) are necessary to reach more intelligent but less rich people.

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“…Interestingly, an inability to combine information in novel ways may have even more far-reaching consequences, as MTL lesions also lead to impairments in creative thinking (Duff, Kurczek, Rubin, Cohen, & Tranel, 2013) and open-ended problem solving (Sheldon, McAndrews, & Moscovitch, 2011).…”

Section: Imagining the Future In Mtl Amnesiamentioning

confidence: 99%

Neuropsychological Investigations of Human Amnesia: Insights Into the Role of the Medial Temporal Lobes in Cognition

Verfaellie

Keane

2017

J Int Neuropsychol Soc

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The past 30 years of research on human amnesia has yielded important changes in our understanding of the role of the medial temporal lobes (MTL) in memory. On the one hand, this body of evidence has highlighted that not all types of memory are impaired in patients with MTL lesions. On the other hand, this research has made apparent that the role of the MTL extends beyond the domain of long-term memory, to include working memory, perception, and future thinking. In this article, we review the discoveries and controversies that have characterized this literature and that set the stage for a new conceptualization of the role of the MTL in cognition. This shift toward a more nuanced understanding of MTL function has direct relevance for a range of clinical disorders in which the MTL is implicated, potentially shaping not only theoretical understanding but also clinical practice. (JINS, 2017, 23, 732-740)

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Hippocampal amnesia disrupts creative thinking

Cited by 145 publications

References 39 publications

The Relationship between Creative Thinking and Critical Thinking Skills of Students

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Scholarships vs. Training for Happiness Gained from Education in Creativity: An Analytical Model

Neuropsychological Investigations of Human Amnesia: Insights Into the Role of the Medial Temporal Lobes in Cognition

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