Professional training in creative writing is associated with enhanced fronto-striatal activity in a literary text continuation task

Erhard, Katharina; Kessler, Fabian; Neumann, Nicola; Ortheil, H.-J.; Lotze, Martín

doi:10.1016/j.neuroimage.2014.05.076

Cited by 51 publications

(38 citation statements)

References 44 publications

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“…Thus, the more experienced the writing participant is, the better he/she will produce objectives, storage and automation of the repertoire, in addition to reflecting on his/her writing and interpretation, including memory and motivation (Erhard et al, 2014). The internal structure of the TIDE is therefore appropriate for the assessment in question, as observed in the study conducted by Joly et al (2015).…”

Section: Discussionmentioning

confidence: 99%

Learning Potential in Narrative Writing: Measuring the Psychometric Properties of an Assessment Tool

et al. 2017

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Objective: The Computerized and Dynamic Writing Test (TIDE) is designed to examine the learning potential of adolescents in narrative writing. This was a validation study of the TIDE based on its internal structure. Learning potential is responsible for cognitive modifiabilty according to the Theory of Cognitive Structural Modifiability (CSM) developed by Feüerstein.Method: Included 304 participants between 10 and 17 years of age from schools in the South of Brazil. The data collection involved student groups that were divided according to age and school grade. Each participant reponded to the TIDE for an average of 50 min in the school's computer lab. The participants' selection criteria were: being regularly enrolled in the fifth to eighth grade and providing an informed consent form signed by a responsible caregiver.The exclusion criteria included: neurological problems, having been held back in school for two or more years, not cooperating, not completing the test for any reason and physical conditions impeding the assessment.Results: The Kendall test indicated agreement between two evaluators, who corrected the participants' first and second texts that resulted from applying the TIDE. The TIDE is divided into three modules. Factor analysis was applied to the first module (pre-test), which revealed a division in two factors, and to the second module (instructional module), which was divided in three factors. The reliability of the TIDE items was verified using Cronbach's Alpha with coefficients >0.7. The analysis of the third module (post-test) was based on McNemar's Test and showed statistically significant results that demonstrated an evolution in the participants' learning potential.Conclusion: The TIDE proved to be valid and is considered a relevant tool for speech, language, hearing, psychological and educational assessment. The original nature of the tool presented here is highlighted, based on the dynamic assessment method, offering data on a narrative writing learning method as well as its possible adaptation to other contexts and languages. In addition, the computer-based nature of the tool is emphasized, enabling its more precise application and analysis of participant performance, in addition to its lower cost, reduced application bias and ability to test more than one person simultaneously.

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Section: Discussionmentioning

confidence: 99%

Learning Potential in Narrative Writing: Measuring the Psychometric Properties of an Assessment Tool

et al. 2017

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“…These differences in performance might therefore well be associated with differential connectivity during rest. For investigating rFC, we did not investigate the default mode network as recently done by others (Wei et al, 2014), but used seed regions based on our previous studies with the same story generation task (Shah et al, 2013; Erhard et al, 2014). Across both groups, interhemispheric rFC during rest was high between the inferior parietal sulci, the caudate nuclei, and the areas 44.…”

Section: Discussionmentioning

confidence: 99%

“…The regions of interest (“seeds”) for the present investigation had previously been identified by fMRI observed during a text continuation task (Shah et al, 2013; Erhard et al, 2014). The main effects for both groups were calculated and thresholded at p < 0.05 (false discovery rate (FDR)-corrected for multiple comparisons across the whole brain).…”

Section: Methodsmentioning

confidence: 99%

“…In addition, there were correlations of the verbal creativity index (VCI; Schoppe, 1975) with activations in the left inferior frontal gyrus (BA 44), the left middle frontal gyrus (BA 9/46) and the left temporal pole (BA 38). In a recent study (Erhard et al, 2014), we compared functional activation during creative writing in groups of expert and non-expert writers using the same paradigm. Experts showed increased left-hemispheric activation in the caudate nucleus and superior medial prefrontal cortex.…”

Section: Introductionmentioning

confidence: 99%

“…rFC was not only correlated to creativity scores assessed by normative creativity tests, but also to the rating of the actual texts written inside the scanner. Seeds for FC analysis were selected from activation maxima calculated during a text continuation task performed by participants included in two previous studies (Shah et al, 2013; Erhard et al, 2014). These areas were the pars opercularis of the inferior frontal gyrus (area 44), the CC, the superior temporal gyrus (STG), the hippocampus, the caudate nucleus (caudate), and the intraparietal sulcus (IPS).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Neural correlates of verbal creativity: differences in resting-state functional connectivity associated with expertise in creative writing

Lotze

Erhard

Neumann

et al. 2014

Front. Hum. Neurosci.

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Neural characteristics of verbal creativity as assessed by word generation tasks have been recently identified, but differences in resting-state functional connectivity (rFC) between experts and non-experts in creative writing have not been reported yet. Previous electroencephalography (EEG) coherence measures during rest demonstrated a decreased cooperation between brain areas in association with creative thinking ability. Here, we used resting-state functional magnetic resonance imaging to compare 20 experts in creative writing and 23 age-matched non-experts with respect to rFC strengths within a brain network previously found to be associated with creative writing. Decreased rFC for experts was found between areas 44 of both hemispheres. Increased rFC for experts was observed between right hemispheric caudate and intraparietal sulcus. Correlation analysis of verbal creativity indices (VCIs) with rFC values in the expert group revealed predominantly negative associations, particularly of rFC between left area 44 and left temporal pole. Overall, our data support previous findings of reduced connectivity between interhemispheric areas and increased right-hemispheric connectivity during rest in highly verbally creative individuals.

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Cognitive Expertise: An ALE Meta-Analysis

2015

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Expert performance constitutes the endpoint of skill acquisition and is accompanied by widespread neuroplastic changes. To reveal common mechanisms of reorganization associated with long-term expertise in a cognitive domain (mental calculation, chess, language, memory, music without motor involvement), we used activation likelihood estimation meta-analysis and compared brain activation of experts to nonexperts. Twenty-six studies matched inclusion criteria, most of which reported an increase and not a decrease of activation foci in experts. Increased activation occurred in the left rolandic operculum (OP 4) and left primary auditory cortex and in bilateral premotor cortex in studies that used auditory stimulation. In studies with visual stimulation, experts showed enhanced activation in the right inferior parietal cortex (area PGp) and the right lingual gyrus. Experts' brain activation patterns seem to be characterized by enhanced or additional activity in domain-specific primary, association, and motor structures, confirming that learning is localized and very specialized.

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Professional training in creative writing is associated with enhanced fronto-striatal activity in a literary text continuation task

Cited by 51 publications

References 44 publications

Learning Potential in Narrative Writing: Measuring the Psychometric Properties of an Assessment Tool

Learning Potential in Narrative Writing: Measuring the Psychometric Properties of an Assessment Tool

Neural correlates of verbal creativity: differences in resting-state functional connectivity associated with expertise in creative writing

Cognitive Expertise: An ALE Meta-Analysis

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