Abstract
An existing attentional–associative model of classical conditioning is applied to the description of the mechanisms participating of creative processes. Under the premise that attention to novel stimuli is increased in creative people, the model explains why they show improved (a) divergent thinking (fluency and originality), (b) performance in remote associations tests, and (c) problem solving; but impaired (d) latent inhibition and (e) generalization (overinclusion). The increased attentional processing might be linked to an increased dopamine release in the nucleus accumbens. The approach suggests a possible integration of experimental and theoretical studies on classical conditioning and creativity.
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