Remote Associates Task Research Articles

The relationship between media multitasking and creativity: a multi-test, multi-method analysis.

Media multitasking is widespread, yet its relationship with creativity remains unclear. This study employs a combination of measures, including the media multitasking questionnaire, alternative uses task (AUT) for divergent thinking, Chinese compound remote association task (CCRAT) for convergent thinking, and a creative problem-solving task, to examine the relationship between media multitasking and creativity. Extreme values grouping [one standard deviation above or below the mean of the media multitasking index (MMI)], median value grouping, and regression analysis were used to explore the relationship between media multitasking and creativity. The results revealed the following findings: (1) across the three analysis methods, there was no significant relationship between media multitasking and performance on the AUT task. However, within the range of one standard deviation above or below the mean of the MMI, media multitasking showed a significant positive correlation with fluency, flexibility, and total scores on the AUT task. (2) Media multitasking significantly predicted the accuracy of responses on the CCRAT task positively. (3) Media multitasking significantly predicted lower scores on the applicability of creative problem-solving tasks.

Scaling a common assessment of associative ability: Development and validation of a multiple-choice compound remote associates task.

The assessment of creativity as an individual difference has historically focused on divergent thinking, which is increasingly viewed as involving the associative processes that are also understood to be a key component of creative potential. Research on associative processes has proliferated in many sub-fields, often using Compound Remote Associates (CRA) tasks with an open response format and relatively small participant samples. In the present work, we introduce a new format that is more amenable to large-scale data collection in survey designs, and present evidence for the reliability and validity of CRA measures in general using multiple large samples. Study 1 uses a large, representative dataset (N = 1,323,480) to demonstrate strong unidimensionality and internal consistency (α = .97; ωt = .87), as well as links to individual differences in temperament, cognitive ability, occupation, and job characteristics. Study 2 uses an undergraduate sample (N = 685) to validate the use of a multiple-choice format relative to the traditional approach. Study 3 uses a crowdsourced sample (N = 357) to demonstrate high test-retest reliability of the items (r =.74). Finally, Study 4 uses a sample that overlaps with Study 1 (N = 1,502,922) to provide item response theory (IRT) parameters for a large set of high-quality CRA items that use a multiple-choice response mode, thus facilitating their use in future research on creativity, insight, and related topics.

EEG oscillatory evidence for the temporal dynamics of divergent and convergent thinking in the verbal knowledge domain

This study investigates neural mechanisms of divergent and convergent thinking in the verbal knowledge domain while taking into account activation related to working memory (WM). Divergent thinking was assessed using the Alternate Uses Task (AUT) and convergent thinking using the Compound Remote Associates task (RAT). We analyzed upper alpha band (10–12 Hz) oscillatory activity, in which we accounted for the temporal dynamics of both thinking processes by investigating three different time points during each trial for both tasks. We subtracted WM-related oscillatory activity measured by a serial recall task within the same knowledge domain and by using highly similar stimulus material as in both divergent and convergent thinking tasks. Our results show a strong upper alpha synchronization during divergent relative to convergent thinking, most pronounced at fronto-parietal electrodes. Moreover, we observed highest synchronization towards the middle (in contrast to the beginning and end) of each trial during both thinking processes. The results of the present study extend previous findings in the visuo-spatial knowledge domain, using a highly similar analytical approach to investigate divergent and convergent thinking. Together, these findings provide theoretical implications on how divergent and convergent thinking interact beyond WM across different knowledge domains by emphasizing their complex interplay.

Creative thinking and cognitive estimation in Parkinson’s disease

BackgroundPatients with Parkinson’s disease (PD) have been reported to exhibit unusual bouts of creativity (e.g., painting, writing), in particular in the context of treatment with dopaminergic agents. Here we investigated divergent and convergent thinking thought to underlie creativity. In addition we assessed cognitive estimation.MethodTwenty PD patients and 20 matched healthy control participants were subjected to the Guilford Alternate Uses task (divergent thinking), the remote associates task (convergent thinking) and two tests of cognitive estimation.ResultsNo group differences were found for the convergent thinking task, while the Guilford Alternate Uses task revealed a decreased number of correct responses and a reduced originality for PD patients. Originality in PD was correlated to total daily dose of dopaminergic medication. Moreover, both tasks of cognitive estimation showed an impairment in PD.ConclusionOnly minor effects were found for psychometric indices of subprocesses of creative thinking, while estimation, relying on executive functioning, is impaired in PD. We suggest to take a product oriented view of creativity in further research on altered creative processes in PD.

The effect of self-related humor on convergent and divergent thinking

Humour enhances creativity, but the question is whether different types of humour have a similar effect on improving individual creativity. It is evident that negative humour style is negatively related to creativity, while positive humour style is positively related to it. However, no evidence has been found that self-related humour (self-enhancing and self-defeating humour) directly affects creative thinking in the experimental setting. Thus, this study aimed to investigate the effect of self-related humour on convergent and divergent creative thinking. We included 60 (38 male, 22 female) participants and randomly assigned 20 in each condition to conduct this experiment. To evoke humour, we used 12 stimuli (12 self-enhancing jokes, 12 self-defeating jokes, and 12 non-humorous statements) in each condition. Remote Association Task (RAT) was used to measure convergent thinking, and Alternative Uses Task (AUT) was used to measure divergent thinking. We expected that i) people who engage in self-enhancing humour would perform better at convergent thinking tasks than the control group and the self-defeating humour group and ii) people who engage in self-enhancing humour would perform better at divergent thinking tasks than the control group and the self-defeating humour group. Our results supported our hypotheses and suggested that self-enhancing humour induced individual creativity both in convergent or divergent thinking (originality, fluency, flexibility). In contrast, self-defeating humour failed to affect either convergent or divergent thinking.

창의성 과제 특성, 부화활동의 유형, 과제선택권에 따른 부화효과의 차이

The purpose of this study was investigated the incubation effect on the two main types of creative thinking, convergent thinking (e.g., remote association task) and divergent thinking (e.g., alternative use task). More importantly, the main interest of this study was to know on how incubation activities that participate in the incubation stage and choice in tasks play a role for the effect of incubation. In experiment 1, taking away from the problem for a while and participating another task was helpful to creative problem solving. In experiment 2, the result of convergent thinking task (RAT) showed that incubation effects were differed according to incubation activities and choice in tasks. The incubation group with no choice in tasks displayed significant performance improvement compared to the choice in tasks group. In addition, we could not find the difference in incubation effect for the incubation activities. In contrast, the result of divergent thinking task (AUT) showed that there were no difference in incubation effects according to incubation activities and choice in tasks. Based on these results, we discussed creativity education using incubation.

Creative thinking does not promote dishonesty.

We assessed the relation of creativity and unethical behaviour by manipulating the thinking style of participants (N = 450 adults) and measuring the impact of this manipulation on the prevalence of dishonest behaviour. Participants performed one of three inducer tasks: the alternative uses task to promote divergent thinking, the remote associates task to promote convergent thinking, or a simple classification task for rule-based thinking. Before and after this manipulation, participants conducted the mind game as a straightforward measure of dishonesty. Dishonest behaviour increased from before to after the intervention, but we found no credible evidence that this increase differed between induced mindsets. Exploratory analyses did not support any relation of trait creativity and dishonesty either. We conclude that the influence of creative thinking on unethical behaviour seems to be more ambiguous than assumed in earlier research or might be restricted to specific populations or contexts.

The difference between induced insight by hints and induced insight by answers: an event-related potential study.

We can solve insight problems by ourselves, by hints or by answers. This study compared the temporal features of different types of insight (spontaneous insight, induced insight by hints and induced insight by answers). Fifteen college students participated in the Chinese Remote Association Task. If they did not come up with an answer, the cue word was presented. Finally, they needed to judge whether the answer was correct or not. Participants' brain electroencephalography-event-related potentials (ERPs) were recorded. Induced insight by hints elicited a more negative ERP deflection than spontaneous insight within 260-400 ms (N2). Induced insight by hints and induced insight by answers elicited a more negative late negative component (LNC) than spontaneous insight. Induced insight by hints elicited a more positive ERP deflection than induced insight by answers and spontaneous insight in the right frontal area. Spontaneous insight and induced insight by answers elicited a more positive ERP deflection than induced insight by hints in the right part of the central region. When solving insight problems, the N2 may be related to representation restructuring. The first LNC may be related to the breaking of mental set. The positive component of the right frontal area before pressing the button may be related to the formation of novel associations, and the positive component of the right part of the central region may be related to the intensity of the 'Aha!' experience.

The HPA and SAM axis mediate the impairment of creativity under stress.

With the ever-changing social environment, individual creativity is facing a severe challenge induced by stress. However, little is known regarding the underlying mechanisms by which acute stress affects creative cognitive processing. The current research explored the impacts of the neuroendocrine response on creativity under stress and its underlying cognitive flexibility mechanisms. The enzyme-linked immuno sorbent assay was employed to assess salivary cortisol, which acted as a marker of stress-induced activation of the hypothalamic-pituitary-adrenal (HPA) axis. Eye blink rate (EBR) and pupil diameter were measured as respective indicators of dopamine and noradrenaline released by the activation of the sympathetic-adrenal-medullary (SAM) axis. The Wisconsin card task (WCST) measured cognitive flexibility, while the alternative uses task (AUT) and the remote association task (RAT) measured separately divergent and convergent thinking in creativity. Results showed higher cortisol increments following acute stress induction in the stress group than control group. Ocular results showed that the stress manipulation significantly increased EBR and pupil diameter compared to controls, reflecting increased SAM activity. Further analysis revealed that stress-released cortisol impaired the originality component of the AUT, reducing cognitive flexibility as measured by perseverative errors on the WCST task. Serial mediation analyses showed that both EBR and pupil diameter were also associated with increased perseverative errors leading to poor originality on the AUT. These findings confirm that physiological arousal under stress can impair divergent thinking through the regulation of different neuroendocrine pathways, in which the deterioration of flexible switching plays an important mediating role.

Comparing the association between heavy metals and cognitive status and depression in miners and non-miners: A study from southeast of Iran

Heavy metal toxicity is a major public health crisis worldwide, especially in mining environments. The association between chronic heavy metals exposure and cognitive impairment has not been studied broadly in adults and mining fields. This study aimed to compare the association between arsenic (As), lead (Pb), and copper (Cu) concentration in blood and cognitive status and depression in copper miners and non-miners. Participants were selected from the Rafsanjan cohort study (RCS) as non-miners and miners from Sarcheshmeh Copper Complex. For evaluation of cognitive performance and creativity, comprehensive neurological tests were performed as follows: Mini-Mental Status Examination (MMSE), Paced Auditory Serial Addition Test (PASAT), Symbol Digit Modalities Test (SDMT), Psychomotor Vigilance Task (PVT), creativity tests including remote association task (RAT) and alternative uses task (AUT). Beck Depression Inventory-II was used to evaluate depression. Standard laboratory tests were also performed. Atomic absorption spectrophotometry was used to estimate the blood's concentration of As, Pb and Cu. We observed a significant difference between arsenic, lead, copper, and depression scores (all P < 0.001) in the two groups (miners and non-miners). Miners had a better performance in cognitive fields except in MMSE and PVT tests. Linear regression analyses showed that the lead had a negative association with the PVT test and depression score. The results suggest that the development of depression, cognitive impairments, and other health problems is possible in chronic heavy metal exposure, especially lead (Pb). Confirmation of our claim requires further study in the coming years.

Brain-derived neurotrophic factor genetic polymorphism rs6265 and creativity.

The protein brain-derived neurotrophic factor (BDNF) promotes neural plasticity of the central nervous system and plays an important role for learning and memory. A single nucleotide polymorphism (rs6265) at position 66 in the pro-region of the human BDNF gene, resulting in a substitution of the amino acid valine (val) with methionine (met), leads to attenuated BDNF secretion and has been associated with reduced neurocognitive function. Inhomogeneous results have been found regarding the effect of the BDNF genotype on behavior. We determined the BDNF genotype and performance on the Compound Remote Associate (CRA) task as a common measure of creativity in 76 healthy university students. In our main analyses, we did not find significant differences between met-carriers (n = 30) and non-met carriers (n = 46). In a secondary analysis, we found that met-carriers had a slower solution time (medium effect size) for items of medium difficulty. Our results suggest that met-carriers and non-met-carriers do not generally differ regarding their creativity, but non-met-carriers may have a certain advantage when it comes to moderately difficult problems. The wider literature suggests that both genetic variants come with advantages and disadvantages. Future research needs to sharpen our understanding of the disadvantages and, potentially, advantages met allele carriers may have.

The Unconscious Tug-of-War: Exploring the Effect of Stimulus Selection Bias on Creative Problem Solving with Multiple Unconscious Stimuli.

This study innovatively investigated the potential selection bias involved in processing multiple subliminal stimuli during creative problem-solving (CPS). It addresses the existing gap in specialized research on how the handling of multiple unconscious stimuli influences higher-order cognitive processes, particularly creativity. The study utilized a masked priming paradigm and a remote association task (RAT). Two experiments were conducted. Experiment 1 presented two stimuli simultaneously, with one being the correct answer, to examine whether there was a bias in the location of subliminal stimuli. In Experiment 2, two stimuli were presented sequentially, with one serving as the answer, to investigate whether there was a temporal bias in unconscious processing. Our findings revealed that when solving easy RATs, subliminal stimuli presented on the left side had a negative priming effect compared to the right side. The results revealed that unconscious processing of subliminal stimuli enhanced performance on difficult CPS. Additionally, a temporal bias was observed, with more recent subliminal stimuli having a stronger effect than earlier stimuli. Unconscious processing can improve CPS, especially for difficult tasks, and there is a bias towards processing stimuli on the left and more recently presented stimuli. These findings contribute to our understanding of unconscious processing, particularly the processing of multiple subliminal stimuli in CPS, and provide insights into the biases that exist in unconscious processing.

Mapping the neural mechanisms of creativity by convergent and divergent thinking in school-aged children: A functional near-infrared spectroscopy study

Creativity is essential to children's learning, career development and well-being. Divergent and convergent thinking are the central components of creativity, which is a compound high-order cognitive ability. However, most existing behavioral and neuroimaging studies have only tested the characteristics of a single component of creativity. The neurological mechanism of creativity from the construct of divergent and convergent thinking needs to be explored by a more comprehensive approach.In this functional near-infrared spectroscopy (fNIRS) study, we investigated neural activity in 69 school-aged children while they worked on creative tasks involving divergent and convergent thinking. Their divergent and convergent thinking abilities were evaluated using the Alternate Uses Task (AUT) and Remote Association Task (RAT), respectively.When working with a divergent thinking task, we found that neural activation was higher in the middle frontal gyrus (MFG) than when working with a convergent thinking task. In addition, a significant positive correlation was found between HbO activation in the MFG and performance on the divergent thinking task, while a significant positive correlation was found between HbO activation in the inferior parietal lobule (IPL) and performance on the convergent thinking task.These results suggest different neural mechanisms of the two main components of creativity. Divergent thinking may be modulated more by top-down executive control networks during the idea generation stage. In contrast, convergent thinking may be modulated more by integrating semantic information into coherent representations during the idea selection stage. Our study contributes toward the theoretical integration of the complex structure of creativity. We also provide neural evidence showing that divergent and convergent thinking may be modulated by idea generation and the selection process of creative thinking.

On the Generalizability of the Bodily State Effect on Creativity

ABSTRACT Previous studies found that bodily states have an impact on divergent thinking, but it remains to be seen how generalizable this effect could be, how exactly it depends on cognitive control, and whether similar effects can be found on convergent thinking. To address these questions, we examined the bodily state effect on divergent thinking, convergent thinking, and cognitive control in two experiments. In Experiment 1, participants performed the Alternate Uses Task, the Remote Associates Task, and an auditory Stroop task under one of the three bodily states: sitting, standing, or roaming. In Experiment 2, participants completed the three tasks while standing and while roaming. Results showed that bodily state had no significant effect on divergent thinking and the Stroop effect, while roaming shorten the reaction times (Experiment 1) and increased accuracy (Experiment 2) comparing with sitting or standing in the convergent thinking task. Bayesian analysis provided strong or moderately strong evidence for the null hypothesis for these effects. Taken together, the present experiments showed no stable bodily state effect on divergent thinking or convergent thinking and Stroop effect. Possible explanations for the discrepancy between the current results and those reported in previous studies were discussed.

Influence of Analytic Processing on Divergent and Convergent Thinking Tasks: The Role of Rational and Experiential Thinking Styles

Scientific interest in the relationship between analytic processing and creativity has increased in recent years. However, there is conflicting evidence on whether analytic processing reduces or enhances creativity. We hypothesize that differences in creativity measurement paradigms (divergent or convergent thinking tasks) and the research orientation of analytic processing (dispositional or situational) may explain the conflicting findings. The present study aims to investigate how priming analytic processing affects individuals' performance on divergent and convergent thinking tasks and the moderating role of thinking styles. In Study 1 (N = 155), participants were assigned to either an analytic processing group or a control group and performed convergent thinking (Remote Associates Task) and divergent thinking (Alternative Uses Test) tasks after priming. In Study 2 (N = 119), we conducted a priming paradigm of analytic processing that differed from Study 1, and a personal experiential-rational thinking style was introduced as a moderator. Results showed that priming analytic processing promoted convergent thinking performance but decreased fluency and flexibility scores on the divergent thinking task (Study 1). Notably, the effect of priming analytic processing on divergent thinking performance was significant only for participants with higher levels of rational thinking style (Study 2). These results suggest that thinking styles and dimensions of creativity should be considered in the relationship between analytic processing and creativity.

The Effect of Involuntary Tactile Stimulation on the Creativity and Rey Auditory-Verbal Memory of Young Adults.

Recent studies have revealed the possibility of learning skills through alternative methods and repetitive tactile stimulation without explicit training. This study aimed to examine the effect of involuntary tactile stimulation on the memory and creativity of healthy participants. A group of 92 right-handed students participated in this study voluntarily. They were assigned to the experimental (n=45) and control (n=47) groups. The participants performed two creativity tests (divergent and convergent thinking) and a verbal memory task as the pretest. Then, the experimental group received 30-min involuntary tactile stimulation on the right index finger, and the control group did not. In the posttest, both groups were asked to perform the creativity and verbal memory tasks again. The learning score and speed of the Rey auditory-verbal learning test in the stimulation group significantly increased (P=0.02). Moreover, in the creativity-related tests, there was a significant effect of the intervention on convergent thinking, i.e., the remote association task (P=0.03), but not for the divergent thinking, i.e., the alternative uses test (P>0.05). Using involuntary tactile stimulation on the index finger of the right hand of individuals could enhance their performance in verbal memory and creativity-convergent thinking.

Capturing, clarifying, and consolidating the curiosity-creativity connection

The cognitive-motivational concepts of curiosity and creativity are often viewed as intertwined. Yet, despite the intuitively strong linkage between these two concepts, the existing cognitive-behavioral evidence for a curiosity-creativity connection is not strong, and is nearly entirely based on self-report measures. Using a new lab-based Curiosity Q&A task we evaluate to what extent behaviorally manifested curiosity—as revealed in autonomous inquiry and exploration—is associated with creative performance. In a preregistered study (N = 179) we show that, as hypothesized, the novelty of the questions that participants generated during the Curiosity Q&A Task significantly positively correlated with the originality of their responses on a divergent-thinking task (the conceptually-based Alternative Uses Task). Additionally, the extent to which participants sought out information that was implicitly missing in the presented factual stimuli ("gap-related information foraging") positively correlated with performance on two predominantly convergent-thinking tasks (the Remote Associates Task and Analogy Completion). Question asking, topic-related information foraging, and creative performance correlated with trait-based "interest-type" curiosity oriented toward exploration and novelty, but not with "deprivation-type" curiosity focused on dispelling uncertainty or ignorance. Theoretically and practically, these results underscore the importance of continuing to develop interventions that foster both creative thinking and active autonomous inquiry.

Individuals with highly superior autobiographical memory do not show enhanced creative thinking

ABSTRACT Creative ideas are thought to result from flexible recombination of concepts from memory. A growing number of behavioural and neuroscientific studies provide evidence of a link between episodic memory and divergent thinking; however, little is known about the potential contributions of autobiographical memory to creative ideation. To provide a novel perspective on this issue, we assessed measures of divergent and convergent creative thinking in a cohort (n = 14) of rare individuals showing Highly Superior Autobiographical Memory (HSAM). The HSAM cohort completed memory tasks in addition to a battery of creativity measures, including the Alternative Uses Task, Consequences Task and Remote Associates Task. We performed statistical analyses to establish whether there were any significant differences between HSAM and controls (n = 28) across these measures. Although HSAM participants were superior in the recall of autobiographical events compared to controls, we observed no overall difference between the groups in relation to the creativity measures. These findings suggest that the constructive episodic processes relevant to creative thinking are not enhanced in individuals with HSAM, perhaps because they are compulsively and narrowly focused on consolidation and retrieval of autobiographical events.

Divergent and Convergent Thinking Abilities in Multiple Sclerosis Patients

IntroductionCognitive impairment is considered as one of the common and disabling symptoms of multiple sclerosis (MS). In this regard, creativity is a complex construct that is benefited from applying a more comprehensive mechanistic approach. Moreover, creativity can be affected in MS patients, and two processes have been defined as central to creative cognition as follows: divergent and convergent thinking styles. In the present study, we investigated these two processes through alternate use task, and the remote associate test, as the two components of creativity. MethodThe population of this study included those patients with relapsing-remitting MS and healthy individuals who were matched with the included patients in terms of age, gender, and education. Divergent and convergent thinking abilities in MS patients were evaluated using Alternate Uses Task (AUT) and Remote Association Task (RAT), respectively. The two variables of divergent and convergent thinking were statistically analyzed using MANCOVA and ANCOVA techniques, respectively. ResultsIn regard to divergent thinking after controlling the effect of education, the results show that MS patients had lower fluency and flexibility compared to healthy subjects; however, no significant difference was found in terms of originality and elaboration. The convergent thinking ability also reduced in MS patients compared with the healthy individuals. ConclusionBoth divergent and convergent thinking abilities reduced in MS patients, and the mechanisms causing other cognitive impairment may have possibly caused this decline. A future study is needed to confirm these possible mechanisms.

Effects of the presence of a cell phone and exposure to natural environments on remote associates task performance

In today’s advanced information society, creativity in work is highly valued, and there is growing interest in the kinds of work environments that produce more creative outcomes. Recent researchers have demonstrated that when environmental factors change a worker’s attentional state to a diffused state, the worker has access to more information than usual, which can contribute to creativity. Here, we examined whether manipulating environmental factors (the presence of a cell phone and exposure to natural environment) that could affect such attention states would improve performance on the Remote Associates Task, a measure of creativity. Our results showed that the presence of a cell phone increased creative performance regardless of immersion in natural environment. In contrast, exposure to nature did not facilitate creative performance; instead, feelings of pleasure increased, and frustration decreased. These results suggest that the presence of a cell phone can enhance creativity by influencing workers’ attentional states. The current study provides a meaningful approach to enhancing creativity by modulating attentional states through environmental factors. It also highlights the essential features of environmental factors that can moderate creative abilities.