Posts Tagged ‘creative mind’
We do not know how the human brain mediates complex and creative behaviors such as artistic, scientific, and mathematical thought. Scholars theorize that these abilities require conscious experience as realized in a widespread neural network, or “mental workspace,” that represents and manipulates images, symbols, and other mental constructs across a variety of domains. Evidence for such a complex, interconnected network has been difficult to produce with current techniques that mainly study brain activity in isolation and are insensitive to distributed informational processes. The present work takes advantage of emerging techniques in network and information analysis to provide empirical support for such a widespread and interconnected information processing network in the brain that supports the manipulation of visual imagery.
The conscious manipulation of mental representations is central to many creative and uniquely human abilities. How does the human brain mediate such flexible mental operations? Here, multivariate pattern analysis of functional MRI data reveals a widespread neural network that performs specific mental manipulations on the contents of visual imagery. Evolving patterns of neural activity within this mental workspace track the sequence of informational transformations carried out by these manipulations. The network switches between distinct connectivity profiles as representations are maintained or manipulated.
It has been said that creative intelligence is the ability to invent goals, projects, and plans-in other words, we might say, to invent the future. A reasonable assumption is that the creative process consists of the formation of new cognits (brain circuits) , that is, new network representations in the cortex. These representations result mostly from divergent thinking as opposed to convert thinking. Convergent thinking consists of inductive and deductive reasoning, which converge towards logical inferences and the solution of problems. Divergent thinking, on the other hand, is free of logical constraints, autonomous and to some extent free-floating, reliant on the imagination, and minimally anchored in the immediate reality. Creative cognits emerge mainly from divergent thinking ….
Read also: Cortex and mind: unifying cognition
This book presents a unique synthesis of the current neuroscience of cognition by one of the world’s authorities in the field. The guiding principle to this synthesis is the tenet that the entirety of our knowledge is encoded by relations, and thus by connections, in neuronal networks of our cerebral cortex. Cognitive networks develop by experience on a base of widely dispersed modular cell assemblies representing elementary sensations and movements. As they develop cognitive networks organize themselves hierarchically by order of complexity or abstraction of their content. Because networks intersect profusely, sharing commong nodes, a neuronal assembly anywhere in the cortex can be part of many networks, and therefore many items of knowledge. All cognitive functions consist of neural transactions within and between cognitive networks. After reviewing the neurobiology and architecture of cortical networks (also named cognits), the author undertakes a systematic study of cortical dynamics in each of the major cognitive functions–perception, memory, attention, language, and intelligence….
The goal of this article is to summarize current brain research on intelligence and creativity that may be relevant to education in the near future. Five issues are addressed: (a) Why is there a neuroscience interest in intelligence? (b) Can intelligence be located in the brain? (c) Why are some brains smarter than others? (d) What do we know about creativity and the brain? and (e) Can information about an individual’s brain structure and function be useful to benefit his or her education? As we enter the 21st century, old controversies about measurement of intelligence are less relevant. Integrating neuroscience findings into education practices is a daunting challenge that will require educators to reexamine old ideas and acquire fundamental backgrounds in new areas.
- Although every creative act contains elements of spontaneity, teachers can play a critical role in fostering creative thinking processes through use of environment and strategy.
- No single part of our brain is responsible for creativity. Some regions linked to producing divergent associations, of the type needed for creativity, appear usually located in the right hemisphere. However, creativity is a complex thought process that calls on many different brain regions in both hemispheres. Left-brain/right-brain theories of learning are not based on credible science and are unhelpful in understanding creativity, especially when used to categorise individuals.
- Creativity appears to require movement between two different modes of thinking: generative and analytical.
- Cognitive fixation occurs when we become unable to move beyond an idea or set of ideas. It can be thought of as being stuck in analytical mode. However, in normal circumstances, we can monitor and, to some extent, regulate which mode we are using. In this sense, creative thinking appears amenable to metacognition.