Divergent thinking: Strategies and executive involvement in generating novel uses for familiar objects

Although the Alternative Uses divergent thinking task has been widely used in psychometric and experimental studies of creativity, the cognitive processes underlying this task have not been examined in detail before the two studies are reported here. In Experiment 1, a verbal protocol analysis study of the Alternative Uses task was carried out with a Think aloud group (N = 40) and a Silent control group (N = 64). The groups did not differ in fluency or novelty of idea production indicating no verbal overshadowing. Analysis of protocols from the Think aloud group suggested that initial responses were based on a strategy of Retrieval from long‐term memory of pre‐known uses. Later responses tended to be based on a small number of other strategies: property‐use generation, imagined Disassembly of the target object into components and scanning of Broad Use categories for possible uses of the target item. Novelty of uses was particularly associated with the Disassembly strategy. Experiment 2 (N = 103) addressed the role of executive processes in generating new and previously known uses by examining individual differences in category fluency, letter fluency and divergent task performance. After completing the task, participants were asked to indicate which of their responses were new for them. It was predicted and found in regression analyses that letter fluency (an executively loading task) was related to production of ‘new’ uses and category fluency was related to production of ‘old’ uses but not vice versa.     

Relating developments in children's counterfactual thinking and executive functions

The performance of 93 children aged 3 and 4 years on a battery of different counterfactual tasks was assessed. Three measures: short causal chains, location change counterfactual conditionals, and false syllogisms—but not a fourth, long causal chains—were correlated, even after controlling for age and receptive vocabulary. Children's performance on our counterfactual thinking measure was predicted by receptive vocabulary ability and inhibitory control. The role that domain general executive functions may play in 3- to 4-year olds' counterfactual thinking development is discussed.     

Divergent thinking and constructing episodic simulations

Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternative Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking.     

Divergent thinking in Alzheimer's and frontotemporal dementia

Twenty-three patients with mild dementia of the Alzheimer's type (DAT) or frontotemporal type (DFT) and age- and education-matched control subjects were administered tests of complex fluency involving divergent thinking and tests of letter, category, and figural fluency. The tests of complex fluency discriminated the dementia patients from control subjects more strongly than did the other fluency tests. The results suggest that divergent thinking as assessed by complex fluency tests is a cognitive domain that is impaired early in the course of dementia. The sensitivity of complex fluency tests compared to that of letter, category, and figural fluency tests may be related to greater demands for conceptualization in relating stimulus attributes to function and greater demands for flexible thinking during self-directed search processes.     

Counterfactual thinking and false belief: the role of executive function

The purpose of the current study was to examine further the relationship between counterfactual thinking and false belief (FB) as examined by Guajardo and Turley-Ames (Cognitive Development, 19 (2004) 53-80). More specifically, the current research examined the importance of working memory and inhibitory control in understanding the relationship between counterfactual thinking and FB. Participants were 3-, 4-, and 5-year-olds (N = 76). Counterfactual thinking statements generated accounted for significant variance in FB performance beyond age and language. Working memory and inhibitory control each partially mediated the relationship between counterfactual thinking and FB performance. The maturation of executive functioning skills is important in children’s developing understanding of counterfactual reasoning and FB.     

Divergent thinking is not a general trait: A multidomain training experiment

Twenty‐one second‐grade subjects received divergent‐thinking training and 20 matched subjects received training in solving mathematical word problems. All subjects were then given five tasks: telling stories, writing stories, writing poems, writing mathematical word problems, and making collages. Experts evaluated the creativity of each product. The divergent‐thinking groups scored significantly higher than controls on the story‐telling, story‐writing, and poetry‐writing tasks. The lack of correlations among scores on the five tasks, however, suggests that several task‐specific factors, rather than one general factor, led to observed group differences. This is consistent with previous research using subjects untrained in divergent thinking in showing that divergent thinking is not a general trait.     

Practice-related optimization and transfer of executive functions: a general review and a specific realization of their mechanisms in dual tasks

Improvements in performing demanding and complex task situations are typically related to the optimization of executive functions and efficient behavioral control. The present study systematizes and reviews the optimization of different executive function types: Shifting, Inhibition, Updating, and Dual tasking. In particular, we focus on optimisations of these functions with training and on transfer effects of related training skills to non-trained situations. The aim of the study’s empirical part (see also Appendix) was to investigate the specific mechanisms of executive functions in the context of Dual tasking, leading to improved dual-task performance after practice. More specifically, we tested the Efficient Task Instantiation (ETI) model that includes specific assumptions regarding practice-related improvements of executive task coordination skills: Dual-task performance is improved with practice because of an efficient and conjoint instantiation of sets of relevant task information in working memory at the onset of a dual task. According to our knowledge, the ETI model is one of the first that allows illustrating the contribution of cognitive mechanisms underlying practice-related improvements in performing dual tasks and the impact of task coordination skills on this performance.     

Organisation of executive functions: Hemispheric asymmetries

This address provides a review of evidence for a deconstruction of executive functions, the set of cognitive operations which allow goal-directed behaviour. The underlying working hypothesis is that some complementary and computationally diverse executive functions are dissociable not only functionally but also temporally and anatomically, along the left-right axis of prefrontal cortex and related neural networks. In particular, criterion setting—the capacity to flexibly set up and select task rules—is more left-lateralised; monitoring—the process of continuously evaluating the internal or external contingencies to optimise behaviour—is more right-lateralised; finally, superior medial prefrontal regions, including dorsal anterior cingulate cortex, play a role in energising weakly activated but relevant processes. Several lines of empirical evidence, including neuroimaging and neuropsychological findings, are presented to support this tripartite model of executive functions. Evidence which is difficult to explain with this model and some future directions are also discussed.     

Theory of mind tasks and executive functions: A systematic review of group studies in neurology

A growing number of studies have been addressing the relationship between theory of mind (TOM) and executive functions (EF) in patients with acquired neurological pathology. In order to provide a global overview on the main findings, we conducted a systematic review on group studies where we aimed to (1) evaluate the patterns of impaired and preserved abilities of both TOM and EF in groups of patients with acquired neurological pathology and (2) investigate the existence of particular relations between different EF domains and TOM tasks. The search was conducted in Pubmed/Medline. A total of 24 articles met the inclusion criteria. We considered for analysis classical clinically accepted TOM tasks (first‐ and second‐order false belief stories, the Faux Pas test, Happe's stories, the Mind in the Eyes task, and Cartoon's tasks) and EF domains (updating, shifting, inhibition, and access). The review suggests that (1) EF and TOM appear tightly associated. However, the few dissociations observed suggest they cannot be reduced to a single function; (2) no executive subprocess could be specifically associated with TOM performances; (3) the first‐order false belief task and the Happe's story task seem to be less sensitive to neurological pathologies and less associated to EF. Even though the analysis of the reviewed studies demonstrates a close relationship between TOM and EF in patients with acquired neurological pathology, the nature of this relationship must be further investigated. Studies investigating ecological consequences of TOM and EF deficits, and intervention researches may bring further contributions to this question.     

Pre-frontal executive committee for perception,working memory,attention, long-term memory,motor control,and thinking: a tutorial review

As an explicit organizing metaphor, memory aid, and conceptual framework, the prefrontal cortex may be viewed as a five-member 'Executive Committee,' as the prefrontal-control extensions of five sub-and-posterior-cortical systems: (1) the 'Perceiver' (dominant-right-hemisphere ventral-lateral prefrontal cortex--VL/PERC-PFC) is the frontal extension of the ventral perceptual stream (the VL/PERC system) which represents the world and self in object coordinates; (2) the 'Verbalizer' (dominant-left-hemisphere ventral-lateral prefrontal cortex system--VL/VERB-PFC) is the frontal extension of the language stream (the VL/VERB system) which represents the world and self in language coordinates; (3) the 'Motivator' (ventral/medial-orbital pre-frontal cortex--VMO-PFC) is the frontal cortical extension of a subcortical extended-amygdala stream (the VMO system) which represents the world and self in motivational/emotional coordinates; (4) the 'Attender' (dorsal-medial/anterior cingulate--DM/AC-PFC) is the frontal cortical extension of a subcortical extended-hippocampal stream (the DM/AC system) which represents the world and self in spatiotemporal coordinates and directs attention to internal and external events; and (5) the 'Coordinator' (the dorsolateral prefrontal cortex--DL-PFC) is the frontal extension of the dorsal perceptual stream (the DL system) which represents the world and self in body- and eye-coordinates and controls willed action and working memory. This tutorial review examines the interacting roles of these five systems in perception, working memory, attention, long-term memory, motor control, and thinking.     

On the evolutionary origins of executive functions

In this paper it is proposed that the prefrontal lobe participates in two closely related but different executive function abilities: (1) "metacognitive executive functions": problem solving, planning, concept formation, strategy development and implementation, controlling attention, working memory, and the like; that is, executive functions as they are usually understood in contemporary neuroscience; and (2) "emotional/motivational executive functions": coordinating cognition and emotion/motivation (that is, fulfilling biological needs according to some existing conditions). The first one depends on the dorsolateral prefrontal areas, whereas the second one is associated with orbitofrontal and medial frontal areas. Current tests of executive functions basically tap the first ability (metacognitive). Solving everyday problems (functional application of executive functions), however, mostly requires the second ability (emotional/motivational); therefore, these tests have limited ecological validity. Contrary to the traditional points of view, recent evidence suggests that the human prefrontal lobe is similar to other primates and hominids. Other primates and hominids may possess the second (emotional executive functions) prefrontal ability, -but not the first (metacognitive executive functions) one. It is argued that metacognitive executive functions are significantly dependent on culture and cultural instruments. They probably are the result of the development and evolution of some "conceptualization instruments"; language (and written language as an extension of oral language) may represent the most important one. The second executive function ability (emotional/motivational) probably is the result of a biological evolution shared by other primates.     

Spatial memory and executive functions in children

A computerized hidden pathway maze-learning task was used to examine the development of spatial memory and executive functions in 6- to 9-year-olds. Pathway length was manipulated to investigate the impact of increases in maze matrix size on these abilities. Analysis showed that maze matrix size (and ipso facto pathway length) and age interacted to affect executive functions but not spatial memory. Executive errors differed as a function of age on the most difficult maze. Results are discussed in terms of factors affecting the development of executive functions and spatial memory.     

Developmental order driving the relationship between executive functions and theory of mind: a case study

Several studies have suggested there is a developmental link between executive functions and theory of mind. However, the developmental order driving the relationship is not well understood. The main reason is that the development of executive function parallels the development of theory of mind in normally developing children. In this paper, a case (H.Y.) is reported. H.Y. had lived in a persistent vegetative state for 6 years after encephalitis at the age of 10. He showed a developmental order driving the relationship between executive functions and theory of mind. These findings are consistent with recent suggestions that development of executive function might be important as a predecessor of either the ability to understand false beliefs or the ability to express that understanding.     

Associative thinking at the core of creativity

Creativity has long been thought to involve associative processes in memory: connecting concepts to form ideas, inventions, and artworks. However, associative thinking has been difficult to study due to limitations in modeling memory structure and retrieval processes. Recent advances in computational models of semantic memory allow researchers to examine how people navigate a semantic space of concepts when forming associations, revealing key search strategies associated with creativity. Here, we synthesize cognitive, computational, and neuroscience research on creativity and associative thinking. This Review highlights distinctions between free- and goal-directed association, illustrates the role of associative thinking in the arts, and links associative thinking to brain systems supporting both semantic and episodic memory – offering a new perspective on a longstanding creativity theory.     

Divergent thinking in the grasslands: thinking about object function in the context of a grassland survival scenario elicits more alternate uses than control scenarios

The survival processing effect is a recall advantage for information processed in the context of a grassland survival scenario. The current studies build upon previous research suggesting the effect is due to elaborative encoding and functional thinking. In two experiments, participants completed the “alternate uses test” under five conditions: baseline, grassland survival, Ebola survival, moving to a new home and planning a bank heist. Experiment 1 stimuli were everyday objects. Experiment 2 stimuli were functionally ambiguous “mystery” objects. Number of generated uses was highest in the baseline, but the grassland scenario was consistently highest of the schematic conditions. Recall data lend support to the mnemonic superiority of the grassland condition. Results suggest that grassland scenarios place fewer attenuating constraints on divergent thinking. It is suggested that the survival processing effect might be usefully conceptualised as an effect of creatively thinking about object function in response to broadly defined problems.     

Aging and strategic retrieval in a cued-recall test: the role of executive functions and fluid intelligence

Cued-recall in episodic memory was investigated in relation to low and high cognitive support at retrieval, executive function level and fluid intelligence level in 81 healthy adults divided first into two age groups (young and elderly adults). The first analyses showed that age-related differences were greater when a low cognitive support was provided to recall the words. An individual index of loss of performance when the number of cues was decreased was then calculated. Hierarchical regression analysis revealed that the executive functions measure (perseverative errors on the Wisconsin Card Sorting Test) was a better candidate than the fluid intelligence measure (Cattell's culture fair test) to account for the age-related variance of the size of performance loss. These findings suggest that age differences in implementing strategic retrieval may be mainly due to a decline in executive functions.