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Are Distractible People More Creative?

September 16, 2010 / Klint Finley

Focus of Attention

Consider a recent study by neuroscientists at Harvard and the University of Toronto that documents the benefits of all these extra thoughts. (It was replicated here.) The researchers began by giving a sensory test to a hundred undergraduates at Harvard. The tests were designed to measure their level of latent inhibition, which is the capacity to ignore stimuli that seem irrelevant. Are you able to not think about the air-conditioner humming in the background? What about the roar of the airplane overhead? When you’re at a cocktail party, can you tune out the conversations of other people? If so, you’re practicing latent inhibition. While this skill is typically seen as an essential component of attention – it keeps us from getting distracted by extraneous perceptions – it turns out that people with low latent inhibition have a much richer mixture of thoughts in working memory. This shouldn’t be too surprising: Because they struggle to filter the world, they end up letting everything in. As a result, their consciousness is flooded with seemingly unrelated thoughts. Here’s where the data gets interesting: Those students who were classified as “eminent creative achievers” – the rankings were based on their performance on various tests, as well as their real world accomplishments – were seven times more likely to “suffer” from low latent inhibition. This makes some sense: The association between creativity and open-mindedness has long been recognized, and what’s more open-minded than distractability? People with low latent inhibition are literally unable to close their mind, to keep the spotlight of attention from drifting off to the far corners of the stage. The end result is that they can’t help but consider the unexpected.

Wired: Are Distractible People More Creative?

Photo by Hartwig HKD

Research Shows That American Creativity is Declining

July 12, 2010 / Klint Finley

The Creativity Crisis

Great stuff on value of creativity, its neuroscience, and how it can be taught:

Kyung Hee Kim at the College of William & Mary discovered this in May, after analyzing almost 300,000 Torrance scores of children and adults. Kim found creativity scores had been steadily rising, just like IQ scores, until 1990. Since then, creativity scores have consistently inched downward. “It’s very clear, and the decrease is very significant,” Kim says. It is the scores of younger children in America—from kindergarten through sixth grade—for whom the decline is “most serious.” […]

Overwhelmed by curriculum standards, American teachers warn there’s no room in the day for a creativity class. Kids are fortunate if they get an art class once or twice a week. But to scientists, this is a non sequitur, borne out of what University of Georgia’s Mark Runco calls “art bias.” The age-old belief that the arts have a special claim to creativity is unfounded. When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.

Newsweek: The Creativity Crisis

Teachers hate creativity?

April 20, 2010 / Klint Finley

just another brick in the wall

Eric Barker recently referred me to this interesting study, which looked at how elementary school teachers perceived creativity in their students. While the teachers said they wanted creative kids in their classroom, they actually didn’t. In fact, when they were asked to rate their students on a variety of personality measures – the list included everything from “individualistic” to “risk-seeking” to “accepting of authority” – the traits mostly closely aligned with creative thinking were also closely associated with their “least favorite” students. As the researchers note, “Judgments for the favorite student were negatively correlated with creativity; judgments for the least favorite student were positively correlated with creativity.”

This shouldn’t be too surprising: Would you really want a little Picasso in your class? How about a baby Gertrude Stein? Or a teenage Eminem? The point is that the classroom isn’t designed for impulsive expression – that’s called talking out of turn. Instead, it’s all about obeying group dynamics and exerting focused attention. Those are important life skills, of course, but decades of psychological research suggest that such skills have little to do with creativity.

Frontal Cortex: Classroom Creativity

(via Mind Hacks thanks to Duff)

Technoccult

Mutate Your Mind

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Are Distractible People More Creative?

Research Shows That American Creativity is Declining

Teachers hate creativity?

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