A new neurocognitive model for assessing divergent thinking: Applicability, evidence of reliability, and implications for educational theory and practice

Creativity Research Journal

Volumn 21, Issue 4, 2009, Pages 326-337

  Brandoni, Chiara ^a   Anderson, O Roger ^a  

^a Teachers College Columbia University ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951669733     PISSN: 10400419     EISSN: None     Source Type: Journal    
DOI: 10.1080/10400410903297352     Document Type: Article

References (52)

1. Anderson, O. R. (1991). Neurocognitive models of information processing and knowledge acquisition. Progress in Sensory Physiology, 12, 115-192.
2. Anderson, O. R. (1992). Some interrelationships between constructivist models of learning and current neurobiological theory, with implications for science education. Journal of Research in Science Teaching, 20, 1037-1058.
3. Anderson, O. R. (1996). A neurocognitive perspective on current learning theory and science instructional strategies. Science Education, 8, 67-88.
4. Anderson, O. R. (1999, March). Neurocognitive bases for constructivism in education: A neurobiological, cognitive, and cultural perspective. Paper presented at the International Conference on Thinking and Education, Ponce, Puerto Rico.
5. Anderson, O. R. (2003). A model of biocomplexity and its application to the analysis of some terrestrial and marsh eukaryotic microbial communities with an emphasis on amoeboid protists. Journal of Eukaryotic Microbiology, 50, 86-91.
6. Baron-Cohen, S., Ring, H., Wheel Wright, S., Bullmore, E., Brammer, M., Simmons, A., & Williams, S. (1999). Social intelligence in the normal and autistic brain: An fMRI study. European Journal of Neuroscience, 11, 1891-1898.
7. Bloom, B. S., Engelhart, M. D., Furst, E. J., Walker, H. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York: David McKay.
8. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council, National Academy Press.
9. Bonda, E., Petrides, M., Frey, S., & Evans, A. C. (1995). Neural correlates of mental transformations of the body-in-space. Proceedings of the National Academy of Sciences, 92, 11180-11184.
10. Carlsson, I., Wendt, P. E., & Risberg, J. (2000). On the neurobiology of creativity. Neuropsychologia, 38, 873-885.
11. Chen, J., Myerson, J., Hale, S., & Simon, A. (2000). Behavioral evidence for brain-based ability factors in visuospatial information processing. Neuropsychologia, 38, 380-387.
12. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46.
13. Cohen, J. D., Forman, S. D., Braver, T. D., Casey, B. J., Servan-Schreiber, D., & Noll, D. C. (1994). Activation of the prefrontal cortex in a non-spatial working memory task with functional MRI. Human Brain Mapping, 293-304.
14. Corbetta, M., Miezin, F.M., Dobmeyer, S., Shulman, G. L., & Petersen, S. E. (1991). Selective and divided attention during visual discriminations of shape, color, and speed: Functional anatomy by positron emission tomography. Journal of Neuroscience, 11(8), 2383-2402.
15. Coxford, A. F. et al. (1998). Contemporary mathematics in context: Course 2 Part A. Glencoe/McGraw-Hill School.
16. Darby, D., & Walsh, K. (2005). Neuropsychology: A clinical approach. Edinburgh: Elsevier.
17. Dupont, P., Orban, G. A., Vogels, R., Bormans, G., Nuyts, J., Schiepers, C., et al. (1993). Different perceptual tasks performed with the same visual stimulus attribute activate different regions of the human brain: A positron emission tomography study. Proceedings of the National Academy of Sciences, 90, 10927-10931.
18. Ford, A. (1998). Edward Hicks: Painter of the Peaceable Kingdom. Philadelphia: University of Pennsylvania Press.
19. Gallagher, J. J., & Ascher, M. J. (1963). A preliminary report on analysis of classroom interaction. Merrill-Palmer Quarterly, 9, 183-194.
20. Gardner, H. (1985). Frames of mind. New York: Basic Books.
21. Guilford, J. P. (1967). The nature of human intelligence. In University of Southern California. New York: McGraw Hill.
22. Haxby, J. V., Hoffman, E., & Gobbini, M. I. (2002). Human neural systems for face recognition and social communication. Biological Psychiatry, 51, 59-67.
23. Ho, W. (2004). Homogeneity analysis of a divergent-thinking test. Chinese Journal of Education, 12, 219-239.
24. Horng, R., & Torrance, E. (1987). Imagery abilities, sex and intelligence as predictors of creative thinking abilities. Presentation at the 3rd International Imagery Conference, Fukuoka, Japan.
25. Hudson, L. (1967). Contrary Imaginations; A psychological study of the English schoolboy. Harmondsworth, UK: Penguin.
26. Kay, J. (1999). Person-specific knowledge and knowledge of biological categories. Cognitive Neuropsychology, 16, 171-180.
27. Kosslyn, S., Alpert, N. M., Thompson, W. L., Maljkovic, V., Weise, S. B., Chabris, C. F., et al. (1993). Visual mental imagery activates topographically organized visual cortex: PET investigations. Journal of Cognitive Neuroscience, 5, 263-287.
28. Kuhn, T. (1959, June). The essential tension: Tradition and innovation in scientific research. Paper presented at the The Third University of Utah Research Conference on the Identification of Scientific Talent, Salt Lake City, Utah.
29. Kwon, Y. J., & Lawson, A. E. (2000). Linking brain growth with scientific reasoning ability and conceptual change during adolescence. Journal of Research in Science Teaching, 37, 44-62.
30. Kwon, Y. J., Lawson, A. E., Chung, W. H., & Kim, Y. S. (2000). Effect on development of proportional reasoning skill of physical experience and cognitive abilities associated with prefrontal lobe activity. Journal of Research in Science Teaching, 37, 1171-1182.
31. Morris, R. G., Miotto, E. C., Feigenbaum, J. D., Bullock, P., & Polkey, C. (1997). Planning ability after frontal and temporal lobe lesions in humans: The effects of selection equivocation and working memory load. Cognitive Neuropsychology, 14, 1007-1027.
32. Mumford, M., Marks, M., Connelly, M., Zaccaro, S., & Johnson, J. (1998). Domain based scoring in divergent thinking tests: Validation evidence in an occupational sample. Creativity Research Journal, 11, 151-163.
33. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
34. Olson, I. R., Gatenby, J. C., & Gore, J. (2002). A comparison of bound and unbound audio-visual information processing in the human cerebral cortex. Cognitive Brain Research, 14, 129-138.
35. Pardo, J. V., Fox, P. T., & Raichle, M. (1991). Localization of a human system for sustained attention by positron emission tomography. Nature, 349, 61-63.
36. Paus, T., Petrides, M., Evans, A. C., & Meyer, E. (1993). Role of the human anterior cingulate cortex in the control of oculomotor, manual, and speech responses: A positron emission tomography study. Journal of Neurophysiology, 70, 453-469.
37. Petrides, M., Alivisatos, B., & Evan, A. C. (1995). Functional activation of the human ventrolateral frontal cortex during mnemonic retrieval of verbal information. Proceedings of the National Academy of Sciences, 92, 5803-5807.
38. Piaget, J. (1955). The construction of reality in the child. New York: Basic Books.
39. Piaget, J. (1964). Development and learning. Journal of Research in Science Teaching, 2, 3-9.
40. Ridley, D., Scott, S., Glanz, R. S., & Weinstein, C. E. (1992). Self-regulated learning: The interactive influence of metacognitive awareness and goal setting. Journal of Experimental Education, 60, 293-306.
41. Runco, M. (1991). The evaluative, valuative, and divergent thinking of children. Journal of Creative Behavior, 25(4), 311-319.
42. Snyder, A., Mitchell, J., Bossomaier, T., & Pallier, G. (2004). The creativity quotient: An objective scoring of ideational fluency. Creativity Research Journal, 16, 415-420.
43. Squire, L. R., Stark, C. E. L., & Clark, R. (2004). The medial temporal lobe. Annual of Neuroscience, 27, 279-306.
44. Stephan, K. M., Fink, G. R., Passingham, R. E., Silbersweig, D. A., Ceballos-Baumann, A. O., Frith, C. D., et al. (1995). Functional anatomy of the mental representation of upper extremity movements in healthy subjects. Journal of Neurophysiology, 73, 373-386.
45. Stuss, D. T., Gallup, G., & Alexander, M. P. (2001). The frontal lobes are necessary for 'Theory of Mind.' Brain, 124, 279-286.
46. Vandervert, L., Schimpf, P., & Hesheng, L. (2007). How working memory and the cerebellum collaborate to produce creativity and innovation. Creativity Research Journal, 19, 1-18.
47. Vincent, A. (2002). Divergent thinking, intelligence, and expertise: A test of alternative models. Creativity Research Journal, 14, 163-178.
48. White, R., & Gunstone, R. (1992). Probing understanding. London: Falmer.
49. Young, M. (1992). Objective analysis of the topological organization of the primate cortical visual system. Nature, 358, 152-155.
50. Zald, D. (2003). The human amygdala and the emotional evaluation of sensory stimuli. Brain Research Reviews, 41, 88-123.
51. Zatorre, R. J., Evans, A. C., & Meyer, E. (1994). Neural mechanisms underlying melodic perception and memory for pitch. Journal of Neuroscience, 14, 1908-1919.
52. Zihl, J. (2000). Localized CNS lesions and their effect on visual function. Retrieved October 21, 2009 from http://www.optometry.co.uk/articles/docs/71bafacac14a3b8a0ac1685424bf8479_zihl20001103.pdf