(In)attention for creativity; Unraveling the neural and cognitive aspects of (mathematical) creativity in children

Proefschrift Marije Stolte

Promotieonderzoek naar creatief denken bij rekenen. Stolte, M. (2021). (In)attention for creativity; Unraveling the neural and cognitive aspects of (mathematical) creativity in children. Universiteit Utrecht, Utrecht.

Samenvatting

Creatief (en divergent) denken is nauw verbonden met rekenen en wiskunde. Maar op de basisschool is er slechts beperkt aandacht voor het ontwikkelen van dit creatief en divergent denken. Promovenda Marije Stolte: “Op school ligt de focus vooral op convergent denken, en het leren van standaard kennis en strategieën. Terwijl juist creativiteit is geïdentificeerd als een belangrijk aspect om goed te kunnen functioneren, en de complexe problemen van de 21e eeuw te kunnen oplossen.”

Met de empirische onderzoeken die zijn beschreven in haar proefschrift laat Stolte zien hoe standaard kennis, shifting, updating, inhibitie en afleidbaarheid een positieve bijdrage kunnen leveren aan creatief denken in het domein van rekenen bij basisschoolkinderen tussen de 8 en 13 jaar. Stolte: “Deze resultaten geven een beter beeld van de onderliggende cognitieve factoren en vroege aandachtsprocessen in de hersenen die gunstig zijn voor creatief en divergent denken.” Op basis hiervan stelt de Utrechtse promovenda een nieuw model van creatief denken voor.

Abstract

In the current classroom climate, and more specifically in the domain of mathematics, there is a large focus on learning standardized knowledge and procedures, convergent thinking, and focused attention while divergent thinking, creativity, and the possible benefits of distractibility do not receive enough attention. This doctoral thesis aims to close the gap between the value that is placed on creativity and the necessity of divergent thinking skills in contemporary society on the one hand and the lack of stimulation of creativity in mathematics education on the other hand. In addition, we propose that a certain degree of distractibility and reduced inhibition might be beneficial for creativity and should thus also be fostered during primary education. Our research focused on primary school children between 8 and 13 years old and demonstrates that response inhibition has a moderating role between mathematical ability and mathematical creativity. Moreover, when the contribution of the executive functions updating, shifting, and inhibition are all taken into account, we found that only updating has a significant relation to mathematical creativity. Furthermore, our findings show that while sensory gating, as a measure of subconscious attentional processes, only plays a marginal role in facilitating creativity, reduced cognitive control, as a measure of conscious attention, does seem to be beneficial for creativity. In addition, our findings revealed that attentional difficulties are related to specific attentional impairments in cognitive control. Based on these findings a new model of creative cognition and implications for education are proposed.

Verwijzingen

• Friso-Van den Bos, I., Van der Ven, S. H. G., Kroesbergen, E. H., & Van Luit, J. E. H. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 29-44. doi:10.1016/j.edurev.2013.05.003
• Schoevers, E. M. (2019). Promoting creativity in elementary mathematics education (Doctoral dissertation). Utrecht: Universiteit Utrecht.
• Stolte, M. (2021). (In)attention for creativity: Unraveling the neural and cognitive aspects of (mathematical) creativity in children (Doctoral dissertation). Utrecht: Universiteit Utrecht. https://dspace.library.uu.nl/handle/1874/401891
• Stolte, M., García, T., Van Luit, J. E. H., Oranje, B., & Kroesbergen, E. H. (2020). The contribution of executive functions in predicting mathematic creativity in typical elementary school classes: A twofold role for updating. Journal of Intelligence, 8, 1-20. doi:10.3390/jintelligence80200
• Stolte, M., Kroesbergen, E. H., & Van Luit, J. E. H. (2019). Inhibition, friend or foe? Cognitive inhibition as a moderator between mathematical ability and mathematical creativity in primary school students. Journal of Personality and Individual Differences, 142, 196-201. doi:10.1016/j.paid.2018.08.024
• Stolte, M., Kroesbergen, E. H., Van Luit, J. E. H., & Oranje, B. (z.j.). Two sides of the same coin? Reduced cognitive control relates to more attentional difficulties and to higher creativity. Ongepubliceerd manuscript
• Stolte, M., Oranje, B., Van Luit, J. E. H., & Kroesbergen, E.H. (z.j.). Prepulse inhibition and P50 suppression in relation to creativity and attention: Distributed attention beneficial to quantitative but not qualitative measures of divergent thinking. Ongepubliceerd manuscript.