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The longitudinal study of brain correlates of creativity development
International Journal of Psychophysiology 94 (2014) 120–261
(p b 0.05) in the responders group. We found the significant main effect of TIME (p b 0.05) for the scale A Cattell's questionnaire. This finding was revealed for both experimental groups. Moreover we obtained a significant interaction TIME × GROUP and TIME × RESPOND for the strength of excitation by questionnaire Strelyau and situational anxiety by STAI (p b 0.05). In this case, the respondents and members of the group “F4-O1” showed that scores decrease while the non-respondents and the group “F3O1” showed that scores increase. Conclusions: 1. Neurofeedback can be influence on the non-clinical subjects personality scores; 2. Separated alpha neurofeedback training causes no alternate changes in the emotional state; 3. Alpha protocol for the right hemisphere electrode positions has more positive effect for improvement in the training value. This research project has been supported by UrFU under the Framework Programme of development of UrFU through the “Young scientists UrFU” competition.
doi:10.1016/j.ijpsycho.2014.08.879
The longitudinal study of brain correlates of creativity development Igor Sergeevich Dikiy, Liudmila Alexandrovna Dikaya Southern Federal University, Russia Nowadays the adaptation to life is requiring a high level of creative abilities. Creativity is necessary for all to whom it is necessary to solve new problems in the daily usual and professional life – to managers, lawyers, teachers, students, scientists, actors, artists and to many other people. And we have to know if neuroscientific approach can contribute to a better understanding of the complex mental ability domain of creative thinking. The cerebral mechanisms regulating the development of creativity have not yet been practically studied. Therefore, the longitudinal study of creativity and its brain correlates is necessary. The objective of our research was to examine the dynamics of brain correlates of creativity development in high school seniors (15– 17 years old). The participants were 68 high school seniors divided into two groups – experimental and control (35 and 33 high school seniors accordingly). Participants of the experimental group unlike the control one were taught twice a week for 2 years with the help of special program of creativity development, which included the psychological training of creative thinking and EEG alpha feedback training to increase own alpha band power for faster insight. We tested the level of creativity and EEG power in subjects of both groups at the beginning (at the age of 15 years old) and at the end (at the age of 17 years old) of the longitudinal research. EEG signals were recorded at a resting state and at divergent problem solving from 21 scalp electrodes according to the International 10-20 System. We analyzed EEG power of each participant for the following frequency bands: delta (0.50–3.75 Hz), theta (4.00–7.75 Hz), alpha-1 (8.00–9.75 Hz), alpha-2 (10.00–12.75 Hz), beta-1 (13.00–23.75 Hz) and beta-2 (24.00–35.00 Hz). We used statistical 4-way ANOVA and post hoc analysis to compare the features of the frequency–spatial organization of cortical bio-potentials in participants of experimental and control groups. Divergent problem solving in participants of experimental group compared to the control one at the end of longitudinal study was accompanied by more alpha activity in anteriofrontal and centroparietal brain regions, by higher level of theta power in frontal and central cortical regions and by high cortical activation in right temporal area (p b 0.05). So neuroscientific studies reveal valuable insights into possible brain correlates
223
underlying creative thinking; creative thinking can be improved effectively by means of specific EEG alpha feedback training.
doi:10.1016/j.ijpsycho.2014.08.880
Features of functional integration of cortical areas of gifted senior pupils at the solution of cognitive tasks Igor Sergeevich Dikiy, Evgenia Borisovna Pokyl, Liudmila Alexandrovna Dikaya Southern Federal University, Russia The purpose of the research was the separation of patterns of functional integration of cortical areas at the solution of cognitive task of gifted senior pupils. 18 males and 21 females (senior pupils) participated in the experiment. The separation of patterns was analysed by comparison of EEG coherence of biopotentials in various areas of a brain in the alfa1, alfa2, beta1, beta2, theta1, and theta2 bands. The coherent communications whose level exceeded average value for all areas and for each type of tasks were considered as significant. They are significant in short coherence interaction in lobbies and back department of brain in the right and left hemisphere of gifted pupils with hidden giftedness. Also they are significant the alfa1, and alfa2 bands in short coherence interaction in lobbies and back department of the brain in the right and left hemisphere, than coherence interaction between the right and left hemisphere. They are significant in the beta1 band in short coherence interaction in lobbies and back department of brain in the right and left hemisphere, and in beta2 band they are significant in long coherence interaction between lobbies and back department of the brain in the right hemisphere at solution verbal and nonverbal convergent and divergent tasks. Pupils with obvious giftedness have significant short coherence interaction in lobbies and back department of brain in the right and left hemisphere in tetha1 band, and between the right and left hemisphere in the back department of the brain during solving nonverbal convergent and divergent tasks They are significant in the tetha2 in short coherence interaction in lobbies and the back department of the brain in the right and left hemisphere like in the pupils with hidden giftedness. In beta1 band they are significant in long coherence interaction between lobbies and the back department of the brain in the left hemisphere at solving nonverbal divergent tasks; in beta2 band – long coherence interaction between lobbies and back department of brain in right and left hemisphere at solving task irrespective of types of the tasks.
doi:10.1016/j.ijpsycho.2014.08.881
Numerical cognition: A prospective on self-organization theory Xiaoping Lia, Leinian Lia, Hanrui Miaoa,b School of Psychology, Nanjing Normal University, China b Hexi Branch, Jinglin Middle School, China a
Numerical cognition is one of humanity's basic cognition abilities. Understanding the mechanisms of numerical cognition is very important, however, how numbers are mentally represented has been an enduring question in psychology. From the perspective of self-organization theory, the present article discusses the selforganization phenomenon of digit information processing in neural network. First, the past research on perceptual characteristics
(p b 0.05) in the responders group. We found the significant main effect of TIME (p b 0.05) for the scale A Cattell's questionnaire. This finding was revealed for both experimental groups. Moreover we obtained a significant interaction TIME × GROUP and TIME × RESPOND for the strength of excitation by questionnaire Strelyau and situational anxiety by STAI (p b 0.05). In this case, the respondents and members of the group “F4-O1” showed that scores decrease while the non-respondents and the group “F3O1” showed that scores increase. Conclusions: 1. Neurofeedback can be influence on the non-clinical subjects personality scores; 2. Separated alpha neurofeedback training causes no alternate changes in the emotional state; 3. Alpha protocol for the right hemisphere electrode positions has more positive effect for improvement in the training value. This research project has been supported by UrFU under the Framework Programme of development of UrFU through the “Young scientists UrFU” competition.
doi:10.1016/j.ijpsycho.2014.08.879
The longitudinal study of brain correlates of creativity development Igor Sergeevich Dikiy, Liudmila Alexandrovna Dikaya Southern Federal University, Russia Nowadays the adaptation to life is requiring a high level of creative abilities. Creativity is necessary for all to whom it is necessary to solve new problems in the daily usual and professional life – to managers, lawyers, teachers, students, scientists, actors, artists and to many other people. And we have to know if neuroscientific approach can contribute to a better understanding of the complex mental ability domain of creative thinking. The cerebral mechanisms regulating the development of creativity have not yet been practically studied. Therefore, the longitudinal study of creativity and its brain correlates is necessary. The objective of our research was to examine the dynamics of brain correlates of creativity development in high school seniors (15– 17 years old). The participants were 68 high school seniors divided into two groups – experimental and control (35 and 33 high school seniors accordingly). Participants of the experimental group unlike the control one were taught twice a week for 2 years with the help of special program of creativity development, which included the psychological training of creative thinking and EEG alpha feedback training to increase own alpha band power for faster insight. We tested the level of creativity and EEG power in subjects of both groups at the beginning (at the age of 15 years old) and at the end (at the age of 17 years old) of the longitudinal research. EEG signals were recorded at a resting state and at divergent problem solving from 21 scalp electrodes according to the International 10-20 System. We analyzed EEG power of each participant for the following frequency bands: delta (0.50–3.75 Hz), theta (4.00–7.75 Hz), alpha-1 (8.00–9.75 Hz), alpha-2 (10.00–12.75 Hz), beta-1 (13.00–23.75 Hz) and beta-2 (24.00–35.00 Hz). We used statistical 4-way ANOVA and post hoc analysis to compare the features of the frequency–spatial organization of cortical bio-potentials in participants of experimental and control groups. Divergent problem solving in participants of experimental group compared to the control one at the end of longitudinal study was accompanied by more alpha activity in anteriofrontal and centroparietal brain regions, by higher level of theta power in frontal and central cortical regions and by high cortical activation in right temporal area (p b 0.05). So neuroscientific studies reveal valuable insights into possible brain correlates
223
underlying creative thinking; creative thinking can be improved effectively by means of specific EEG alpha feedback training.
doi:10.1016/j.ijpsycho.2014.08.880
Features of functional integration of cortical areas of gifted senior pupils at the solution of cognitive tasks Igor Sergeevich Dikiy, Evgenia Borisovna Pokyl, Liudmila Alexandrovna Dikaya Southern Federal University, Russia The purpose of the research was the separation of patterns of functional integration of cortical areas at the solution of cognitive task of gifted senior pupils. 18 males and 21 females (senior pupils) participated in the experiment. The separation of patterns was analysed by comparison of EEG coherence of biopotentials in various areas of a brain in the alfa1, alfa2, beta1, beta2, theta1, and theta2 bands. The coherent communications whose level exceeded average value for all areas and for each type of tasks were considered as significant. They are significant in short coherence interaction in lobbies and back department of brain in the right and left hemisphere of gifted pupils with hidden giftedness. Also they are significant the alfa1, and alfa2 bands in short coherence interaction in lobbies and back department of the brain in the right and left hemisphere, than coherence interaction between the right and left hemisphere. They are significant in the beta1 band in short coherence interaction in lobbies and back department of brain in the right and left hemisphere, and in beta2 band they are significant in long coherence interaction between lobbies and back department of the brain in the right hemisphere at solution verbal and nonverbal convergent and divergent tasks. Pupils with obvious giftedness have significant short coherence interaction in lobbies and back department of brain in the right and left hemisphere in tetha1 band, and between the right and left hemisphere in the back department of the brain during solving nonverbal convergent and divergent tasks They are significant in the tetha2 in short coherence interaction in lobbies and the back department of the brain in the right and left hemisphere like in the pupils with hidden giftedness. In beta1 band they are significant in long coherence interaction between lobbies and the back department of the brain in the left hemisphere at solving nonverbal divergent tasks; in beta2 band – long coherence interaction between lobbies and back department of brain in right and left hemisphere at solving task irrespective of types of the tasks.
doi:10.1016/j.ijpsycho.2014.08.881
Numerical cognition: A prospective on self-organization theory Xiaoping Lia, Leinian Lia, Hanrui Miaoa,b School of Psychology, Nanjing Normal University, China b Hexi Branch, Jinglin Middle School, China a
Numerical cognition is one of humanity's basic cognition abilities. Understanding the mechanisms of numerical cognition is very important, however, how numbers are mentally represented has been an enduring question in psychology. From the perspective of self-organization theory, the present article discusses the selforganization phenomenon of digit information processing in neural network. First, the past research on perceptual characteristics