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Read the following passage and type the letter representing your answer from the choices given.
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A Meanwhile, scientists are also struggling with the best way to measure the concept. As a marker of creativity, researchers often measure divergent thinking-the ability to generate a lot of possible solutions to a problem or question. The standard test of divergent thinking came from Guilford himself. Known as the alternate-uses test, the task asks participants to come up with novel uses for a common object such as a brick. But measures of divergent thinking haven't been found to correlate well with real-world creativity.
B Does coming up with new uses for a brick imply a person will be good at abstract art or composing music or devising new methods for studying the brain? "It strikes me as using way too broad a brush." Seli said. "I don't think we measure creativity in the standard way that people think about creativity. As researchers, we need to be very clear about what we mean."
C One way to do that may be to move away from defining creativity based on a person's creative output and focus instead on what's going on in the brain, said Adam Green, PhD, a cognitive neuroscientist at Georgetown University and founder of the Society for the Neuroscience of Creativity. "The standard definition, that creativity is novel and useful, is a description of a product," he noted. "By looking inward, we can see the process in action and start to identify the characteristics of creative thought. Neuroimaging is helping to shift the focus from creative product to creative process.
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D That process seems to involve the coupling of disparate brain regions. Specifically, creativity often involves coordination between the cognitive control network, which is involved in executive functions such as planning and problem-solving, and the default mode network, which is most active during mind-wandering or daydreaming (Beaty. R. E., et al., Cerebral Cortex, Vol. 31. No.10. 2021). The cooperation of those networks may be a unique feature of creativity. Green said. "These two systems are usually antagonistic. They rarely work together, but creativity seems to be one instance where they do."
Green has also found evidence that an area called the frontopolar cortex, in the brain's frontal lobes, is associated with creative thinking. And stimulating the area seems to boost creative abilities. He and his colleagues used transcranial direct current stimulation (TDCS) to stimulate the frontopolar cortex of participants as they tried to come up with novel analogies. Stimulating
the area led participants to make analogies that were more semantically distant from one another-in other words, more creative (Cerebral Cortex, Vol. 27. No. 4, 2017).
F Green's work suggests that targeting specific areas in the brain, either with neuromodulation or cognitive interventions, could enhance creativity. Yet no one is suggesting that a single brain
region, or even a single neural network, is responsible for creative thought. "Creativity is not one system but many different mechanisms that, under ideal circumstances, work together in a seamless way." Kounios said.
G In search of the eureka moment. Creativity looks different from person to person. And even within one brain, there are different routes to a creative spark, Kounios explained. One involves what cognitive scientists call "System 1" (also called "Type 1") processes: quick, unconscious thoughts-"Aha!" moments-that burst into consciousness. A second route involves "System 2"processes: thinking that is slow, deliberate, and conscious. "Creativity can use one or the other or a combination of the two," he said. "You might use Type 1 thinking to generate ideas and Type 2 to critique and refine them."
H
They found that for highly experienced musicians, the mechanisms used to generate creative ideas were largely automatic and unconscious, and they came from the left posterior part of the ld
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