Creativity, commonly referred to as “the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., useful, adaptive concerning task constraints)” (Sternberg & Lubart, 1999, p. 3) allows indivduals to work with limitations, boundaries, divergent processes. It is the source behind the light and the mind behind the brain. Advances in cognitive neuroscience have identified distinct brain circuits that are involved in specific higher brain functions. Findings show basic types of creative insights are each mediated by a distinctive neural circuit.
As creative insights occur in consciousness, working memory describes the ability to process information online and is the critical pathway to one’s creative ability. Utilized as a monitoring system of ongoing events that temporarily keeps information in mind, working memory is essential and relevant to a situation, so that one can essentially utilize, manipulate, and work with it. As an executive function, it makes sense that working memory has a lot to do with an individual accessing their personal store of creative outlets. As executive processes occur in the prefrontal cortex, it also makes sense that the frontal lobe is the primary region of creativity in the brain. However, how does this model account for highly creative youngsters who have immature and undeveloped frontal lobes?
I believe there is more involved with the gifted and talented youth. It is my intention to investigate the Working memory, temporal integration, sustained and directed attention levels that may provide the infrastructure necessary to hold information in space and time for these individuals. All of these processes occur within the prefrontal cortex and involve inhibitory control over inappropriate or maladaptive emotional and cognitive behaviors. So, do young gifted minds have better developed prefrontal cortices? Creativity is the epitome of cognitive flexibility and, therefore, a well-developed prefrontal cortex essentially leads to better control over the behaviors produce it and enhance it in the first place.
An individual’s ability to break conventional and/or obvious patterns of thinking, adopt new and/or higher order rules, and think conceptually and abstractly is at the heart of any theory of creativity such as Guilford’s (1950, 1967) concept of divergent thinking. Essentially, convergent thought brings more of the same and divergent thinking brings innovation and progressive ideas. Creativity is generally comes from two modes of thought, deliberate and spontaneous and for two types of information, cognitive and emotional.
So, my proposal to investigate the fMRIs of gifted, creative and talented youth stands. No one to this day has gone there and I don’t particularly know why not, other than exposure to fMRIs with child populations warrants sometimes difficult parental consent. All the more interesting is that, if in fact, there are outlying anomolies or functional features that are present in the scanned brains of gifted and/or savant syndrome children, how do we account for the traditional model of the frontal lobes developing by the early 20s.