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Creativity and the BRAIN RT4258 Prelims.Fm Page Ii Thursday, January 20, 2005 7:01 PM Creativity and the BRAIN Creativity AND THE BRAIN RT4258_Prelims.fm Page ii Thursday, January 20, 2005 7:01 PM Creativity AND THE BRAIN Kenneth M. Heilman Psychology Press New York and Hove RT4258_Prelims.fm Page iv Thursday, January 20, 2005 7:01 PM Published in 2005 by Published in Great Britain by Psychology Press Psychology Press Taylor & Francis Group Taylor & Francis Group 270 Madison Avenue 27 Church Road New York, NY 10016 Hove, East Sussex BN3 2FA © 2005 by Taylor & Francis Group Psychology Press is an imprint of the Taylor & Francis Group Printed in the United States of America on acid-free paper 10987654321 International Standard Book Number-10: 1-84169-425-8 (Hardcover) International Standard Book Number-13: 978-1-8416-9425-2 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trade- marks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Heilman, Kenneth M., 1938-. Creativity and the brain/Kenneth M. Heilman. p. cm. Includes bibliographical references and index. ISBN 1-84169-425-8 (hardback : alk. paper) 1. Creative ability. 2. Neuropsychology. I. Title. QP360.H435 2005 153.3’5—dc22 2004009960 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the Psychology Press Web site at http://www.psypress.com RT4258_bookTOC.fm Page v Thursday, January 6, 2005 12:23 PM Contents Dedication vii About the Author ix Preface xi 1 Definitions 1 2 Intelligence 19 3 Knowledge and Talents 27 4Imagery 59 5 Handedness 73 6Gender 89 7 Neurological Disorders 103 8 Neurotransmitters 117 9 The Frontal Lobes 133 10 Aging 153 11 Nurture 163 References 179 Index 203 v RT4258_bookTOC.fm Page vi Thursday, January 6, 2005 12:23 PM RT4258_C000.fm Page vii Friday, January 7, 2005 11:19 AM Dedication This book is dedicated to my geometry teacher, Mr. Abraham Goodman, who taught at New Utrecht High School in Brooklyn, NY, and who in 1954 first introduced me to the joy of discovery and creativity. This book is also dedicated to many of my former students, resi- dents, and postdoctoral associates who helped this joy grow into a passion. Some of these include John Adair M.D.; Jeff Anderson Ph.D.; Anna Barrett M.D.; David Beversdorf M.D.; Lee Blonder Ph.D.; Dawn Bowers Ph.D.; David Burks M.D.; Charles Butter Ph.D.; Anjan Chatterjee M.D.; Jean Cibula M.D.; Cindy Cimino Ph.D.; Timothy W. Conway Ph.D.; H. Branch Coslett M.D.; Greg Crucian Ph.D.; Steve DeKosky M.D.; Todd Feinberg M.D.; Eileen Fennell Ph.D.; Glen Finney M.D.; David FitzGerald M.D.; Shep Fleet M.D.; Paul Foster Ph.D.; Shawna Freshwater Ph.D.; David Geldmacher M.D.; Georges Ghacibeh M.D.; Robin Gilmore M.D.; Mike Gold M.D.; Leslie Gonzalez-Rothi Ph.D.; Margaret Greenwald Ph.D.; Brenda Hanna-Pladdy Ph.D.; John Hughes M.D.; Dan Jacobs M.D.; Yong Jeong M.D.; Jocelyn Keillor Ph.D.; Manho Kim M.D.; Drew Kirk M.D.; Mathew Kodsi M.D.; Carol Kooistra M.D.; Lisa Lu Ph.D.; Linda Mack Ph.D.; Lynn M. Maher Ph.D.; Victor Mark M.D.; David McFarling M.D.; Kim Meador M.D.; Mark Mennemeier Ph.D.; Jose Merino M.D.; Jeannine Mielke Ph.D.; Bayard Miller M.D.; Tomoyuki Mizuno M.D.; Mary Morris Ph.D.; Maria Mozaz Ph.D.; Duk Na M.D.; Steve Nadeau M.D.; Cindy Ochipa Ph.D.; Michael Okun M.D.; Steve Rapcsak M.D.; Stacie Raymer Ph.D.; Robert Rhodes; Alonoso Riestra M.D.; David Roeltgen M.D.; Heidi Roth M.D.; Ron Schwartz M.D.; Steve Sevush M.D.; Paul Shelton M.D.; Brian Shenal Ph.D.; Joel Shenker M.D.; Jeff Shuren M.D.; Beth Slomine Ph.D.; Lynn Speedie Ph.D.; Reva Tankle Ph.D.; Rudolf Taubner M.D.; H. Gerry Taylor Ph.D.; Jack Tsao M.D.; Daniel M. Tucker M.D.; Thomas Van den Abell Ph.D.; Mieke Verfaellie Ph.D.; Kytja Voeller M.D.; Robert T. Watson M.D.; Eli Wertman M.D.; David J. Williamson Ph.D.; and Kyle Womack M.D. vii RT4258_C000.fm Page viii Friday, January 7, 2005 11:19 AM RT4258_C000.fm Page ix Friday, January 7, 2005 11:19 AM About the Author Kenneth M. Heilman received his M.D. from the University of Virginia. He is currently the James E. Rooks, Jr., Distinguished Professor of Neurology and Health Psychology at the University of Florida, and he serves as director of the university’s Memory and Cognitive Disorder Clinic and its Alzheimer’s Disease Center. He is also Chief of Neuro- logy at the Malcolm Randall Veterans Affairs Medical Center. Heilman’s primary clinical and research interests are Cognitive and Behavioral Neurology with special interest in attention, emotion, and skilled movements. In the past 30 years, he has written more than 400 articles, chapters, and books. Heilman is a past president of both the Cognitive Behavioral Neurological Society and the International Neuropsychological Society. Heilman received the University of Florida Research Foundation Professorships and the Clinical Research Award, and he also earned the Outstanding Achievement Award from the Society for Cognitive and Behavioral Neurology for his research and educational contributions to neurology. Heilman’s clinical skills have been recognized in multiple editions of the Best Doctors in America and America’s Top Doctors. ix RT4258_C000.fm Page x Friday, January 7, 2005 11:19 AM RT4258_C000.fm Page xi Friday, January 7, 2005 11:19 AM Preface For more than 25 years I have been the supervisor of a postdoctoral fellowship program. Our fellowship program is designed to prepare neurologists, psychologists, and speech pathologists for academic careers. Each year I receive several applications for a limited number of openings. An academician needs skills in four domains: clinical care, research, teaching, and administration. The people who apply to our program have already completed their clinical training (e.g., an internship and neurology residency) and most are already superb clinicians. Although we attempt to increase their skills as cognitive and behavioral neurologists, those are not the skills that our fellow- ship is primarily directed at enhancing. We also attempt to increase their skills as educators, but, being a terrible administrator, I do little to help their skills in this domain. Most of my efforts, therefore, are directed to developing and increasing their skills as investigators. When interviewing the candidates for this fellowship, I like to know which candidates would most benefit from our research training program and develop into the best investigator, but how is one to know who has the greatest potential to be creative? Although there are some psychological tests that have been designed to assess creative potential, the validity of these tests for people who want to perform neuropsycho- logical or cognitive neuroscience research has never been established. Creative neuroscientists are usually highly intelligent and all of our candidates are extremely bright, but my experience has taught me that all are not equally creative. In addition, these fellows’ teaching or clin- ical skills are not always good predictors of their creative potential. Acts of creativity are not limited to humans. For example, chimps like to eat termites. To harvest termites, the chimp inserts a stick into an opening in the termite mound, allows the termites to crawl on the stick, withdraws the stick, and then eats the termites off the stick. Jane Goodall filmed a chimp that found a large termite mound, but in the vicinity of this nest there was not a stick that he could insert into the mound. The chimp, however, did find a branch of a tree that had xi RT4258_C000.fm Page xii Friday, January 7, 2005 11:19 AM PREFACE fallen to the ground, but from this main branch there were multiple side branches that would have prevented the chimp from inserting it into the opening of the mound. After examining the main branch, this chimp broke off these side branches, inserted the main branch into the mound, withdrew the stick, and enjoyed his snack. The chimp’s production of this tool was a creative act. This historic observation suggests that creativity is not limited to humans and can be observed in some of our closest ancestors, but generally creativity does not have a great influence on the lives of apes or other animals. In contrast, even in the past hundred years, creative people have revo- lutionized our lives. My father was born in 1904 on Staten Island, NY, which at that time could be reached only by boat. From the time he was born to the time he died at the age of 93, the world had dramati- cally changed. His father was a saddle maker because Ford had not yet developed the mass production of cars. Thus, automobiles were expensive and rare. The Wright brothers first flew a plane a few months before his birth, but airplanes were not commonplace. There were no televisions, no computers, and not even antibiotics. These changes were not caused by Darwinian principles of random mutation and survival of the fittest. These changes were brought about by the inventions of creative people such as the Wright brothers and Alex- ander Fleming. Thus, the human is the only organism in which we can study creativity. I have been studying brain-behavior relationships in humans for more than 30 years, but I realized that perhaps I could not decide which candidate for our fellowship might be the most creative because I knew little about the brain mechanisms that lead to creativity.
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