DOCSLIB.ORG

Embedding Divergent Thinking Into Project Team Decision Making

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Embedding Divergent Thinking Into Project Team Decision Making EMBEDDING DIVERGENT THINKING INTO PROJECT TEAM DECISION MAKING A thesis submitted in the fulfilment of the requirements for the degree of Doctor of Philosophy Mark Ross Boyes Master of Business Administration (Executive) with Distinction, RMIT University School of Property, Construction and Project Management College of Design and Social Context RMIT University June 2019 Declaration I certify that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged; and, ethics procedures and guidelines have been followed. I acknowledge the support I have received for my research through the provision of an Australian Government Research Training Program Scholarship. Mark Ross Boyes Date: 14th June 2019 Copyright statement This work is copyright ©Mark Boyes 2019 Apart from use permitted by the Copyright Act of 1968, no part of this work can be reproduced or stored in a document management system (electronic or hardcopy) without the written permission of the author. Permission is granted to RMIT University to store in the Australian Thesis Repository and make it available for the purpose of personal study. Permissions for other purposes can be obtained from: [email protected] Mark BOYES PhD Thesis Page 2 Acknowledgements This work was carried out between 2014 and 2019 at RMIT University in Melbourne Australia, during which time many personal obstacles had to be overcome, including the unexpected passing of my mother in 2016; therefore, this thesis is dedicated to her; Diane Elizabeth Boyes (1942-2016). It is my undisputable pleasure to express my deepest appreciation and gratitude to my friend, Associate Supervisor and mentor Dr Arthur Shelley, CEO Intelligent Answers. Without Arthur, there would be no thesis. Arthur’s infectious enthusiasm inspired this research project and he incessantly challenged, poked and prodded to ensure it was carried out and delivered to a point where it could make a difference. A great deal of praise and appreciation goes to my Senior Supervisor Dr Eric Too, his guidance and focus on academic rigour kept the research project at a high level and on track. I would also like to thank Professor Kerry London for her leadership, encouragement and support in the early days, which helped lay a solid foundation for this research project. To the staff at RMITs School of Property, Construction and Project Management, a colossal thank you for keeping the clerical tasks on target, orderly and stress-free. The staff at the school were always a pleasure to speak to and they were quick to respond to any queries. Finally, my joy knows no bounds as this thesis draws to a conclusion; a feeling that is shared by my family. No more long nights and weekends nailed to the computer or travelling to conduct field research. To Kyle and Lucas Boyes (and Bailey the dog), thank you for your patience, back scratches, hugs, cups of tea and reminding me to check out every now and then to spend quality time with the ones you love. To Sue, thank you for your scholarly assistance and emotional support along this journey. Mark Boyes Mark BOYES PhD Thesis Page 3 Table of Contents Table of Contents ................................................................................................... 4 Glossary ................................................................................................................. 8 Table of Tables ....................................................................................................... 9 Table of Figures .....................................................................................................10 Abstract.................................................................................................................12 1 Introduction ....................................................................................................14 1.1 Chapter Introduction.......................................................................................... 14 1.2 Rational, prior experiences and context .............................................................. 14 1.3 The Opportunity & Significance .......................................................................... 16 1.4 Research Problem .............................................................................................. 19 1.5 Research Objectives ........................................................................................... 22 1.6 Research Questions............................................................................................ 23 1.7 Research Strategy .............................................................................................. 24 1.8 Research Methodology ...................................................................................... 25 1.9 Research Limitations .......................................................................................... 28 1.10 Thesis Structure ............................................................................................. 30 2 Literature Review ............................................................................................32 2.1 Chapter Introduction.......................................................................................... 32 2.2 Project Management ......................................................................................... 32 2.2.1 The Evolution of Project Management .............................................................. 34 2.2.2 Project Outcomes .............................................................................................. 42 2.2.3 Project Outcomes Summary .............................................................................. 47 2.3 Rethinking Project Management ........................................................................ 48 2.3.1 Introduction ....................................................................................................... 48 2.3.2 Decision making ................................................................................................. 48 2.3.3 A new approach ................................................................................................. 53 2.3.4 Rethinking PM Summary ................................................................................... 61 2.4 Creativity in Projects .......................................................................................... 63 Mark BOYES PhD Thesis Page 4 2.4.1 Introduction ....................................................................................................... 63 2.4.2 Defining creativity .............................................................................................. 64 2.4.3 Divergent Thinking Terminology ........................................................................ 67 2.4.4 Divergent Thinking Summary............................................................................. 93 2.5 Literature Review Framework ............................................................................ 95 2.5.1 Introduction ....................................................................................................... 95 2.5.2 Rational for the Framework ............................................................................... 95 2.5.3 Key Framework Concepts .................................................................................. 96 2.5.4 Literature Review Framework & Scope ............................................................. 98 2.6 Research Gap Statement .................................................................................... 99 2.7 Chapter Summary ............................................................................................ 100 3 Research Methodology .................................................................................. 104 3.1 Chapter Introduction........................................................................................ 104 3.2 Research Paradigm .......................................................................................... 107 3.2.1 Research Design Overview .............................................................................. 112 3.3 Model Development ........................................................................................ 114 3.3.1 Model Justification ........................................................................................... 117 3.4 Justification for approach ................................................................................. 119 3.5 Research Methods ........................................................................................... 123 3.5.1 Research Sample .............................................................................................. 125 3.5.2 Overview of Information Needed .................................................................... 128 3.5.3 Data Collection ................................................................................................. 130 3.5.4 Data Analysis and Synthesis ............................................................................. 131 3.6 Ethical Considerations .....................................................................................
Load more

Recommended publications
  • Convergence in Creativity Development for Mathematical Capacity
    Convergence in Creativity Development for Mathematical Capacity Ai-Girl Tan Nanyang Technological University Singapore Bharath Sriraman University of Montana (Chapter to appear in edited volume: Creativity and giftedness: Interdisciplinary perspectives and beyond; Springer Science and Business, 2016) Abstract In this chapter, we highlight the role of convergence in developing creativity and mathematical capacity. We renew our understanding of creativity from the relations of three creativity mechanisms: Convergence in divergence for emergence, and three principles of experience: Continuity, interaction and complementarity. Convergence in the context of creativity development is an incidence of learning for capacity building and knowledge construction. Examples of convergent processes in learning are: setting a plan, having a structure, and possessing coordinated capacity to complete a task. To elaborate, we refer to theories of development and creativity on how people develop their capacity in convergence (e.g., collaboration), through mathematical learning (e.g., with coherence, congruence), and for creativity (e.g., imagination). We make reference to convergent creativity of an eminent mathematician Srinivasa Ramanujan (1887-1920) for a reflection on developing creativity and building capacity for good life. Keywords: Convergence, mathematics, collaboration, creativity. Introduction Scope of the Chapter This chapter comprises three parts. In the first part we present our assumptions, mechanisms and principles of creativity and creativity development. In the second part we review briefly contemporary views on creativity development and knowledge construction. We reflect on the role of convergent creativity in developing capacity through learning a subject matter. In the third part we draw preliminary conclusions that convergent creativity is essential for knowledge construction and for good life.
    [Show full text]
  • Creativity Through the Eyes Arousal and the Prediction of Creative Task
    CREATIVITY THROUGH THE EYES 1 Creativity through the eyes Arousal and the prediction of creative task performance by Locus Coeruleus-norepinephrine modes. Matthijs Dekker U1262091 / 991987 Master thesis Communication- and Information Sciences Corporate communication and digital media Faculty Humanities Tilburg University Supervisor: dr. K.A. de Rooij Second reader: H.K. Schraffenberger BEng MsC January, 2017 CREATIVITY THROUGH THE EYES 2 Abstract In order to develop creative ideas, which are original as well as effective, several cognitive processes are required involving divergent and convergent thinking. Previous research suggested that creative task performance is influenced the release of noradrenaline, causing arousal, in the Locus Coeruleus-norepinephrine system (LC-NE). This LC-NE system mediates the changes between exploitation and exploratory control states. Previous studies suggested that activity in the LC-NE system is indicated by pupil diameter. Tonic pupil sizes are associated with an exploratory control state, whereas phasic pupil are associated with an exploitative control state. This study measured the pupil diameter of participants while they performed a creative task. Different phases in the experiment are characterized by divergent and convergent thinking. It is examined whether tonic and phasic pupil sizes can predict the creativity of generated ideas during divergent and convergent thinking. It was found that (i) phasic pupil sizes are linear and quadratic predictors of effectiveness during divergent thinking; (ii) tonic pupil sizes are linear predictors of originality during divergent thinking. These findings suggest that creativity can be predicted during divergent thinking in a creative process. CREATIVITY THROUGH THE EYES 3 Creativity through the eyes Creativity among individuals and cultures can lead to happier, fuller and healthier lives (Richards, 2010).
    [Show full text]
  • Openness to Experience and Intellect Differentially Predict Creative
    JournalJournal of of Personality Personality 84:2, ••:••, April •• 2015 2016 VC©2014 2014 Wiley Wiley Periodicals, Periodicals, Inc. Inc. Openness to Experience and Intellect DOI:DOI: 10.1111/jopy.12156 10.1111/jopy.12156 Differentially Predict Creative Achievement in the Arts and Sciences Scott Barry Kaufman,1 Lena C. Quilty,2 Rachael G. Grazioplene,3 Jacob B. Hirsh,4 Jeremy R. Gray,5 Jordan B. Peterson,4 and Colin G. DeYoung3 1The Imagination Institute, Positive Psychology Center, University of Pennsylvania 2Centre for Addiction and Mental Health 3University of Minnesota 4University of Toronto 5Michigan State University Abstract The Big Five personality dimension Openness/Intellect is the trait most closely associated with creativity and creative achievement. Little is known, however, regarding the discriminant validity of its two aspects—Openness to Experience (reflecting cognitive engagement with perception, fantasy, aesthetics, and emotions) and Intellect (reflecting cognitive engage- ment with abstract and semantic information, primarily through reasoning)—in relation to creativity. In four demographically diverse samples totaling 1,035 participants, we investigated the independent predictive validity of Openness and Intellect by assessing the relations among cognitive ability, divergent thinking, personality, and creative achievement across the arts and sciences. We confirmed the hypothesis that whereas Openness predicts creative achievement in the arts, Intellect predicts creative achievement in the sciences. Inclusion of performance measures of general cognitive ability and divergent thinking indicated that the relation of Intellect to scientific creativity may be due at least in part to these abilities. Lastly, we found that Extraversion additionally predicted creative achievement in the arts, independently of Openness. Results are discussed in the context of dual-process theory.
    [Show full text]
  • Religious Control of Visual Attention
    Convergent and divergent operations – 1 Convergent and divergent operations in cognitive search Bernhard Hommel Leiden University, Cognitive Psychology Unit & Leiden Institute for Brain and Cognition, Leiden, The Netherlands Correspondence: Bernhard Hommel Leiden University Department of Psychology Cognitive Psychology Unit 2333 AK Leiden, The Netherlands e-mail: [email protected] Convergent and divergent operations – 2 The phylogenetic development of humans and many other species is characterized by a transition from reactivity to proactivity. In contrast to the dominating experimental paradigm in behavioral and neuroscientific research—where the presentation of experimenter-controlled stimuli are marking the start of theoretical and empirical analysis—humans rarely await environmental triggers to get on their feet but, rather, are driven by internal needs, goals, and passions. Proactive behavior guided by internal anticipations and predictions requires executive functions that operate off-line rather than in real-time. Indeed, planning an action only after having encountered its execution conditions often makes little sense, which is why goalkeepers prepare themselves for jumping, catching, and pushing the ball long before they even see it coming. Planning an action in the absence of the object and situational cues it relates to requires means to represent and stimulate them in advance (i.e., off-line). This calls for cognitive abilities that go beyond what our basic sensorimotor online systems have to offer—that is, the systems that translate stimulus input into motor output more or less in real-time and that we share to some degree with almost all living organisms. In humans and perhaps in other primates, this reliance of planning ahead on longer-term internal representation has propagated the development of a dual-system architecture.
    [Show full text]
  • The Effect of Movement on Convergent and Divergent Thinking
    University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 5-9-2020 The Effect of Movement on Convergent and Divergent Thinking Simmy Vig Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Cognitive Psychology Commons Recommended Citation Vig, Simmy, "The Effect of Movement on Convergent and Divergent Thinking" (2020). Honors Theses. 1359. https://egrove.olemiss.edu/hon_thesis/1359 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. THE EFFECT OF MOVEMENT ON CONVERGENT AND DIVERGENT THINKING by Simmy Vig A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford May 2020 Approved by ___________________________________ Advisor: Dr. Stephanie Miller ___________________________________ Reader: Dr. Matthew Reysen ___________________________________ Reader: Dr. Dwight Waddell THE EFFECT OF MOVEMENT ON CONVERGENT AND DIVERGENT THINKING © 2020 Simmy Vig ALL RIGHTS RESERVED ii THE EFFECT OF MOVEMENT ON CONVERGENT AND DIVERGENT THINKING ACKNOWLEDGEMENTS First, I would like to give my utmost thanks to my thesis advisor, Dr. Stephanie Miller, and to my laboratory advisor, Emily Frith. This research endeavor would not have been possible without their patience, guidance, and unwavering support. I would also like to express my gratitude toward the other research assistants who diligently worked with me in gathering all the data for this project.
    [Show full text]
  • The Roles of Convergent, Divergent Thinking, and Contextual Focus During Scientific Reasoning: Birth of the “Z” Model
    The Roles of Convergent, Divergent Thinking, and Contextual Focus during Scientific Reasoning: Birth of the “Z” Model A DISSERTATION SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY Jean-Baptiste Quillien IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Keisha Varma, Advisor Wilma Koutstaal, Co-Advisor September, 2019 i © Jean-Baptiste Quillien 2019 i Acknowledgements I would like to thank my committee members for their support, feedback and kindness: Dr. Varma Keisha Dr. Koutstaal Wilma Dr. McComas Jennifer Dr. Varma Sashank I would also like to thank my friends for the long conversations and sharing of ideas as well as The fantastic research assistants from the Koutstaal’s lab, for their precious help -- coding and running participants during those past long and stimulating years. Thank you i Dedication J’aimerais dedié cette thése a mon ami et mentor Mr. Milan Kovacovic, sans qui je ne serais pas là. Grace à qui j’ai su explorer. Merci pour le chemin à venir, mon ami. Ne pas dedié cette même thèse a un autre ami, qui a vu naître ma passion pour la psychologie de l’enfant derrière ses yeux de chiot étonné, et qui hier me voyait finir mes études supérieures derrière un regard mature et appaisé: Fridu. Merci pour le chemin passé, mon ami. ii Abstract The aim of this paper is to bridge the process of scientific reasoning with the field of cognitive science, and more specifically, the cognitive mechanisms involved during reasoning. This intent of bridging scientific reasoning with cognitive mechanisms gave birth to a new model: the “Z” model of scientific reasoning.
    [Show full text]
  • A New Approach to Understanding Divergent and Convergent Thinking
    Redefining Creativity: A New Approach to Understanding Divergent and Convergent Thinking and Personality Ellis Heyen, Lucas Jasinski, Natalie Main, Rachel Thomas, Nathan Trice, and Lauryn Zinke Department of Psychology, Illinois State University Introduction Procedure Predicted Results Creativity has been of interest to researchers for over a Remote Associates Test (RAT) was used to measure We expect to find a significant positive correlation century (Weiss et al., 2020). Guilford (1967) proposed that convergent thinking processes (Mednick, 1962). between performance on the RAT and Unusual Uses Test creativity consisted of divergent and convergent thinking. • 12 stimuli sets were presented, varying from easy to (UUT), indicating that the RAT relies on divergent thinking. very hard Traditionally, convergent thinking (critical thinking • Participants were presented with sets of 3 words using logical steps to determine a single solution) is In contrast, we expect non-significant correlations for RAT that can be linked with a fourth word understood to be the performance on tasks where only one and UUT with vocabulary, a convergent thinking measure. • Sample: worm / shelf / end can be related by the solution is correct, whereas divergent thinking word book (creative thinking using strategies that deviate from We expect RAT and UUT to be positively correlated with • Asked participants to provide the related fourth word commonly used strategies) is the performance on tasks openness to experience from the personality inventory. • Responses scored for accuracy where many different solutions are needed (Gabora, 2018, 2019). Unusual Uses Test was used to measure divergent Conclusion Mednick’s (1962) Remote Associates Test (RAT) of thinking processes (Guilford, 1967).
    [Show full text]
  • A Cognition-Based Definition of Creativity and a Proposition
    Linköping University Master Thesis Maria Hedblom A Cognition-Based Definition of Creativity and A Proposition for Approaching Creativity Artificially Supervisor: Examiner: Prof. Kai-Uwe Kühnberger Prof. Arne Jönsson Osnabrück University Linköping University LIU-IDA/KOGVET-A–13/012–SE A thesis submitted in fulfilment of the requirements for the degree of Master of Science in the Cognitive Science Institute IDA, Institute of Computer and Information Science November 2013 Copyright Information The publishers will keep this document online on the Internet or its possible replacement from the date of publication barring exceptional circumstances. The online availability of the document implies permanent permission for anyone to read, to download, or to print out single copies for his/hers own use and to use it unchanged for non-commercial research and educational purpose. Subsequent transfers of copyright cannot revoke this permission. All other uses of the document are conditional upon the consent of the copyright owner. The publisher has taken technical and administrative measures to assure authenticity, security and accessibility. According to intellectual property law the author has the right to be mentioned when his/her work is accessed as described above and to be protected against infringement. For additional information about the Linköping University Electronic Press and its pro- cedures for publication and for assurance of document integrity, please refer to its www home page: http://www.ep.liu.se/. c Maria Hedblom "The secret to creativity is knowing how to hide your sources." Albert Einstein And in this humorous light I am proud to present my master thesis. LINKöPING UNIVERSITY Abstract A Cognition-Based Definition of Creativity and A Proposition for Approaching Creativity Artificially by Maria Hedblom Can a computer truly be creative? This is the philosophical question that defines this thesis.
    [Show full text]
  • Stand up If You Mind! How Does Body Position Affect Creativity and Problem Solving?
    Stand up if you mind! How does body position affect creativity and problem solving? Name: Lindsey van der Lans Studentnumber: s0912344 Supervisor: Guido Band Second reader: Henk van Steenbergen Third reader: Ingrid Renirie en Robert Verheule, LEF future center, Rijkswaterstaat Thesis MSci Applied Cognitive Psychology 1 Table of Contents Preface .................................................................................................................................................... 4 Abstract ................................................................................................................................................... 5 Introduction ............................................................................................................................................ 6 Creativity, problem solving and the environment .............................................................................. 6 Embodied cognition ............................................................................................................................ 7 Arousal ................................................................................................................................................ 9 Materials and Methods ......................................................................................................................... 11 Participants ....................................................................................................................................... 11 Material ............................................................................................................................................
    [Show full text]
  • Personality and Creativity Correlates in Adults with Childhood Imaginary Companions Carolyn Lasch Scripps College
    Claremont Colleges Scholarship @ Claremont Scripps Senior Theses Scripps Student Scholarship 2015 Personality and Creativity Correlates in Adults with Childhood Imaginary Companions Carolyn Lasch Scripps College Recommended Citation Lasch, Carolyn, "Personality and Creativity Correlates in Adults with Childhood Imaginary Companions" (2015). Scripps Senior Theses. Paper 669. http://scholarship.claremont.edu/scripps_theses/669 This Open Access Senior Thesis is brought to you for free and open access by the Scripps Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Scripps Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. Personality and Creativity Correlates in Adults with Childhood Imaginary Companions by Carolyn M. Lasch Submitted to Scripps College in partial fulfillment of the degree of Bachelor of Arts Professor Ma Professor Carlson April 24, 2015 PERSONALTY CORRELATES OF IMAGINARY COMPANIONS 2 Abstract A few studies have demonstrated differences in various personality attributes and creative abilities in children with imaginary companions. This study examined how recalled childhood engagement with an imaginary companion correlates with adult personality and creativity measures. It was hypothesized that creation of childhood imaginary companions would be positively correlated with adult creativity, but that this relationship would be mediated by certain personality attributes such as openness to experiences and extraversion. Other details of the imaginary companion experiences were also investigated. Two hundred and forty-six participants were recruited online to answer questions related to their personality and creativity, as well as any remembered imaginary companion experiences. Results indicated that the presence of a childhood imaginary companion was related to an individual’s openness to experience, but that the roles an imaginary companion played for its creator related to adult personality attributes more.
    [Show full text]
  • Creativity and Cognitive Skills Among Millennials: Thinking Too Much and Creating Too Little
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Frontiers - Publisher Connector ORIGINAL RESEARCH published: 25 October 2016 doi: 10.3389/fpsyg.2016.01626 Creativity and Cognitive Skills among Millennials: Thinking Too Much and Creating Too Little Brice Corgnet 1, Antonio M. Espín 2, 3* and Roberto Hernán-González 3, 4 1 EMLYON Business School, Univ Lyon, GATE L-SE UMR 5824, Ecully, France, 2 Economics Department, Middlesex University Business School, London, UK, 3 Granada Lab of Behavioral Economics, Universidad de Granada, Granada, Spain, 4 Business School, University of Nottingham, Nottingham, UK Organizations crucially need the creative talent of millennials but are reluctant to hire them because of their supposed lack of diligence. Recent studies have shown that hiring diligent millennials requires selecting those who score high on the Cognitive Reflection Test (CRT) and thus rely on effortful thinking rather than intuition. A central question is to assess whether the push for recruiting diligent millennials using criteria such as cognitive reflection can ultimately hamper the recruitment of creative workers. To answer this question, we study the relationship between millennials’ creativity and their performance on fluid intelligence (Raven) and cognitive reflection (CRT) tests. The good news for recruiters is that we report, in line with previous research, evidence of a positive relationship of fluid intelligence, and to a lesser extent cognitive reflection, with convergent creative thinking. In addition, we observe a positive effect of fluid intelligence on originality Edited by: Nikolaos Georgantzis, and elaboration measures of divergent creative thinking. The bad news for recruiters is University of Reading, UK the inverted U-shape relationship between cognitive reflection and fluency and flexibility Reviewed by: measures of divergent creative thinking.
    [Show full text]
  • Creative Cognition and Dopaminergic Modulation of Fronto-Striatal
    Neuroscience and Biobehavioral Reviews 78 (2017) 13–23 Contents lists available at ScienceDirect Neuroscience and Biobehavioral Reviews journal homepage: www.elsevier.com/locate/neubiorev Review article Creative cognition and dopaminergic modulation of fronto-striatal MARK networks: Integrative review and research agenda ⁎ Nathalie Boota, , Matthijs Baasa,1, Simon van Gaala,b, Roshan Coolsb,c, Carsten K.W. De Dreud,e,f a Department of Psychology, University of Amsterdam, The Netherlands b Donders Institute for Brain, Cognition, and Behavior, Centre for Cognitive Neuroimaging, The Netherlands c Department of Psychiatry, Radboud University Medical Center, The Netherlands d Department of Psychology, Leiden University, The Netherlands e Leiden Institute for Brain and Cognition, Leiden University, The Netherlands f Center for Experimental Economics and Political Decision Making (CREED), University of Amsterdam, The Netherlands ARTICLE INFO ABSTRACT Keywords: Creative cognition is key to human functioning yet the underlying neurobiological mechanisms are sparsely Creativity addressed and poorly understood. Here we address the possibility that creative cognition is a function of Dopamine dopaminergic modulation in fronto-striatal brain circuitries. It is proposed that (i) creative cognition benefits Divergent thinking from both flexible and persistent processing, (ii) striatal dopamine and the integrity of the nigrostriatal Fronto-striatal networks dopaminergic pathway is associated with flexible processing, while (iii) prefrontal dopamine and the integrity of the mesocortical dopaminergic pathway is associated with persistent processing. We examine this possibility in light of studies linking creative ideation, divergent thinking, and creative problem-solving to polymorphisms in dopamine receptor genes, indirect markers and manipulations of the dopaminergic system, and clinical populations with dysregulated dopaminergic activity.
    [Show full text]