Creative Thinking and Brain Network Development in Schoolchildren

Autor/inn/en	Duval, Philippe Eon; Fornari, Eleonora; Décaillet, Marion; Ledoux, Jean-Baptiste; Beaty, Roger E.; Denervaud, Solange
Titel	Creative Thinking and Brain Network Development in Schoolchildren
Quelle	In: Developmental Science, 26 (2023) 6, (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Denervaud, Solange)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13389
Schlagwörter	Creative Thinking; Brain Hemisphere Functions; Diagnostic Tests; Montessori Method; Educational Philosophy; Teaching Methods; Scores; Preschool Children; Elementary School Students; Secondary School Students; Cognitive Ability + Suchen Sie Ihr Suchwort? Kreatives Denken; Diagnostic test; Diagnostischer Test; Montessori pedagogics; Montessori-Pädagogik; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sekundarschüler; Denkfähigkeit
Abstract	Fostering creative minds has always been a premise to ensure adaptation to new challenges of human civilization. While some alternative educational settings (i.e., Montessori) were shown to nurture creative skills, it is unknown how they impact underlying brain mechanisms across the school years. This study assessed creative thinking and resting-state functional connectivity via fMRI in 75 children (4-18 y.o.) enrolled either in Montessori or traditional schools. We found that pedagogy significantly influenced creative performance and underlying brain networks. Replicating past work, Montessori-schooled children showed higher scores on creative thinking tests. Using static functional connectivity analysis, we found that Montessori-schooled children showed decreased within-network functional connectivity of the salience network. Moreover, using dynamic functional connectivity, we found that traditionally-schooled children spent more time in a brain state characterized by high intra-default mode network connectivity. These findings suggest that pedagogy may influence brain networks relevant to creative thinking--particularly the default and salience networks. Further research is needed, like a longitudinal study, to verify these results given the implications for educational practitioners. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01