Emotional engagement and brain potentials: repetition in affective picture processing

The present thesis addresses several experimental questions regarding the nature of the processes underlying the larger centro-parietal Late Positive Potential (LPP) measured during the viewing of emotional(both pleasant and unpleasant) compared to neutral pictures. During a passive viewing condition, this modulatory difference is significantly reduced with picture repetition, but it does not completely habituate even after a massive repetition of the same picture exemplar. In order to investigate the obligatory nature of the affective modulation of the LPP, in Study 1 we introduced a competing task during repetitive exposure of affective pictures. Picture repetition occurred in a passive viewing context or during a categorization task, in which pictures depicting any mean of transportation were presented as targets, and repeated pictures (affectively engaging images) served as distractor stimuli. Results indicated that the impact of repetition on the LPP affective modulation was very similar between the passive and the task contexts, indicating that the affective processing of visual stimuli reflects an obligatory process that occurs despite participants were engaged in a categorization task. In study 2 we assessed whether the decrease of the LPP affective modulation persists over time, by presenting in day 2 the same set of pictures that were massively repeated in day 1. Results indicated that the reduction of the emotional modulation of the LPP to repeated pictures persisted even after 1-day interval, suggesting a contribution of long-term memory processes on the affective habituation of the LPP. Taken together, the data provide new information regarding the processes underlying the affective modulation of the late positive potential

Creativity in the Advertisement Domain: The Role of Experience on Creative Achievement

The creativity of an advertisement campaign is one of the most relevant predictors of its success. Past research has highlighted the relevance of domain-specific experience in enhancing creativity, but the results are controversial. We explored the role of work experience, in terms of number of years spent in the advertisement domain, in various forms of creativity expressed within this specific working domain. We hypothesized a mediator role of experience in the relationship between the individual\u2019s creative potential, as measured through a series of divergent thinking tasks, and creative achievement in the advertisement domain. Moreover, considering the importance of personality in creative achievement, we also explored the influence of the openness-to-experience on advertisers\u2019 creative achievement. A range of measures assessing creative achievement, openness, and divergent thinking abilities in terms of fluency and originality were administered to a group of professionals in the advertisement domain. The results demonstrate a crucial role for experience in the connection between originality and creative achievement. Moreover, our findings extend previous studies by showing that fluency and openness are significant predictors of creative achievement in the advertisement environment. These results emphasize the importance of canalizing the advertiser\u2019s divergent thinking abilities through appropriate routes provided by working experience, raising important implications for future explorations of domain-specific creative achievement within an individual differences framework. Final indications for future developments are provided, with a special emphasis on the replication of these findings in various work domains and in various cultural contexts

Enhancing creative cognition with a rapid right-parietal neurofeedback procedure

partially_open5noThis study was supported by the CREAM project, funded by the European Commission under Grant Agreement n° 262022. This publication reflects the views of the authors only, and the European Commission cannot be held responsible for any use which may be made of the information contained therein. AA is funded by grants from the Cogito foundation (R117/13; 14-139-R), Fondazione del Monte (339bis/2017), MIUR (RBFR12F0BD) and Ministero della Salute (GR-2010–2319335).The present article describes an innovative neurofeedback training (NFT) procedure aimed at increasing creative cognition through the enhancement of specific brain activities previously associated with divergent thinking. We designed and tested two NFT protocols based on training alpha and beta EEG oscillations selectively measured over the right parietal region. A total of 80 participants were involved, 40 in the alpha NFT protocol and 40 in the beta NFT protocol. The NFT loop was closed on a video stream that would advance only when oscillation power exceeded a normalized threshold. The total duration of the protocol was two hours in a single day, hence its classification as rapid. Changes in ideational fluency and originality, measured with a divergent thinking task, were compared between participants receiving real video feedback and participants receiving sham feedback. We controlled for individual differences in creative achievement level. Results showed that the protocols were effective at enhancing alpha and beta activities in the targeted area. Differences between the two protocols emerged in their effectiveness at promoting divergent thinking. While no significant changes in originality resulted from the rapid alpha NFT, increases in both originality and fluency emerged as a consequence of the rapid beta NFT. These results were particularly evident in participants starting with a low creative achievement level. Possible interpretations and future directions are proposed and discussed.openAgnoli, Sergio*; Zanon, Marco; Mastria, Serena; Avenanti, Alessio; Corazza, Giovanni EmanueleAgnoli, Sergio*; Zanon, Marco; Mastria, Serena; Avenanti, Alessio; Corazza, Giovanni Emanuel

Individual differences and creative ideation: neuromodulatory signatures of mindset and response inhibition

This study addresses the modulatory role of individual mindset in explaining the relationship between response inhibition (RI) and divergent thinking (DT) using transcranial direct current stimulation (tDCS). Forty undergraduate students (22 male and 18 female), aged between 18 and 23 years (average age = 19 years, SD = 1.48), were recruited. Participants received either anodal tDCS of the right IFG coupled with cathodal tDCS of the left IFG (R + L−; N = 19) or the opposite coupling (R−L+; N = 21). We tested DT performance using the alternative uses task (AUT), measuring participants’ fluency, originality, and flexibility in the response production, as well as participants’ mindsets. Furthermore, we applied a go-no-go task to examine the role of RI before and after stimulating the inferior frontal gyrus (IFG) using tDCS. The results showed that the mindset levels acted as moderators on stimulation conditions and enhanced RI on AUT fluency and flexibility but not originality. Intriguingly, growth mindsets have opposite moderating effects on the change in DT, resulting from the tDCS stimulation of the left and the right IFG, with reduced fluency but enhanced flexibility. Our findings imply that understanding neural modulatory signatures of ideational processes with tDCS strongly benefits from evaluating cognitive status and control functions

Subjective Affective Responses to Natural Scenes Require Understanding, Not Spatial Frequency Bands

It is debated whether emotional processing and response depend on semantic identification or are preferentially tied to specific information in natural scenes, such as global features or local details. The present study aimed to further examine the relationship between scene understanding and affective response while manipulating visual content. To this end, we presented affective and neutral natural scenes which were progressively band-filtered to contain global features (low spatial frequencies) or local details (high spatial frequencies) and assessed both affective response and scene understanding. We observed that, if scene content was correctly reported, subjective ratings of arousal and valence were modulated by the affective content of the scene, and this modulation was similar across spatial frequency bands. On the other hand, no affective modulation of subjective ratings was observed if picture content was not correctly reported. The present results indicate that subjective affective response requires content understanding, and it is not tied to a specific spatial frequency range

The interplay between attention and long-term memory in affective habituation

Previous studies have consistently shown that repeated exposure to emotional stimuli leads to a reduction in cortical and autonomic responses (affective habituation). These findings emerge from studies conducted within a single experimental session, preventing the possibility of disentangling short-term from long-term habituation effects. The present study investigated whether affective habituation reflects a short-living learning process, or a more stable change involving long-term memory. Participants went through a first habituation phase consisting of 80 repetitions of the same set of emotional and neutral pictures, when event-related potentials and oscillatory activity were measured (Session 1). Crucially, after a 1-day interval, the same participants were exposed to a second habituation phase with the same stimuli that had been seen before. Results showed that the attenuation of the late positive potential (LPP) affective modulation prompted throughout repetitions of Session 1 remained unchanged after a 1-day interval, and this between-session habituation effect, which was specific to repeated exemplars, was consistent across different emotional contents. Alpha desynchronization was clearly enhanced for pictures of erotica and mutilation and this modulatory pattern remained fairly stable over repetitions. Altogether, these findings suggest that LPP affective habituation is not a short-living learning process, but, rather, reflects a strengthened long-term memory representation of specific repeated stimuli

Emotional Picture Perception: Repetition Effects in Free-Viewing and during an Explicit Categorization Task

Several studies have found that, despite a decrease in the overall amplitude of the late positive potential (LPP) with repeated presentation of the same picture, emotional stimuli continue to elicit a larger LPP than neutral ones. These findings seem to support the hypothesis that the affective modulation of the LPP reflects a mandatory process and does not rely on stimulus novelty. However, in these studies participants were asked to merely look at the pictures, without carrying out any additional task (free-viewing), making picture emotionality the most salient aspect of the stimulus, despite its repetition. The current study aimed to examine the impact of an explicit categorization task on the emotional processing of repeated pictures. To this purpose, ERPs to novel and repeated pictures were measured during free-viewing as well as during an explicit categorization task, where the emotional content of the pictures was task-irrelevant. The within-subject comparison between the free-viewing and task context revealed that the overall LPP habituated more rapidly in the free-viewing condition, but, more importantly, the LPP affective modulation was unaffected by task requirements during both novel and repeated presentations. These results suggest that the affective modulation of the LPP reflects an automatic engagement of cortico-limbic motivational systems, which continues to take place regardless of stimulus novelty and task context

How does emotion influence the creativity evaluation of exogenous alternative ideas?

The interaction of emotions with creative cognition is one of the most intriguing topics in the creativity research. In this study, we investigated the extent to which various emotional states influence the evaluation of ideas, which is a crucial component of the creative thinking process. To this end, we used emotional (both positive and negative) and neutral pictures to induce emotional states and then asked participants to evaluate the creativity of exogenous ideas (i.e., those generated by other people) as part of an alternative use evaluation task. As the results of previous studies suggest the existence of a negative bias when judging highly creative ideas, we presented the participants with non-creative, moderately creative, and highly creative uses for everyday objects. Overall, the participants gave higher creativity ratings when under positive emotional engagement than when in negative or neutral conditions. Moreover, neutral and emotional context differently moderated the creativity evaluation of the three object use categories. Specifically, participants gave higher ratings for non-creative uses, and (to a lesser extent) for highly creative uses when in a positive emotional state, than they did when in the neutral condition. On the other hand, when in a negative emotional state, the participants gave lower ratings for moderately creative uses than they did in either the positive or neutral conditions. These data provide initial evidence that emotional states can influence the creativity evaluation of exogenous alternative ideas that are generated through divergent thinking

The Dynamic Creativity Framework

3The dynamic creativity framework (DCF) represents a new theoretical perspective for studying the creativity construct. This framework is based on the dynamic definition of creativity, and it has both theoretical and empirical implications. From a theoretical point of view, we review the characteristics of the dynamic creative process and its extension into the dynamic universal creative process, encompassing creativity at different layers of complexity. We discuss the key concept of creative potential, considering individual, sociocultural, and material viewpoints, and we show how the DCF is instrumental in clarifying the relationship between creativity and intelligence, between creativity and anticipation, as well as in introducing the concept of ‘organic creativity’. From the empirical perspective, we focus on the dynamic creative process broken down into four phases: i) drive, ii) information, iii) idea generation, iv) idea evaluation. We review results obtained through investigations accounting for the dynamic interplay between emotional and cognitive components defining creative performance for each. Experiments were conducted to measure the role of emotions and attention in driving the dynamic process, considering the processing of apparently irrelevant information and the interaction between idea generation and idea evaluation, always taking into account individual differences as measured through personality traits, performance variables, or lifetime achievement. Neurophysiological evidence is considered in discussing dynamic effects in divergent thinking, such as the serial order effect, as well as the possibility to enhance creative potential through neurofeedback. Finally, we report on the effects of different environments on the creative process, highlighting the dynamics produced by context-embeddedness.nonemixedCorazza, Giovanni Emanuele; Agnoli, Sergio; Mastria, SerenaCorazza, Giovanni Emanuele; Agnoli, Sergio; Mastria, Seren