Creativity is one of the most difficult mental functions to study. While a concrete definition remains illusive, it has been established as a multifaceted phenomenon (Kitto, Lok & Rudowicz, 1994). One facet that is an important component of creative potential is divergent thinking (Vosburg, 1998), this is the ability to generate several alternative solutions to a problem. The mental processing involved occurs in such a way as to activate as many mental representations as possible, maintaining only a weak connection to the original stimulus (Molle, Marshall, Wolf, Fehm & Born, 1999). One of the more popular methods for assessing creative potential then, is through the administration of divergent thinking tests (Mumford, Marks, Connelly , Zaccaro & Johnson, 1998). In these tests people are requested to generate as many alternative answers as possible to a series of ill-defined, open-ended problems (Brown, 1989). The number of ideas used in answering the problem are counted, and can be taken as a performance measure of creative thinking.

On the other side of the scale is convergent thinking. Here, ve

What is of interest, however is the fact that little physical evidence has been collected to support these models. Finding an actual physical correlate for these theories is the purpose if this exploratory research. If creativity exists, then it should have some biological foundation. One way to study this is with the use of the electroencephalogram (EEG). The dimensional complexity of the EEG can be used to establish a differentiation of divergent and convergent thought. This can occur because the measure of dimensional complexity of the EEG activity is sensitive enough to discriminate cortical processing invoked by tasks of divergent creative thinking as compared with tasks requiring convergent analytical thought (Molle at al., 1999).

As the aim of this study is to look at normal brain function, volunteers will be selected from a first year psychology class. Fifteen males and fifteen females will be chosen.

The study to be undertaken will look at the EEG dimensional complexity of subjects as they perform both divergent thought tasks and convergent thought tasks. Of interest is whether a substantial difference in recordings will be apparent. Does divergent thinking require more complex cortical processing? Is so, in what area of the brain is this taking place.? These are the two main questions at the heart of this study.

Mumford, M.D., Marks, M.A., Connelly, M.S., Zaccaro, S.J., & Johnson, J.F. (1998). Domain-based scoring of divergent-thinking tests: validation evidence in an occupational sample. Creativity Research Journal, 11, 151-163.

Some common words found in the essay are:
METHOD Participants, Zaccaro Johnson, EXPECTED RESULTS, According Hebb, Preissl Pulvermuller, Lok Rudowicz, Horst Born, Johnson JF, Vosburg SK, Research Journal, al 1999, molle et al, et al, et al 1999, molle et, dimensional complexity, divergent thinking, creative thinking, creativity research, dimensional complexity eeg, complexity eeg, convergent thinking, research journal, research journal 11, creativity research journal,
Approximate Word count = 1337
Approximate Pages = 5 (250 words per page double spaced)