Plasticity of the resting-state brain: static and dynamic functional connectivity change induced by divergent thinking t
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ORIGINAL RESEARCH
Plasticity of the resting-state brain: static and dynamic functional connectivity change induced by divergent thinking training Jiangzhou Sun 1,2 & Qinglin Zhang 1,2 & Yu Li 1,2 & Jie Meng 1,2 & Qunlin Chen 1,2 & Wenjing Yang 1,2 & Dongtao Wei 1,2 & Jiang Qiu 1,2
# Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract Creativity is very important and is linked to almost all areas of our everyday life. Improving creativity brings great benefits. Various strategies and training paradigms have been used to stimulate creative thinking. These training approaches have been confirmed to be effective. However, whether or not training can reshape the resting-state brain is still unclear. The present study examined whether or not the divergent thinking training intervention can reshape the resting-state brain functional connectivity (FC). Static seed-based and dynamic approaches were used to explore this problem. Results demonstrate significant changes in static and dynamic FCs. FCs, such as dorsal anterior cingulate cortex-inferior parietal lobule, dorsal anterior cingulate cortexprecuneus and left and right dorsolateral prefrontal cortex, was significantly improved through the training. Furthermore, the temporal variability of the supplementary motor area and middle temporal gyrus was improved. These results indicate that divergent thinking training may lead to resting-state brain plasticity. Considering the role of these regions in brain networks, the present study further confirms the close relationship between the brain networks’ dynamic interactions and divergent thinking processes. Keywords Plasticity . Resting-state . Functional connectivity . Divergent thinking . Training
Introduction Creativity is very important and is linked to almost all areas of our everyday life (Dietrich and Kanso 2010; Mumford 2002). Previous studies about geniuses showed that individuals with high creativity appear to have a special brain. Einstein’s brain has an increased expansion of the inferior parietal region and a thicker corpus callosum than controls (Men et al. 2014; Witelson et al. 1999). Distinguished exceptional groups, such as scientists and artists, seem to have different brain mechanisms compared with ordinary people (Andreasen and Ramchandran 2012; Japardi et al. 2018). Their brains seem to work in a creative way. Creativity is important in being a genius or at least closer to becoming one. The question of
* Jiang Qiu [email protected] 1
Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing 400715, China
2
Faculty of Psychology, Southwest University, No.2, TianSheng Road, Beibei district, Chongqing 400715, China
whether or not creativity can be improved by training has long attracted the attention of researchers. Various strategies and training paradigms have been used to stimulate creative thinking (Scott et al. 2004; Smith 1998). These training approaches have been confirmed to be effective (Ma 2006; Scott et al. 2004). Thus, another question is
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