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What does it take to have a creative mind? Theories of creative cognition assert that the quantity of automatic associations places fundamental constraints on the probability of reaching creative solutions. Due to the difficulties inherent in isolating automated associative responses from cognitive control, the neural basis underlying this faculty remains unknown. Here we acquired fMRI data in an incidental-viewing paradigm in which subjects performed an attention-demanding task whilst viewing task-irrelevant objects. By assigning a standard creativity task on the same objects out of the scanner, as well as a battery of psychometric creativity tests, we could assess whether stimulus-bound neural activity was predictive of state or trait variability in creativity. We found that stimulus-bound responses in superior occipital regions were linearly predictive of trial-by-trial variability in creative performance (state-creativity), and that in more creative individuals (trait-creativity) this response was more strongly expressed in entorhinal cortex. Additionally, the mean response to the onset of objects in parahippocampal gyrus was predictive of trait differences in creativity. This work suggests that, creative individuals are endowed with occipital and medial temporal reflexes that generate a greater fluency in associative representations, making them more accessible for ideation even when no ideation is explicitly called for.

This article investigates how neuroscience in general, and neuroscience of creativity in particular, can be used in teaching "applied creativity" and the usefulness of this approach to creativity training. The article is based on empirical data and our experiences from the Applied NeuroCreativity (ANC) program, taught at business schools in Denmark and Canada. In line with previous studies of successful creativity training programs the ANC participants are first introduced to cognitive concepts of creativity, before applying these concepts to a relevant real world creative problem. The novelty in the ANC program is that the conceptualization of creativity is built on neuroscience, and a crucial aspect of the course is giving the students a thorough understanding of the neuroscience of creativity. Previous studies have reported that the conceptualization of creativity used in such training is of major importance for the success of the training, and we believe that the neuroscience of creativity offers a novel conceptualization for creativity training. Here we present pre/post-training tests showing that ANC students gained more fluency in divergent thinking (a traditional measure of trait creativity) than those in highly similar courses without the neuroscience component, suggesting that principles from neuroscience can contribute effectively to creativity training and produce measurable results on creativity tests. The evidence presented indicates that the inclusion of neuroscience principles in a creativity course can in 8 weeks increase divergent thinking skills with an individual relative average of 28.5%.