Creativity and anterior prefrontal functions: figurative sense, metamemory and abstraction in high ability students

Creativity and anterior prefrontal functions: figurative sense, metamemory and abstraction in high ability students

Creativity and anterior prefrontal functions: figurative sense, metamemory and abstraction in high ability students

Paper presentation241Celia Josefina Rodríguez Cervantes, CUCS, Universidad de Guadalajara, Mexico

Everest 1Fri 10:30 - 12:00

Scientific

Background:Creativity is the ability to re-experience mental representations (Artola and Barraca, 2004). Sense-figurative, metamemory and abstraction are prefrontal-anterior functions. The question arises about relationship between creativity and prefrontal-anterior functions.

Objective: To analyze relationship between creativity and figurative_sense, metamemory and abstraction in high ability students.

Method: Descriptive cross-sectional correlational study, 8-10 years old (n=25) with high ability (IQ=133).

Instruments: PIC-N (Artola and Barraca, 2004) and BANFE-2 (Flores, et al., 2014).

Analysis: Spearman correlation between BANFE-2 and PIC-N.

Results: Large correlations between figurative_sense and creativity/fluency (r=.834, p≤0.05), creativity/special_details(r=.811, p≤0.05), creativity/narrative(r=.750, p≤0.05), creativity /graphic(r=.822, p≤0.05), and general_creativity(r=.745, p≤0.05); abstraction and metamemory without correlations.

Conclusions: Creativity is favored by relationship with prefrontal-anterior functions. An intervention proposal is presented.

Connecting Research & Practice in Meaningful Ways
_PRACTITIONERS, _PSYCHOLOGISTS, _RESEARCHERS, _STUDENTS, _TEACHERS, Anterior prefrontal functions, Creativity, High ability students
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