(In)attention for creativity: Unraveling the neural and cognitive aspects of (mathematical) creativity in children

In the current classroom climate, and more specifically in the domain of mathematics, there is a large focus on learning standardized knowledge and procedures, convergent thinking, and focused attention while divergent thinking, creativity, and the possible benefits of distractibility do not receive enough attention. This doctoral thesis aims to close the gap between the value that is placed on creativity and the necessity of divergent thinking skills in contemporary society on the one hand and the lack of stimulation of creativity in mathematics education on the other hand. In addition, we propose that a certain degree of distractibility and reduced inhibition might be beneficial for creativity and should thus also be fostered during primary education. Our research focused on primary school children between 8 and 13 years old and demonstrates that response inhibition has a moderating role between mathematical ability and mathematical creativity. Moreover, when the contribution of the executive functions updating, shifting, and inhibition are all taken into account, we found that only updating has a significant relation to mathematical creativity. Furthermore, our findings show that while sensory gating, as a measure of subconscious attentional processes, only plays a marginal role in facilitating creativity, reduced cognitive control, as a measure of conscious attention, does seem to be beneficial for creativity. In addition, our findings revealed that attentional difficulties are related to specific attentional impairments in cognitive control. Based on these findings a new model of creative cognition and implications for education are proposed