Executive functions and divergent thinking in young adults: Evidence from individual differences and cognitive training studies

The interplay between executive functions and divergent thinking remains a debated question in creativity research. To address this issue, two studies were conducted from different perspectives. The first study explored which of the executive functioning components-namely working memory, inhibition, and shifting-predicted divergent thinking. A sample of 203 college students performed a battery of tasks assessing divergent thinking, executive functions, and related cognitive variables (fluid intelligence, verbal fluency, and processing speed). After statistically controlling for these variables, only working memory emerged as a significant predictor of creativity scores in the Alternative Uses Task, while inhibition and shifting did not. In the second study, a cognitive training approach was employed to further elucidate the potential efficacy of working memory training in fostering divergent thinking. The results found that the experimental group, which received a 15-day dual n-back task training, demonstrated greater improvements in the creativity score of the Alternative Uses Task compared to the control group, suggesting a transfer effect from working memory training to divergent thinking. This research underscores the plasticity of divergent thinking and highlights a plausible avenue for enhancing creativity through targeted cognitive training.