Creative thinking and brain network development in schoolchildren.
Montessori
brain networks
creativity
functional connectivity
pedagogy
Journal
Developmental science
ISSN: 1467-7687
Titre abrégé: Dev Sci
Pays: England
ID NLM: 9814574
Informations de publication
Date de publication:
11 2023
11 2023
Historique:
revised:
09
02
2023
received:
05
10
2022
accepted:
24
02
2023
medline:
23
10
2023
pubmed:
22
3
2023
entrez:
21
3
2023
Statut:
ppublish
Résumé
Fostering creative minds has always been a premise to ensure adaptation to new challenges of human civilization. While some alternative educational settings (i.e., Montessori) were shown to nurture creative skills, it is unknown how they impact underlying brain mechanisms across the school years. This study assessed creative thinking and resting-state functional connectivity via fMRI in 75 children (4-18 y.o.) enrolled either in Montessori or traditional schools. We found that pedagogy significantly influenced creative performance and underlying brain networks. Replicating past work, Montessori-schooled children showed higher scores on creative thinking tests. Using static functional connectivity analysis, we found that Montessori-schooled children showed decreased within-network functional connectivity of the salience network. Moreover, using dynamic functional connectivity, we found that traditionally-schooled children spent more time in a brain state characterized by high intra-default mode network connectivity. These findings suggest that pedagogy may influence brain networks relevant to creative thinking-particularly the default and salience networks. Further research is needed, like a longitudinal study, to verify these results given the implications for educational practitioners. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=xWV_5o8wB5g . RESEARCH HIGHLIGHTS: Most executive jobs are prospected to be obsolete within several decades, so creative skills are seen as essential for the near future. School experience has been shown to play a role in creativity development, however, the underlying brain mechanisms remained under-investigated yet. Seventy-five 4-18 years-old children, from Montessori or traditional schools, performed a creativity task at the behavioral level, and a 6-min resting-state MR scan. We uniquely report preliminary evidence for the impact of pedagogy on functional brain networks.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
e13389Informations de copyright
© 2023 The Authors. Developmental Science published by John Wiley & Sons Ltd.
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