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Creative divergent thinking involves the generation of unique ideas by pulling from semantic memory stores and exercising cognitive flexibility to shape these memories into something new. Although cognitive abilities such as episodic memory decline with age, semantic memory tends to remain intact. The current study aims to take advantage of older adults’ strength in semantic memory to investigate the effectiveness of a brief cognitive training to improve creative divergent thinking. Specifically, older adults were trained using a semantic retrieval strategy known as the disassembly strategy in order to improve creativity in the Alternate Uses Task (AUT), which involves generating original uses for objects. We also investigated whether this strategy would transfer to other creativity tasks, specifically, the Divergent Association Task (DAT). Participants were tested on the AUT and DAT across three time points in a single session: before the disassembly strategy was introduced (T0 and T1) and afterwards (T2). Results showed that the disassembly strategy enhances idea novelty in the AUT, though this enhancement did not transfer to DAT performance. Additionally, participants that initially scored lowest on the AUT at T0 showed the greatest increase in AUT performance at T2. This finding provides evidence that older adults can effectively use a semantic retrieval strategy to engage and enhance elements of creative divergent thinking. 

The growing population of older adults emphasizes the need to develop interventions that prevent or delay some of the cognitive decline that accompanies aging. In particular, as memory impairment is the foremost cognitive deficit affecting older adults, it is vital to develop interventions that improve memory function. This study addressed the problem of false memories in aging by training older adults to use details of past events during memory retrieval to distinguish targets from related lures. We examined the neural basis of a retrieval-based monitoring strategy by assessing changes in univariate BOLD activity and discriminability of targets and lures pre and post training. Results showed training-related decreases in false memory rates with no alterations to hit rates. Both training and practice were associated with altered recruitment of a frontoparietal monitoring network as well as benefits to neural discriminability within network regions. Participants with lower baseline neural discriminability between target and lure items exhibited the largest changes in neural discriminability. Collectively, our results highlight the benefits of training for reductions of false memories in aging. They also provide an understanding of the neural mechanisms that support these reductions. 

Cognitive neuroscience is the interdisciplinary study of how cognitive and intellectual functions are processed and represented within the brain, which is critical to building understanding of core psychological and behavioural processes such as learning, memory, behaviour, perception, and consciousness. Understanding these processes not only offers relevant fundamental insights into brain-behavioural relations, but may also lead to actionable knowledge that can be applied in the clinical treatment of patients with various brain-related disabilities. This Handbook examines complex cognitive systems through the lens of neuroscience, as well as providing an overview of development and applications within cognitive and systems neuroscience research and beyond. Containing 35 original, state of the art contributions from leading experts in the field, this Handbook is essential reading for researchers and students of cognitive psychology, as well as scholars across the fields of neuroscientific, behavioural and health sciences. Part 1: Attention, Learning and Memory; Part 2: Language and Communication; Part 3: Emotion and Motivation; Part 4: Social Cognition; Part 5: Cognitive Control and Decision Making; and Part 6: Intelligence. 

Schemas allow us to make assumptions about the world based upon previous experiences and aid in memory organisation and retrieval. However, a reliance on schemas may also result in increased false memories to schematically related lures. Prior neuroimaging work has linked schematic processing in memory tasks to activity in prefrontal, visual, and temporal regions. Yet, it is unclear what type of processing in these regions underlies memory errors. The current study examined where schematic lures exhibit greater neural similarity to schematic targets, leading to this memory error, as compared to neural overlap with non-schematic lures, which, like schematic lures, are novel items at retrieval. Results showed that patterns of neural activity in ventromedial prefrontal cortex, medial frontal gyrus, middle temporal gyrus, hippocampus, and occipital cortices exhibited greater neural pattern similarity for schematic targets and schematic lures than between schematic lures and non-schematic lures. As such, results suggest that schematic membership, and not object history, may be more critical to the neural processes underlying memory retrieval in the context of a strong schema. 

Increasing evidence suggests that specific memory systems (e.g., semantic vs. episodic) may support specific creative thought processes. However, there are a number of inconsistencies in the literature regarding the strength, direction, and influence of different memory (semantic, episodic, working, and short-term) and creativity (divergent and convergent thinking) types, as well as the influence of external factors (age, stimuli modality) on this purported relationship. In this meta-analysis, we examined 525 correlations from 79 published studies and unpublished datasets, representing data from 12,846 individual participants. We found a small but significant (r = .19) correlation between memory and creative cognition. Among semantic, episodic, working, and short-term memory, all correlations were significant, but semantic memory – particularly verbal fluency, the ability to strategically retrieve information from long-term memory – was found to drive this relationship. Further, working memory capacity was found to be more strongly related to convergent than divergent creative thinking. We also found that within visual creativity, the relationship with visual memory was greater than that of verbal memory, but within verbal creativity, the relationship with verbal memory was greater than that of visual memory. Finally, the memory-creativity correlation was larger for children compared to young adults despite no impact of age on the overall effect size. These results yield three key conclusions: (1) semantic memory supports both verbal and nonverbal creative thinking, (2) working memory supports convergent creative thinking, and (3) the cognitive control of memory is central to performance on creative thinking tasks.