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ABSTRACT We investigated the oscillatory brain processes while people generated metaphors for science concepts. Applying a hidden Markov model, we extracted brain states, representing temporally disentangled oscillatory processes, from EEG data. By associating the trial‐by‐trial occupancy of brain states with the creative quality, novelty, and aptness of the generated metaphors, we identified oscillatory processes that played a role in creative ideation in a data‐driven manner. Metaphor novelty was positively associated with occupancy in a state featuring widespread alpha‐band synchronization during the early trial stage and occupancy in a state featuring alpha‐band desynchronization during the later trial stage. In addition, metaphor novelty was negatively associated with gamma‐band power. Our results not only extend previous literature on the role of oscillatory processes in creative ideation but also highlight the importance of temporal dynamics in understanding the brain mechanisms during sustained cognitive task performance. 

Abstract Metaphor generation is both a creative act and a means of learning. When learning a new concept, people often create a metaphor to connect the new concept to existing knowledge. Does the manner in which people generate a metaphor, via sudden insight (Aha! moment) or deliberate analysis, influence the quality of generation and subsequent learning outcomes? According to some research, deliberate processing enhances knowledge retention; hence, generation via analysis likely leads to better concept learning. However, other research has shown that solutions generated via insight are better remembered. In the current study, participants were presented with science concepts and descriptions, then generated metaphors for the concepts. They also indicated how they generated each metaphor and rated their metaphor for novelty and aptness. We assessed participants’ learning outcomes with a memory test and evaluated the creative quality of the metaphors based on self‐ and crowd‐sourced ratings. Consistent with the deliberate processing benefit, participants became more familiar with the target science concept if they previously generated a metaphor for the concept via analysis compared to via insight. We also found that metaphors generated via analysis did not differ from metaphors generated via insight in quality (aptness or novelty) nor in how well they were remembered. However, participants’ self‐evaluations of metaphors generated via insight showed more agreement with independent raters, suggesting the role of insight in modulating the creative ideation process. These preliminary findings have implications for understanding the nature of insight during idea generation and its impact on learning.