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  2. Volume 5, Issue 1
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Online ISSN: 1989-9572

Volume5, Issue1

Final report on creativity as assessed by functional magnetic resonance imaging and SCAMPER tool

    Ana Lucía Frega

Journal for Educators, Teachers and Trainers, 2014, Volume 5, Issue 1, Pages 68-79

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Abstract

This text introduces the Based partially on the Torrance model to describe creativity and his approach to its evaluation a research oriented to evaluate creative performance and functional brain activation was run in Argentina. The study was co-leaded by a neurologist and a music educator, involving multidisciplinary teams. A tool developed and validated in a previous work (S.C.A.M.P.E.R) has been applied to assess creative performance in a group of 24 voluntary students from a university grade Music Therapy career. A functional magnetic resonance imaging paradigm, involving simple audible rhythmical stimuli and collection of subject responses to creation and
repetition tasks, was designed and then implemented. Our results suggested that subjects with better performances on fluidity and flexibility assessments showed in both cerebral hemispheres active brain areas associated to cognitive, emotional and perceptual processes whereas subjects with poorer performances activated brain areas mostly related with complex sensorimotor integration, predominantly unilaterally.
Keywords:
    creativity Rhythmical patterns fMRI S.C.A.M.P.E.R Assessment
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(2014). Final report on creativity as assessed by functional magnetic resonance imaging and SCAMPER tool. Journal for Educators, Teachers and Trainers, 5(1), 68-79.
Ana Lucía Frega. "Final report on creativity as assessed by functional magnetic resonance imaging and SCAMPER tool". Journal for Educators, Teachers and Trainers, 5, 1, 2014, 68-79.
(2014). 'Final report on creativity as assessed by functional magnetic resonance imaging and SCAMPER tool', Journal for Educators, Teachers and Trainers, 5(1), pp. 68-79.
Final report on creativity as assessed by functional magnetic resonance imaging and SCAMPER tool. Journal for Educators, Teachers and Trainers, 2014; 5(1): 68-79.
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