The challenges brought about by the global economy, as well as the increasing complexification of societies, have grown the everyday demand for creativity and cognitive flexibility. In response, over the last few decades, the scientific community has progressively showed more interested in understanding the cognitive functioning of creativity and its enhancement.
While the latest experimental results are encouraging, for example demonstrating that creativity benefits from mind wandering and reward, the exploration of these research avenues is still at the beginning and there is a lack of studies applicable to both educational and rehabilitation contexts. Creativity, indeed, has recently become a proxy indicator of cognitive reserve, which has important implications in active aging, and it may have potential in improving cognitive decline in the elderly. Creative applications in education and rehabilitation represent a new research frontier for enhancing quality of life in children, adolescents, and elderly, for both healthy and pathological conditions.
Moving forward, the new challenge is to apply creativity in education and rehabilitation contexts. In support of this challenge, we are encouraging the submission of original articles targeted at exploring the role of creativity in education, rehabilitation, and lifespan. We particularly encourage contributions that take a joint, integrative perspective on the cognitive bases of creativity, in addition to new measurements or paradigms facilitating this perspective. Articles can be empirical or theoretical; have to address the topic from an educational-perspective or a rehabilitative-perspective; and can use any method (e.g., EEG, MRI, and brain stimulation) that informs us about the neural bases of creative cognition and its enhancement.
The challenges brought about by the global economy, as well as the increasing complexification of societies, have grown the everyday demand for creativity and cognitive flexibility. In response, over the last few decades, the scientific community has progressively showed more interested in understanding the cognitive functioning of creativity and its enhancement.
While the latest experimental results are encouraging, for example demonstrating that creativity benefits from mind wandering and reward, the exploration of these research avenues is still at the beginning and there is a lack of studies applicable to both educational and rehabilitation contexts. Creativity, indeed, has recently become a proxy indicator of cognitive reserve, which has important implications in active aging, and it may have potential in improving cognitive decline in the elderly. Creative applications in education and rehabilitation represent a new research frontier for enhancing quality of life in children, adolescents, and elderly, for both healthy and pathological conditions.
Moving forward, the new challenge is to apply creativity in education and rehabilitation contexts. In support of this challenge, we are encouraging the submission of original articles targeted at exploring the role of creativity in education, rehabilitation, and lifespan. We particularly encourage contributions that take a joint, integrative perspective on the cognitive bases of creativity, in addition to new measurements or paradigms facilitating this perspective. Articles can be empirical or theoretical; have to address the topic from an educational-perspective or a rehabilitative-perspective; and can use any method (e.g., EEG, MRI, and brain stimulation) that informs us about the neural bases of creative cognition and its enhancement.
