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Abstract

Many studies have investigated the relationship between mindfulness and creativity; however, there are a limited number of studies on the neurological basis of this therapeutic approach using electroencephalogram (EEG). This study aimed at evaluating the effect of mindfulness on improving the creativity of healthy individuals. In this study, 7 healthy subjects (1 male and 6 females) with a mean age of 40.37 years and a standard deviation of 14.52 years received group mindfulness training for 8 weeks. They had no experience of mindfulness training up to that time. Before and after mindfulness training, EEG signal was recorded from all participants in eyes-closed and eyes-open conditions on Fz, C3, C4, and Pz electrodes. After data preprocessing, wavelet coefficients were extracted from each frequency band of EEG signal and evaluated using paired sample t-test and correlation methods. The gamma-band on C3 (t = 2.89, p=0.03) and Pz (t= 2.54, P = 0.04) significantly increased as a result of mindfulness training. Also, significant correlations were found between the anxiety and the gamma band in Pz (r = 0.76, P = 0.04) and Fz (r = 0.75, P = 0.04) channels and between arousal and the gamma band in the Fz channel (r=0.88, P = 0.008). Mindfulness training to promote creativity leads to the increase of gamma bands in the central and parietal regions.
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Authors and Affiliations

Mahdieh Naderan
1
Majid Ghoshuni
1
ORCID: ORCID
Elham Pour Afrouz
2

  1. Department of Biomedical Engineering, Mashhad Branch, Islamic Azad University, Mashhad, Iran
  2. Institute for Cognitive Science Studies, Tehran, Iran
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Abstract

The development of international proficiency tests such as IELTS, which entail important decision making about people’s academic lives, requires complex processes to ensure item discrimination. Previous research has indicated that IELTS has been ineffective in omitting distractor components, which may offer limitations in differentiating among the candidates. Among all the sections, particular attention has been paid to the reading comprehension component and it is considered as a criterion for determining whether a person is academically literate or not. While there seems to be a deep linkage between brain and reading comprehension, Event Related Potentials (ERP), as one of the methods used for measuring brain activity, allows researchers to observe reading- related brain processes and can document neural patterns at the millisecond level. This study aimed at examining item discrimination of the reading comprehension section of the IELTS exam through ERP. With a sample of 10 participants holding the band scores from 6 to 8, the reading comprehension items of a retired version of IELTS were given to the test takers as the task or the stimulus. It was found out that there is a mismatch between the proposed category of difficulty given for the reading comprehension item types and ERP evidence.
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Authors and Affiliations

Reyhaneh Barani Toroghi
1
Zahra Zohoorian
1
Majid Ghoshuni
1
ORCID: ORCID

  1. Department of Languages, Mashhad Branch, Islamic Azad University, Mashhad Iran

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