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Creativity Increases in Scientists through
Alpha EEG Feedback Training
James V. Hardt, Ph.D.
Biocybernaut Institute
Raymond Gale, Independent Consultant
"Creativity is a matter of having the right
brain waves.
When creative people go to work on an imaginative task, their alpha
jumps ..."
Collin Martindale, 1975
The key question is whether learning alpha increases
through feedback training will increase creativity. The creative process has
four stages: Application (learning the information and problems in a
field), Incubation (letting acquired knowledge gel), Inspiration
(flash of insight, creative synthesis, Aha experience), and
Elaboration (polishing and testing). We hypothesize alpha feedback
training is most relevant to the Incubation and Inspiration
stages of the creative process.
Martindale and his associates have provided both
enlightening background reports (1973, 1977, 1978, 1984) and misleading alpha
feedback studies (1974, 1975) of creativity. His background reports show that
highly creative subjects differ from normal subjects in EEG alpha
activity. When told to rest (baselines), the minds of creative subjects
remained activated. They showed less alpha than non creative subjects, who
relaxed and deactivated, at rest. However, when given creative problems to
solve, creative subjects shifted into high alpha to solve the problems
quickly and creatively. Non creative subjects made no upward shift in alpha,
and actually decreased their alpha if they concentrated. Non creative
subjects blocked alpha on all types of cognitive tasks, but creative
subjects blocked only on tasks not allowing for creativity, and actually
increased alpha during tasks calling for or allowing creativity. Creative
subjects showed higher alpha during the Inspiration phase of the
creative process than they did during the following Elaboration
phase. During creative performance tasks creative right handed subjects
showed increases of left hemisphere alpha. Non creative right handed
subjects did not show this shift to left hemisphere alpha during these creative
performance tasks. Intriguingly, this increase of left brain alpha is
also reported prior to peak performance in golfers putting, archers and
gunners shooting, and basketball players at free throw (Allman,
1992).
Does alpha EEG feedback improve creative
performance? Martindale's alpha feedback studies (1974, 1975)
failed to employ recommended methodology (Hardt, 1974, 1990), and cannot
provide useful answers to this question. Major flaws included: use of Percent
Time alpha measures, and too little alpha enhancement feedback time (7 1/2
minutes in one study, 8 1/3 minutes in the other). In the later case, subjects
were required to train eyes open and to alternate between enhancement and
suppression every 100 seconds. Bad feedback designs led Martindale to
results which were hard to interpret, and which stymied his efforts to extend
otherwise excellent work in this area. Setting aside the Martindale
feedback studies as fatally flawed, the current study followed published
design recommendations, and also used a control group and Pre- and Post-
feedback tests of creativity to see if creativity can be increased through
alpha feedback training. Both groups were also given Pre- and Post- tests of
subjective stress, and were also monitored Pre- and Post- for stress responses
using the peripheral physiological modalities of EMG, EDR, heart rate, skin
temperature, and respiration rate.
The Current Study
Subjects: Seven experimental subjects were
scientists at Stanford Research Institute (SRI), who volunteered for a
pilot program of EEG alpha feedback training. Six control subjects were
corporate professionals, approximately age matched, who volunteered for
biofeedback training. All subjects were volunteers.
Method (Equipment): All peripheral modality data
(heart rate, frontal EMG, trapezius EMG, skin temperature, respiration rate,
EDR) were collected with a J&J I330 system. All EEG data were
collected with a Biocybernaut Institute Mark
7 Hybrid Spectral Analysis system, with 48 channel 12 bit A/D converters. Input
to the A/D was provided by 16 EEG amplifiers, each with 3 analog
filters. Filter output was a smoothed, full wave rectified signal. Filters
were very sharp (300-400 dB/octave roll off, and 1/3 dB ripple in the pass
band). Filters provided broad band theta, broad band alpha, and broad band beta
signals on each of the 16 EEG channels. The Mark 7, a multi-user system, was
configured to provide four simultaneous trainees with EEG feedback on their
bilateral Occipital and Central EEGs (O1, O2, C3, C4). Four channel audio
feedback was provided simultaneously from broad band alpha at Occipital and
Central sites (O1, O2, C3, C4). Digital scores were given
visually. Recording was monopolar to linked ears reference.
Method (Procedure): Within the limitations of a 5
day training, efforts were made to follow recommended procedures for successful
alpha enhancement training (Hardt, 1974, 1990). Subjects had 5 consecutive
days of alpha feedback training. Each day had eyes open, eyes closed, and
white noise baselines. Over 8 hours of total alpha enhancement training
time was provided over 5 days. Each Subject had 4 feedback tones from 4
spatially separated speakers (O1, O2, C3, C4), with tone volume proportional
to instantaneous amplitude of the alpha envelope. Feedback tones operated
for 2 minute intervals [epochs], then stopped for an 8 second display of
4 integrated amplitude alpha scores, one from each of the 4 feedback
sites. Then score displays turned off and tone feedback resumed. After each
session, a trainer asked for subjective reports and reviewed results.
Before and after their alpha feedback training, alpha
subjects completed both creativity and stress tests including: [1]
Christensen & Guilford's test of Ideational Fluency (to measure creativity
of ideas), [2] Guilford's test of Associational Fluency (to measure verbal
fluency), [3] Signals of Stress Inventory (SOSI), to measure subjective stress,
and [4] subjects were given stress tests (mental, emotional, and auditory
startle stress) while monitored by the J&J I330 for physiological stress
responses. Control subjects also completed all these tests, waited one week,
then completed the tests again. Tests [1] and [2] were administered in
different forms for the Pre- and Post-testing. Both experimental and control
subjects saw their peripheral modality physiological patterns on the monitor of
the J&J I330 system, and received coaching on healthy, low stress patterns
from a BCIA certified trainer. Thus all subjects had two sessions of
feedback on peripheral modalities. However, only the experimental group
received alpha EEG feedback training.
Results
On the first day of alpha training, during alpha
enhancement feedback, one of the 7 SRI scientists experienced a Break-Through
Insight on a problem in his research. He had been working on this problem
for several years. He was so eager to apply his new insight to his research
immediately (Elaboration), that he dropped out of training at the end of
the first day, leaving only 6 SRI experimental alpha feedback subjects.
The first step of data analysis compared
experimental and control groups on their Pre-tests to see how well the
two groups were matched (significance is p<.05). The two groups
were very well matched on all three types of Pre-tests (Creativity, Subjective
stress [SOSI], and Physiological stress measures). There were no
significant differences between the 2 groups in Pre-test levels of
subjective stress [SOSI]; moreover there were no significant
differences in Pre-test Ideational Fluency (creativity-of-ideas);
there were no significant differences in Pre-test Verbal Fluency,
and no significant differences in 4 of the 6 peripheral modalities
(EMG frontalis, EMG trapezius, skin temperature, and heart rate). Only EDR
and respiration rate showed any differences between the two groups. Initial EDR
was higher in the alpha group, but only in the first resting condition of the
first session. Respiration rate was slower in the alpha group, but only in the
two rest conditions and the auditory startle stress.
The second step of data analysis compared
experimental and control groups on the Post-tests to detect possible
influences of alpha feedback training through changes in creativity of
ideas, verbal fluency, subjective stress, and physiological measures of stress.
Creativity Results. Creativity scores (Ideational
Fluency) in the alpha feedback group increased dramatically after 5 days of
alpha training. This increase was highly significant (paired
t=5.3057, df=5, p<.004). The control group had no
significant changes up or down. Verbal fluency scores (Associational
Fluency) for the control group decreased significantly, while the alpha
group had a non significant increase.
Subjective Stress Results. Stress scores on the SOSI
decreased an average of 57.6% for the alpha feedback group after 5 days
of alpha training. This change was very highly significant (paired
t=6.636, df=5, p<.001). The control group, after just
waiting for 5 days, had an average 5% increase in SOSI scores, which was not
significant.
Physiological Stress Test Results. EDR was selected
for analysis, as it discriminated most clearly. The alpha group and the control
group showed significantly different EDR reactions after the intervening week,
which had alpha training for the alpha group, and no training for the control
group. In four different conditions the alpha group showed declines in EDR
stress responses, while the control group showed increases. These
distinguishing conditions were: Emotional stress (t=2.8037,
df=10, p<.02), Auditory Startle stress (t=2.4024,
df=10, p<.05), and both of the rest conditions in the stress
test, First Rest (t=3.0578, df=10, p<.02), and Final
Rest (t=2.8603, df=10, p<.02).
Discussion
The highly significant increase in creativity of ideas
(Ideational Fluency) in the alpha feedback group suggests that it may be
possible for a wide range of people to become more creative. If supported
by further studies, this finding could have positive implications for the
conduct of daily life, and the development of human culture. Congress has
designated the 1990s as "The Decade of the Brain", recognizing that the brain,
and development of the mind, have become the new frontier of human
exploration. Some societies, like Germany and Japan, are quick to adopt new
processes that promise better performance and greater perfection. They will
recognize the potential of this EEG feedback process to improve their most
valuable resource, the minds of their people. Other societies may suffer
competitive disadvantages to the degree that they lack the resources and the
vision to make this technology and process broadly available.
The control group's significant decline on verbal
fluency (Associational Fluency), and the non significant increase in the
alpha group may suggest the second test was harder, and only the
alpha-trained subjects could resist lower scores. It is also apparent that
alpha training reduced stress in the alpha group, which had a very highly
significant reduction (p<.001) in subjective stress on the
SOSI. In 4 out of 5 conditions, the alpha group showed declines in
EDR stress response, while the control group showed increases. This
invites comparison with Hardt & Kamiya's (1978) report that alpha
feedback reduces anxiety in high anxiety subjects. Further studies are
needed for confirmation, but these results already fit well into contexts
provided by Martindale for creativity and by Hardt & Kamiya for anxiety
reduction. This study suggests that there are at least two different categories
of beneficial results from feedback training to increase EEG alpha:
increased creativity and reduced anxiety.
References
Allman, W.F., The Mental Edge, Science & Society, In
U.S. News & World Report, 113(5), 50-56, August 3 (1992).
Hardt, J.V. Alpha EEG responses of low and high anxiety
males to respiration and relaxation training and to auditory feedback of
occipital alpha. Dissertation Abstracts, International,
35(4), Catalog No. 74-19309, 1912B-1913B, (1974).
Hardt, J.V. and Kamiya, J. Anxiety change through EEG alpha
feedback: Seen only in high anxiety subjects. Science, 201,
79-81, (1978).
Hardt, J.V. EEG Biofeedback Method and System for Training
Voluntary Control of Human EEG Activity, United States Patent
#4,928,704, May 29, (1990).
Martindale, C. & Greenough, J., The Differential Effect
of Increased Arousal on Creative and Intellectual Performance, The Journal
of Genetic Psychology, 123, 329-335 (1973).
Martindale, C. & Armstrong, J., The Relationship of
Creativity to Cortical Activation and its Operant Control, The Journal of
Genetic Psychology, 124, 311-320 (1974).
Martindale, C., What Makes Creative People Different,
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Martindale, C. & Hines, D., Creativity and Cortical
Activation During Creative Intellectual and EEG Feedback Tasks, Biological
Psychology, 5, 91-100 (1975).
Martindale, C., Creativity, Consciousness, and Cortical
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(1977-78).
Martindale, C. & Hasenfus, N., EEG Differences as a
Function of Creativity, Stage of the Creative Process, and Effort to be
Original, Biological Psychology, 6, 157-167 (1978).
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