Kaufman Allison B, Butt Allen E, Kaufman James C, Colbert-White Erin N
Department of Psychology, California State University, San Bernardino, CA 92407, USA.
J Comp Psychol. 2011 Aug;125(3):255-72. doi: 10.1037/a0023147.
We propose a cognitive and neurobiological framework for creativity in nonhuman animals based on the framework previously proposed by Kaufman and Kaufman (2004), with additional insight from recent animal behavior research, behavioral neuroscience, and creativity theories. The additional information has lead to three major changes in the 2004 model-the addition of novelty seeking as a subcategory of novelty recognition, the addition of specific neurological processing sites that correspond to each of the processes, and the transformation of the model into a spectrum in which all three levels represent different degrees of the creative process (emphasis on process) and the top level, dubbed innovation, is defined by the creative product. The framework remains a three-level model of creativity. The first level is composed of both the cognitive ability to recognize novelty, a process linked to hippocampal function, and the seeking out of novelty, which is linked to dopamine systems. The next level is observational learning, which can range in complexity from imitation to the cultural transmission of creative behavior. Observational learning may critically depend on the cerebellum, in addition to cortical regions. At the peak of the model is innovative behavior, which can include creating a tool or exhibiting a behavior with the specific understanding that it is new and different. Innovative behavior may be especially dependent upon the prefrontal cortex and/or the balance between left and right hemisphere functions.
我们基于考夫曼和考夫曼(2004年)先前提出的框架,结合近期动物行为研究、行为神经科学和创造力理论的更多见解,提出了一个关于非人类动物创造力的认知和神经生物学框架。这些额外信息给2004年的模型带来了三个主要变化——将寻求新奇作为新奇识别的一个子类别添加进来,添加了与每个过程相对应的特定神经处理部位,并将该模型转变为一个光谱,其中所有三个层次代表创造性过程的不同程度(强调过程),最高层次被称为创新,由创造性产物来定义。该框架仍然是一个三级创造力模型。第一层次由识别新奇的认知能力(一个与海马体功能相关的过程)和寻求新奇(与多巴胺系统相关)组成。下一层次是观察性学习,其复杂程度可以从模仿到创造性行为的文化传播。除了皮质区域外,观察性学习可能严重依赖小脑。在该模型的顶端是创新行为,它可以包括制造工具或表现出一种行为,同时明确知道这种行为是新颖且不同的。创新行为可能尤其依赖前额叶皮层和/或左右半球功能之间的平衡。