Humor comprehension and creative cognition: Shared and distinct neurocognitive mechanisms as indicated by EEG alpha activity.

Humor comprehension is increasingly recognized as showing parallels to more conventional creative cognition; yet our understanding of brain mechanisms underlying creative cognition in a humorous context is still limited. The present study addressed this issue by investigating functional patterns of EEG alpha activity while 93 participants viewed nonverbal humorous cartoons until they indicated having recognized the punch line, and subsequently vocalized their idea as to what constituted it. In a similar fashion, EEG was also assessed during performance of the Alternate Uses Task (AUT), in order to identify similarities and differences in EEG alpha activity implicated in conventional creative cognition vs. humor comprehension. Analyses revealed a pattern of robust task-related alpha power increases in both tasks, which were markedly more right-lateralized at ventral fronto-temporal sites in the humor task as compared to the AUT. Findings are interpreted in line with recent literature on the functional role of alpha activity in the creativity domain. Altogether, this study adds further evidence to the particular role of EEG alpha oscillations in creative cognition and supports the idea that conventional creative ideation and the comprehension of humor share neural mechanisms affiliated to creative cognition.

Learning to be inventive in the face of statistics: A positive reappraisal intervention for statistics anxiety.

BACKGROUND AND OBJECTIVES: The burden of statistics anxiety on students calls for effective interventions. This study investigated whether a cognitive reappraisal training designed to stimulate the generation of positive re-interpretations may yield behavioral changes in anxiety measures and changes in cerebral activation patterns reflecting the activation of approach/avoidance motivational tendencies (frontal EEG alpha asymmetry response). METHODS: Three groups of female psychology students (n = 45) with statistics anxiety were tested. Two groups received a guided, two-week reappraisal training with either statistics-anxiety or general anxiety situations; the control group received no intervention. RESULTS: Both training groups significantly increased their amount of positive re-interpretations from pre-to post-test compared to the control group. Increased habitual use of reappraisal in statistics situations and significant EEG changes reflecting more approach-oriented coping with anxiety occurred in the statistics-anxiety training group only. No changes in statistics anxiety and statistics attitudes were observed, suggesting that the training effects, though corroborated through neurophysiological changes, did not sufficiently translate to improving students' deep-rooted anxiety. LIMITATIONS: Effects, though robust and following the same pattern, were observed in a small sample. CONCLUSIONS: Our findings delineate a promising expandable approach for helping students' cope with statistics anxiety in a healthier way.