NEWS POST: For A More Creative Brain, Travel — Brent Crane

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How international experiences can open the mind to new ways of thinking

By Brent Crane

There are plenty of things to be gained from going abroad: new friends, new experiences, new stories.

But living in another country may come with a less noticeable benefit, too: Some scientists say it can also make you more creative.

Writers and thinkers have long felt the creative benefits of international travel. Ernest Hemingway, for example, drew inspiration for much of his work from his time in Spain and France. Aldous Huxley, the author of Brave New World, moved from the U.K. to the U.S. in his 40s to branch out into screenwriting. Mark Twain, who sailed around the coast of the Mediterranean in 1869, wrote in his travelogue Innocents Abroad that travel is “fatal to prejudice, bigotry, and narrow-mindedness.”

In recent years, psychologists and neuroscientists have begun examining more closely what many people have already learned anecdotally: that spending time abroad may have the potential to affect mental change. In general, creativity is related to neuroplasticity, or how the brain is wired. Neural pathways are influenced by environment and habit, meaning they’re also sensitive to change: New sounds, smells, language, tastes, sensations, and sights spark different synapses in the brain and may have the potential to revitalize the mind.

“Foreign experiences increase both cognitive flexibility and depth, and integrativeness of thought, the ability to make deep connections between disparate forms,” says Adam Galinsky, a professor at Columbia Business School and the author of numerous studies on the connection between creativity and international travel. Cognitive flexibility is the mind’s ability to jump between different ideas, a key component of creativity. But it’s not just about being abroad, Galinsky says: “The key, critical process is multicultural engagement, immersion, and adaptation. Someone who lives abroad and doesn’t engage with the local culture will likely get less of a creative boost than someone who travels abroad and really engages in the local environment.” In other words, going to Cancun for a week on spring break probably won’t make a person any more creative. But going to Cancun and living with local fishermen might.

In Galinsky’s latest study, published last month in the Academy of Management Journal, he and three other researchers examined the experiences of the creative directors of 270 high-end fashion houses. Combing through 11 years’ worth of fashion lines, Galinsky and his team searched for links between the creative directors’ experience working abroad and the fashion houses’ “creative innovations,” or the degree “to which final, implemented products or services are novel and useful from the standpoint of external audiences.” The level of creativity of a given product was rated by a pool of trade journalists and independent buyers. Sure enough, the researchers found a clear correlation between time spent abroad and creative output: The brands whose creative directors had lived and worked in other countries produced more consistently creative fashion lines than those whose directors had not.

The researchers also found that the more countries the executives had lived in, the more creative the lines tended to be—but only up to a point. Those who had lived and worked in more than three countries, the study found, still tended to show higher levels of creativity that those who hadn’t worked abroad at all, but less creativity that their peers who had worked in a smaller number of foreign countries. The authors hypothesized that those who had lived in too many countries hadn’t been able to properly immerse themselves culturally; they were bouncing around too much. “It gets back to this idea of a deeper level of learning that’s necessary for these effects to occur,” Galinsky says.

Cultural distance, or how different a foreign culture is from one’s own, may also play a role: Surprisingly, Galinsky and his colleagues found that living someplace with a larger cultural distance was often associated with lower creativity than living in a more familiar culture. The reason for that, they hypothesized, was that an especially different culture might come with a bigger intimidation factor, which may discourage people from immersing themselves in it—and no immersion, they explained, could mean none of the cognitive changes associated with living in another country.

Traveling may have other brain benefits, too. Mary Helen Immordino-Yang, an associate professor of education and psychology at the University of Southern California, says that cross-cultural experiences have the potential to strengthen a person’s sense of self. “What a lot of psychological research has shown now is that the ability to engage with people from different backgrounds than yourself, and the ability to get out of your own social comfort zone, is helping you to build a strong and acculturated sense of your own self,” she says. “Our ability to differentiate our own beliefs and values … is tied up in the richness of the cultural experiences that we have had.”

Cross-cultural experiences have the potential to pull people out of their cultural bubbles, and in doing so, can increase their sense of connection with people from backgrounds different than their own. “We found that when people had experiences traveling to other countries it increased what’s called generalized trust, or their general faith in humanity,” Galinsky says. “When we engage in other cultures, we start to have experience with different people and recognize that most people treat you in similar ways. That produces an increase in trust.”

This trust may play an important role in enhancing creative function. In a 2012 study out of Tel Aviv University, researchers found that people who “believe that racial groups have fixed underlying essences”—beliefs the authors termed “essentialist views”—performed significantly worse in creative tests than those who saw cultural and racial divisions as arbitrary and malleable. “This categorical mindset induces a habitual closed-mindedness that transcends the social domain and hampers creativity,” the study authors wrote. In other words, those who put people in boxes had trouble thinking outside the box.

Of course, although a new country is an easy way to leave a “social comfort zone,” the cultural engagement associated with cognitive change doesn’t have to happen abroad. If a plane ticket isn’t an option, maybe try taking the subway to a new neighborhood.

Sometimes, the research suggests, all that’s needed for a creative boost is a fresh cultural scene. 

Originally published in The Atlantic

GUEST BLOG POST: Let’s Start Teaching The Skills That Matter Most — Dr. Brian Davidson

Image source & credit: The Annie E. Casey Foundation

Synopsis

Dr. Brian Davidson (the Intrinsic Institute) advocates for placing greater focus on developing students’ non-cognitive skills.

By Brian Davidson

"What knowledge is of most worth for students to learn?" questioned our professor.  “What is most necessary for students to know?” he probed.  These were the central questions posed to us in our doctoral class as we worked toward understanding our own philosophies of education while developing greater meaning of why we teach our students what we do.  When it came time for me to present my thoughts on what knowledge is most valuable for students, however, I took a different approach.  Rather than debate the merits of famous educational theorists like John Dewey or Ralph Tyler, I shared with our class a study led by Angela Duckworth and Martin Seligman of the University of Pennsylvania that found that self-discipline was twice as good as IQ at predicting student academic performance.  After describing the groundbreaking results of the study, I then followed with a question to the class..."If this is the case, why are we not trying to explicitly build self-discipline and other factors like it in students?"  I continued to describe how our entire focus in education has been on developing a set of cognitive skills in students, with little to no focus on developing this other set of skills.  As these thoughts were shared, the class went silent, as an entire group of educators just shared in a moment of epiphany…

Since that time, a growing body of research continues to build suggesting there are a set of skills beyond IQ and cognitive ability that drive success.  More commonly referred to as non-cognitive skills, these are the various factors not easily measured on achievement and IQ tests.  Indeed, scholars in this field largely agree the name "non-cognitive skills" is a misnomer since the skills that encompass the term are not truly free of cognition.  Despite the challenge in name, though, one thing is becoming increasingly clear. These skills matter, and they matter a lot.  Researchers in fields of psychology, education, and behavioral economics are coming to an agreement that these skills are significant predictors of numerous successful life outcomes such as academic achievement, physical and mental health, and positive labor market outcomes.  

So what are these non-cognitive skills?  They are the intangibles - the "it" factors like grit, hope, growth mindset, self-control, resiliency, self-efficacy - that drive greatness, whether it be within students in the classroom, athletes on the field, or employees in an organization.  These are the skills teachers love to see in their students.  These are the skills coaches desire to find in their athletes.  And these are also the skills that employers seek to find within the individuals leading their organizations. In recognizing the power of these non-cognitive skills, major testing companies are now in the process of developing assessments that target these skills. Likewise, institutions of higher education are beginning to move beyond simply looking at ACT and SAT scores and are now placing greater attention on applicants' non-cognitive skills when determining which students to admit to their universities.  Most recently, the National Assessment of Educational Progress (NAEP) announced that beginning in 2017, they will also begin measuring non-cognitive skills as part of their assessment of the nation’s students.  

With all of this in mind, I want to go back to the question I posed to my group of classmates - Why, then, are we not spending more time explicitly working to develop this extremely important group of skills in students?  Having been an educator for nearly a decade, I firmly believe the 3 R's - reading, writing, and arithmetic - are extremely important for student achievement.  However, I also realize there is so much more beyond those 3 R's that contribute to student success, both in the classroom and, more importantly, in life.  When we think back to the greatest teachers we had growing up as children, rarely do we think of them in such high regard because of the content knowledge they taught us.  Instead, these transformational educators made us feel different.  They helped us to become more motivated to accomplish our goals, more disciplined and gritty to stay committed to those goals we dreamed to achieve, and more resilient to bounce back when life knocked us down.  In other words, they cultivated in us higher levels of non-cognitive skills that contributed to our later success.  

What if the school day included a class to explicitly teach these skills?  What if, in addition to learning science, math, English, and social studies, we also had classes designed to explicitly help students become more self-motivated, perseverant, disciplined, and resilient?  What if students could learn the positive mindsets needed to prevent them from being debilitated by the fear of failure?  What if we had classes to help students learn how to develop the social capital needed to achieve their highest aspirations?  What if we spent more time developing the skills that society deems most important?  

If we truly want to ignite the greatness within our students, let's take a more holistic approach to developing students and begin placing more focus on building the other set of skills that are equally as important as what we’ve always been teaching - let's focus on building students' non-cognitive skills.  

Originally published in The Creativity Post

Dr. Brian Davidson

Brian Davidson is the founder and president of the Intrinsic Institute, a research, coaching, and consulting firm discovering and building the best in individuals and organizations. The Intrinsic Institute specializes in the measurement, training, and development of non-cognitive skills, the intangible “it” factors such as self-motivation, grit, and resiliency driving greatness. With a mission to ignite the greatness within, the Intrinsic Institute partners with individuals, educational institutions, and businesses to build the non-cognitive skills that drive exceptional human performance.