Experimental effects of acute exercise and music listening on cognitive creativity

Objective: The purpose of this study was to extend previous experimental work suggesting that both exercise and music-based interventions may influence creativity processes, by investigating the independent influences of exercise or music stimuli on verbal creative performances in the laboratory environment. Methods: 32 students at the University of Mississippi participated in this within-subject intervention, which included three laboratory visits per participant. Individuals participated in three 15-min, randomized experimental conditions: Treadmill walking, self-selected music, or a seated control period, and subsequently completed four creativity assessments during each visit (three tests of divergent thinking, and one test of convergent thinking), with the order of divergent thinking tasks counterbalanced. Creativity task performance was independently scored across four dependent parameters, which included fluency (i.e., total number of ideas), flexibility (i.e., total number of categories), originality (i.e., responses thought of by <5% of the sample), and elaboration (i.e., degree of supplementary detail included per idea). Results: Repeated Measures ANOVAs indicated that creativity scores for fluency (F(2, 60) = 0.63, p = 0.94), flexibility (F(2, 60) = 0.64, p = 0.53), originality (F(2, 60 = 0.23, p = 0.78), and elaboration (F(2, 60) = 2.74, p = 0.07), were not statistically significant across the visits. Conclusions: These findings add to the equivocal body of creativity research, uniquely assessing the effects of exercise and music on verbal creativity performance. The present study further highlights the critical need for improvement in the assessment and evaluation of laboratory-assessed cognitive creativity. Methodological strategies must be examined and refined for the meaningful and credible measurement and interpretation of experimental creativity.