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Article

Mind Mapping Training’s Effects on Divergent Thinking Skills: Detection Based on EEG Data

by
Ting Liu
1,*,
Zhisheng Wang
2 and
Hao Yu
3
1
School of International Business Communication, Dongbei University of Finance and Economics, Dalian 116025, China
2
Research Institute of Photonics, Dalian Polytechnic University, Dalian 116034, China
3
School of Information and Communication Engineering, Dalian University of Technology, Dalian 116024, China
*
Author to whom correspondence should be addressed.
Appl. Sci. 2025, 15(2), 613; https://doi.org/10.3390/app15020613
Submission received: 9 December 2024 / Revised: 6 January 2025 / Accepted: 8 January 2025 / Published: 10 January 2025
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Abstract

:
As a translation strategy, mind mapping has a positive influence on the development of students’ divergent thinking skills. However, research on how mind mapping affects divergent thinking has primarily relied on traditional testing methods, which mainly focus on completed translation tasks. There is still a lack of research using dynamic and procedural experimental methods. An electroencephalogram (EEG) is one of the most effective tools for identifying and analyzing cognitive processing. In this study, we utilized EEG data to explore the effects of mind mapping on divergent thinking skills, with a primary focus on the dynamics of the alpha band power, which is closely related to divergent thinking. The participants were university students learning foreign languages in Dalian, China. One group received foreign language translation teaching integrated with mind mapping training (experimental group), while the other group received regular foreign language translation teaching (control group). The task-related alpha band power of participants engaged in divergent thinking tasks shows that participants in the experimental group exhibited superior divergent thinking skills, as evidenced by greater elevations in alpha band power within the anterior frontal lobe (M = 0.582, SD = 0.301), frontal lobe (M = 0.312, SD= 0.103), frontocentral lobe (M = 0.183, SD = 0.256), and temporal lobe (M = 0.205, SD = 0.176). In addition, they displayed significantly greater alpha band activity in the right cerebral hemisphere (M = 0.418, SD = 0.271), further highlighting the unique neural patterns linked with divergent thinking. The empirical results indicate that mind mapping training is an effective method for enhancing students’ divergent thinking skills.

1. Introduction

Translation is a creative endeavor in which divergent thinking plays a key role among the mental faculties involved [1,2]. Divergent thinking refers to the imaginative application and transformation of experiences and knowledge to achieve a specific goal, highlighting intellectual strength, particularly in problem-solving [3,4,5]. It involves considering various possibilities and reorganizing both externally gathered information and internally stored knowledge within the memory system [6,7,8,9,10]. In the process of translation, students have the opportunity to fully engage their divergent thinking by exploring different perspectives and methods [11,12]. This deepens their comprehension of the text and cultivates a flexible approach to translation, ultimately enhancing the translation’s quality [2]. Employing divergent thinking skills boosts the expressiveness, vividness, and natural flow of the translation. Divergent thinking is essential in the translation process, playing a crucial role in identifying and addressing complex translation challenges.
Applying an appropriate translation strategy is vital for fostering students’ divergent thinking development [13,14]. Divergent thinking is not a skill limited to a few, but rather an innate ability that everyone possesses to varying extents [15,16]. The key is learning how to tap into this natural capacity during the translation process and apply it effectively in specific translation tasks. Mind maps are constructed by beginning at the center and branching out to increasingly detailed levels [17]. As a concrete, hierarchical method of knowledge visualization, mind mapping positively impacts divergent thinking skills [18]. In this study, we propose a translation teaching strategy based on mind mapping, where students create mind maps to identify translation topics, present relevant vocabulary, sentences, and other essential information, while also developing translation strategies. By visually mapping out the logical relationships within translation materials using a hierarchical structure and connecting lines, students gain a clear understanding of the various connections and key aspects of the translation process. Additionally, this approach encourages students to approach translation challenges from multiple perspectives, stimulates divergent thinking, and improves the accuracy, organization, flexibility, and creativity of their translations.
Participants at different translation levels have varying cognitive processing abilities, and divergent thinking skills can be used as a means of assessment [19]. Many studies have highlighted the crucial role of mind mapping in fostering divergent thinking. However, the assessment of mind mapping’s effectiveness on students’ divergent thinking skills has primarily relied on traditional testing methods, which focus mainly on completed translation works, judged purely based on the scores obtained by students [20,21]. These traditional assessment methods may not fully capture the dynamic and creative nature of divergent thinking, nor accurately reflect the true impact of mind mapping on students’ ability to think outside the box and generate novel ideas. There is still a lack of research using dynamic and procedural experimental methods to investigate the impact of mind mapping on divergent thinking skills. Going beyond previous research, this study utilized EEG data to conduct a more comprehensive and dynamic exploration of divergent thinking skills. Both students who received mind mapping training and those who did not were included. The results show that there are differences in divergent thinking between the two groups. Data and insights derived from the findings were used to analyze the influence of mind mapping training on students’ divergent thinking, with the aim of providing objective data to further support the hypothesis that mind mapping training can significantly improve divergent thinking skills.

2. Related Studies

Divergent thinking is crucial for generating a variety of alternative solutions or viewpoints during task completion [22]. It involves the development of interconnected ideas related to a specific topic or problem, helping individuals create a wide range of solutions [23,24]. Divergent thinking focuses on seeking answers from various angles [25,26,27]. When engaged, divergent thinking sparks inspiration [28,29]. In the translation process, effectively applying divergent thinking encourages translators to explore the best translation options from multiple dimensions and perspectives [30]. The core feature of translational thinking is bilingual cognition, which involves both understanding the source language and accurately conveying its meaning into the target language. This requires a mode of transformative thinking that is flexible and involves the interaction, integration, and transformation of both source and target language cognition [31]. Translation is a dynamic and adaptable process that goes beyond simply transferring meaning from the source language to another. The effective use of divergent thinking in translation requires not only a deep understanding of the original text but also the ability to expand and transform the meaning of the source language [32]. This allows for the creative re-expression of the text in the target language, resulting in a natural, fluent, concise, and easily comprehensible translation [33]. To summarize, divergent thinking plays a crucial role in the translation process, and it is essential to implement teaching strategies that cultivate students’ divergent thinking skills.
A mind map is a diagram that illustrates the relationships between words, ideas, and other elements linked to and arranged around a central concept [19]. Using lines, symbols, text, colors, and graphic elements, a mind map serves as a powerful tool for thinking, presenting students’ thought processes and outcomes in an intuitive and visual way. It offers a comprehensive perspective, helping students see both the “forest” and the “trees”, thereby facilitating the visualization of information and the development of ideas [18]. Its distinctive radial structure promotes divergent thinking by encouraging long-distance associations and stimulating creativity. Mind mapping aids students in connecting ideas, developing divergent thinking skills, and realizing their potential. By incorporating images, this associative tool boosts the likelihood of generating creative ideas [17]. It also improves memory, learning, and creative thinking abilities [34]. Integrating mind mapping into translation instruction is an effective method for nurturing students’ divergent thinking skills. This externalization of divergent thinking may reflect the brain’s natural processes, encouraging students to explore the possibilities within a given subject and freeing their imagination. However, while the theoretical role of mind mapping in fostering divergent thinking is widely acknowledged, experimental evidence remains limited.
Recent advances in electroencephalogram (EEG) technology and brain functional imaging have provided strong technical support for exploring cognitive neural mechanisms [35,36,37]. EEGs remain one of the most effective tools for identifying and analyzing cognitive processes [38]. Divergent thinking, being a dynamic and flexible cognitive process, can be captured and analyzed through EEG experiments. Many researchers have used EEG data to study the brain regions involved in tasks requiring divergent thinking. Most of these studies have shown that divergent thinking arises from the interaction of multiple brain regions, revealing both commonalities and differences in the key brain areas engaged during specific tasks [39,40]. Flaherty (2005) proposed a three-factor model of brain anatomy, highlighting that divergent thinking emerges from the interconnected functional network involving the frontal lobe, temporal lobe, and limbic region [41]. In this model, the frontal lobe is crucial for generating creative ideas. Specifically, during divergent thinking, the anterior frontal lobe is linked to enhanced divergent thinking abilities [42]. Notably, individuals with high creativity exhibit significant bilateral activation of the contralateral anterior frontal lobe when performing tasks that require divergent thinking [43,44]. Fink et al. (2010) increased the novelty of participants’ responses by enhancing cognitive stimuli and found that activation of the medial anterior frontal lobe cortex is essential for generating novel ideas [45]. Liu et al. (2015) used a poetry creation task and observed that different brain regions were activated during both the generation and revision phases of creative thinking, with the medial anterior frontal lobe being active in both stages [46].
Synchronization in the alpha band can serve as a marker of active cognitive processing [47]. When EEG shows alpha band activity, imagination and inspiration are sustained, leading to a notable improvement in judgment and understanding of stimuli [48]. Jausïovec (2000) used EEG data to investigate alpha band power during divergent thinking tasks [49]. The results indicated that highly creative participants displayed higher alpha band power, especially in the frontal lobe regions. Fink et al. (2006) further explored alpha band synchronization in participants performing divergent thinking tasks using the event-related desynchronization (ERD) method [50]. Their findings revealed that responses with greater novelty were associated with increased synchronization in the alpha band. Additionally, a more significant rise in alpha band power was linked to the generation of more creative ideas. Similarly, Jung-Beeman et al. (2004) noted that insight solutions, compared to non-insight solutions, show higher alpha band power, with the most notable increase occurring in the cortex of the right hemisphere [51]. The present study primarily examines the dynamics of alpha band power, which is closely linked to divergent thinking. The research will involve college students from a specific Chinese university and use divergent thinking tasks in conjunction with EEG techniques. The goal of this experimental study is to gain a deeper understanding of how mind mapping training influences divergent thinking skills.

3. Materials and Methods

3.1. Participants

A total of 40 subjects participated in this experiment. All participants were junior English major students studying at a university in China. They had normal vision or corrected-to-normal vision, and no neurological or psychiatric disorders. The experiment received approval from the Research Ethics Committee of the university (Ethics Committee of Biology and Medicine in Dalian University of Technology (protocol code: DUTSICE12−03, 12 January 2024). All the students provided their informed consent for inclusion before they participated in the study. The experimental group (20 students, 12% male) and the control group (20 students, 13% male) received a practical 10-week translation course that was carried out by their current teachers with the same teaching materials.
The experimental group’s translation teaching was integrated with mind mapping training, which focuses on activating students’ divergent thinking in the translation process and applying it to specific translation practices. Students were encouraged to understand the original text from different perspectives and think about the best translation expression. In the process of translation, thinking and analysis from multiple perspectives is often required. Using mind maps to analyze and understand the original text from vocabulary, grammar, cultural background, and other angles can cultivate the ability to think in multiple dimensions. This ability is crucial for improving students’ divergent thinking skills. In translation teaching, vocabulary serves as the foundation. In this study, mind maps are utilized to construct vocabulary networks, categorizing and associating related words. For example, synonyms, antonyms, and near-synonyms can be presented in the form of mind maps, aiding students in better understanding and memorizing vocabulary while also fostering their divergent thinking. Grammar structures are a pivotal part of translation. During the teaching process, mind maps are employed to analyze and organize complex grammar structures, helping students grasp the main trunk and branches of sentences, thereby facilitating better translations. Guided by mind maps, students can more intuitively see the relationships between grammar structures, which in turn enhances their translation accuracy and fluency. Moreover, language and culture are inseparable. In the translation process, understanding the cultural background of the original text is essential. Mind maps can be used to present the differences and similarities between different cultures, helping students better comprehend the cultural connotations of the original text and thus make more accurate expressions in their translations.
On the other hand, the control group was taught using a regular curriculum, and the students learned in the traditional way. To assess the translation improvement for the two groups, we first administered a translation test with a maximum score of 100 before and after the intervention. The difficulty levels of the pre-test and post-test were similar but not identical. Two senior translation teachers scored their translations subjectively (out of 100 points, with scoring criteria including accuracy, fluency, etc.). The t-test results in Table 1 show that both groups received higher mean scores on the post-test, indicating an improvement in their translation competence. However, the experimental group received higher mean scores than the control group, and the difference between the pre-test and post-test was statistically significant (t = −7.78, p < 0.001). To analyze the significant difference in translation competence improvement between the two groups, an EEG experiment was conducted to compare the divergent thinking skills of the two groups during the divergent thinking tasks.

3.2. Materials

In this study, a comparative analysis was conducted on the EEG patterns of two groups while they engaged in divergent thinking tasks. There are four types of divergent thinking tasks. (i) Insight (IS) task: This task requires participants to confront a complex or ambiguous problem and attempt to find its deeper, non-obvious solutions or gain a deeper understanding. (ii) Utopian situations (US) task: Participants are guided into an imaginary, idealized world (utopia) and asked to consider how they can apply their unique ideas or solve problems within this environment. (iii) Alternative uses (AU) task: Daily necessities or objects are provided, and participants are asked to list as many non-traditional or unconventional uses for these items as they can. (iv) Vocabulary association (VA) task: A word or phrase is provided, and participants are required to translate it in different sentences (Table 2).

3.3. Apparatus

The experiment utilized the EMOTIV EPOC X, the latest version of a wireless Bluetooth EEG recorder, capable of collecting EEG signals from 14 channels and transmitting them wirelessly to a computer (Figure 1a). The 14 EEG channels, following the international 10/20 system, are as follows: AF3, F7, F3, FC5, T7, P7, O1, O2, P8, T8, FC6, F4, F8, and AF4. The reference sensors are symmetrically distributed, with odd-numbered channels on the left side and even-numbered channels on the right. The channels correspond to the following brain regions: anterior frontal lobe (AF3, AF4), frontal lobe (F3, F4, F7, F8), frontocentral lobe (FC5, FC6), temporal lobe (T7, T8), parietal lobe (P7, P8), and occipital lobe (O1, O2). The sampling frequency for all EEG signals is set to 512 Hz (samples per second). The reference sensors, covered in black rubber, are placed behind each earlobe on the bone. The two front sensors should be positioned approximately 3 inches above the eyebrows along the hairline (Figure 1b). After pressing and holding the two reference sensors (above and behind the ear) for about 20 s, the EMOTIV EPOC X will begin recording EEG signals (Figure 2b).

3.4. Experimental Procedure

The experiment was conducted in a soundproof laboratory. Initially, we provided the participants with a brief written explanation of the experiment, including the experimental setup, steps, and the translation tasks to be completed. Before the experiment, the participants were also given 10 practice tasks to help them become familiar with the experimental setting, the computer, the EEG recorder, etc. By randomly assigning the order of tasks, arranging appropriate rest periods, and adopting individual measurement methods, we maximize the elimination of potential impacts from ’retest’ or ’acclimatization’ effects on the data, thereby ensuring the accuracy and reliability of our experimental results. To ensure that the random assignment of task order effectively minimizes bias, we use a high-quality random number generator to achieve a balanced distribution of task order among participants, meaning that each task should appear approximately the same number of times in each possible position (such as first, second, etc.). During the experiment, participants were instructed to avoid large body movements or communicating with others.

3.4.1. EEG Data Acquisition

EEG signals were filtered between 0.1 Hz and 100 Hz, and a 50 Hz notch filter was applied to avoid power line interference. Electrode impedances were maintained below 5 kΩ. All signals were sampled at a frequency of 512 Hz. The EMOTIV EPOC X was visually inspected to ensure it was free of eye-movement artifacts and contained no electromyographic activity. Data processing was based on artifact-free EEG recordings with Hanning windowed epochs. For each participant and each experimental condition, the filtered and artifact-free EEG epochs were selected. Figure 3 illustrates the schematic diagram of the EEG data acquisition setup. The participant sits on a chair facing the PC, wearing the EMOTIV EPOC X, and performs the translation tasks while EEG data are recorded. The EMOTIV EPOC X transmits data to the PC via Bluetooth, which is accessed through the EmotivPRO 3.6.9 integrated software on the computer. Data packets are sent every second, and by analyzing these packets, numerical data for the alpha band can be extracted. The averaged alpha band power is then calculated using Fast Fourier Transformation (FFT).

3.4.2. EEG Data Analysis Process

The divergent thinking task begins with the presentation of the ‘○’ symbol (Figure 4), which participants are instructed to focus on for 15 s. Once the ‘○’ symbol disappears, the divergent thinking task appears on the computer screen. Participants read the task, and after generating an idea, they press ’ENTER’ on the keyboard. At this point, the words “Please answer” will be displayed, prompting participants to describe their ideas. After completing their description, participants press ’ENTER’ again to confirm their response. Following a 5 s pause, the next divergent thinking task description will appear on the screen. Each task must be completed within 3 min, and the process is repeated until all tasks are finished and EEG data collection is concluded. There are 40 participants in the experiment, and each participant takes approximately 20 min to complete it.
As illustrated in Figure 4, during the participants’ execution of divergent thinking tasks, the experiment will select two EEG signal time periods for data analysis: the Reference (pre-stimulus) interval (10 s), which corresponds to the 10 s spent focusing on the ‘○’ symbol (from 2500 ms to 12,500 ms), and the Activation interval (1 s), which occurs 1 s before pressing ’ENTER’ after forming an idea (from 1250 ms to 250 ms before pressing ’ENTER’).
Alpha band power (μV2) in both the reference and activation intervals was calculated by applying FFT filters to the EEG signals. To examine changes in task-related power (TRP) within the alpha band, the log-transformed power during the activation interval was subtracted from the power during the reference interval for each divergent thinking task using the following formula:
TRP i =   log   ( Pow i   activation ) −   log   ( Pow i   reference )
If the alpha band power decreases from the reference interval to the activation interval, the TRP value will be negative. Conversely, if the alpha band power increases from the reference interval to the activation interval, the TRP value will be positive [52]. Log-transforming the data reduces its variability and brings it closer to a normal distribution, allowing for a more accurate representation of the actual variations in signal power. When quantifying task-related power (TRP) changes during the translation process, this transformation method yields more precise and intuitive results.

4. Findings and Discussions

4.1. TRP Values in Divergent Thinking Tasks

Based on the statistical comparison in Figure 5, a t-test was conducted (Table 3). The results show that the TRP in the alpha band for both groups was positive, indicating that the alpha band power of both groups increased from the reference to the activation interval. In addition, participants in the experimental group displayed significantly stronger increases in alpha band power than participants in the control group during the IS task (t = 2.822, p < 0.05), the AU task (t = 3.171, p < 0.01), and the VA task (t = 5.083, p < 0.001). In the case of the US task, the difference was not statistically significant (t = 1.708, p > 0.05).
The EEG data obtained in this experiment demonstrated that both groups exhibited an elevation in TRP values. Divergent thinking was typically associated with an augmentation in alpha band power, observed from the reference interval to the activation interval. The increased disparity in alpha band power during divergent thinking tasks between the two groups suggested that alpha band power may serve as an indicator of heightened divergent thinking skills among participants with advanced translation proficiency. However, in US task, the TRP value of the experimental group was not significantly higher than that of the control group; this may be due to the task-specific limitation. The task setting itself possesses a certain degree of universality and commonality, and participants from both groups may construct their utopian worlds based on similar associations, which may result in them not exhibiting significant differences in divergent thinking.

4.2. TRP Values in Different Positions

Figure 6 shows that all alpha TRP values across the entire brain region were positive, indicating an augmentation in alpha power from the reference interval to the activation interval. Furthermore, participants in the experimental group exhibited higher alpha TRP values compared to those in the control group. These discrepancies were predominantly observed in the anterior frontal lobe (AF), frontal lobe (F), frontocentral lobe (FC), and temporal lobe (T) regions. Notably, the TRP values in the AF region were superior to those in other regions for both groups, with participants in the experimental group showing even higher TRP values in the AF regions than those in the control group.

4.2.1. TRP Values in the AF Region

The alpha TRP values in the AF regions were consistently higher for both groups than in other brain regions. Additionally, the experimental group showed greater task-related synchronization of alpha activity compared to the control group. Previous studies have shown that the AF regions play a crucial role in the development of divergent thinking skills [53,54]. In particular, the AF lobe regions of highly creative individuals have been found to be significantly activated [55]. The significance of the AF regions in divergent thinking arises from their role in cognitive control functions [56]. During cognitive processing and thinking, the increase in alpha band power within the AF region supports a more in-depth analysis of reading information [44]. Primarily, the AF regions promote calmness and relaxation, which in turn aids in the generation of novel, unique, or original ideas. Dietrich (2004) suggested that divergent thinking requires cognitive abilities such as memory, attention, and especially cognitive flexibility, which is regarded as the core component of divergent thinking [57]. This involves disrupting conventional thought patterns, adopting innovative strategies, or forming unique connections with existing knowledge. These cognitive functions are generally associated with the AF regions of the brain. Participants in the experimental group exhibited superior cognitive abilities than those in the control group, along with more pronounced alpha activity in the AF regions. This finding indicates that mind mapping training is effective in enhancing divergent thinking skills.

4.2.2. TRP Values in the F and FC Regions

The F and FC regions, located in the frontal cortex, play a crucial role in supporting divergent thinking processes [44,57]. The alpha TRP values in the experimental group were significantly higher than those in the control group, highlighting the greater activation and engagement of the F and FC regions during divergent thinking tasks, especially among participants in the experimental group.

4.2.3. TRP Values in the T Region

The T region is a key component in the brain’s memory formation processes. The differences observed between the two groups in this area suggest that participants in the experimental group focused more on integrating memories from various sensory experiences, thereby aiding the completion of divergent thinking tasks. The T region is essential within the neural network, supporting memory formation. The notable differences between the two groups in this region suggest that participants in the experimental group exhibited an enhanced ability to integrate memories from multiple sensory modalities, thereby improving their ability to perform divergent thinking tasks more effectively.

4.2.4. TRP Values in the P and O Regions

Both groups displayed similarly high alpha TRP values in the P and O regions. Specifically, the P lobe is part of the somatosensory cortex. The increased alpha TRP values observed in the P region for both groups indicate a strong sensory experience linked to completing the translation tasks, along with a certain level of psychological load, stress, and even anxiety. The O lobe is responsible for visual processing. The increase in alpha TRP values in the O region indicates a cognitive suppression mechanism used by the visual system to block distracting information [58,59]. While performing divergent thinking tasks, both groups processed the tasks displayed on the computer screen, effectively suppressing irrelevant information and improving focus on the task.
In summary, various brain regions were involved in the divergent thinking process, showing both similarities and differences across key areas. The similar activations observed in the P and O lobe regions reflected a common pattern during task performance. The significant differences between the two groups in the AF, F, FC, and T lobe regions indicated that participants in the experimental group displayed notably higher activation during divergent thinking, likely due to their enhanced divergent thinking abilities.

4.3. TRP Values in the Right Cerebral Hemisphere

In this study, our analysis went beyond simply comparing TRP values across entire brain regions between the two groups; we also performed a thorough investigation into the differences in TRP values within the left and right cerebral hemispheres of each group. The results showed that, in the experimental group, TRP values in the AF, F, and FC regions of the right hemisphere were higher than those in the corresponding regions of the left hemisphere. In contrast, the control group exhibited no significant differences between the right and left hemispheres. Notably, in the AF and FC regions, the TRP values in the left hemisphere were higher than those in the right hemisphere (Figure 7).
The cortex of the right cerebral hemisphere shows greater activation, which plays a key role in performing divergent thinking tasks [37,50]. While previous research has mainly focused on the general role of the right hemisphere cortex in divergent thinking, this study specifically examined the TRP values within the AF, F, and FC regions of the right hemisphere. As shown in Figure 7, the TRP values in the AF, F, and FC regions of the right cerebral hemisphere were significantly higher in the experimental group compared to the corresponding regions in the left hemisphere. In contrast, the control group showed no significant difference between the right and left hemispheres, with the left hemisphere exhibiting slightly higher TRP values, particularly in the AF and FC regions. The findings suggest that participants in the experimental group showed increased alpha activity in the cortex of the right cerebral hemisphere while performing divergent thinking tasks, indicating that their divergent thinking abilities were fully engaged and utilized.
The results suggest that the AF lobe plays a central role in the brain mechanism underlying divergent thinking, with improved divergent thinking skills linked to an increase in alpha band power within this area. Specifically, participants in the experimental group showed a significant increase in alpha band power in the AF lobe regions compared to the control group. Additionally, the alpha band power in the right hemisphere of their cerebral cortex was higher than that in the left hemisphere. These data suggest that students in the experimental group are able to go beyond conventional thinking patterns and use divergent thinking to achieve more flexible translation. In contrast, students in the control group showed less proficiency in utilizing divergent thinking during the tasks. Translation is a creative cognitive process, as it involves the comprehension and expression of the original work through a process of recreation and re-innovation [60]. Translation itself is characterized by a high degree of flexibility, creativity, and practicality [61]. In translation teaching, students’ cognitive flexibility can be fostered by activating the potential of the right hemisphere and enhancing their divergent thinking skills. By encouraging students to consistently engage their minds and effectively apply divergent thinking, translations can become more expressive, vivid, and natural.

5. Limitations and Future Research Directions

This study aims to explore the impact of mind mapping training on divergent thinking skills. Our primary focus was on analyzing the task-related alpha band power of participants engaged in divergent thinking tasks. The findings provide promising results for the use of mind mapping training to improve divergent thinking skills. However, certain limitations should be noted. Firstly, the small sample size limits the generalizability of the divergent thinking results. Additionally, it is important to note that the majority of participants in this study were female, despite previous research indicating no gender differences in creative performance [62]. In future studies, it is necessary to increase the sample size and balance male and female participants to control for gender and ensure the robustness of the research findings. Furthermore, all participants in this study used the EMOTIV EPOC X device for the first time. As a result, their mindset may not have been in a fully natural state during the experiment, potentially influencing the biometric data collected. Future studies should increase the number of measurement sessions to help participants become more familiar with the EEG signal collection device, allowing them to maintain a more natural mindset. Additionally, incorporating other neuroimaging techniques, such as functional magnetic resonance imaging (fMRI) and magnetoencephalography (MEG), could provide more comprehensive and accurate insights into brain activity. Finally, this study was exploratory and did not account for other relevant variables that may influence divergent thinking. Emotional experiences, for example, can impact divergent thinking [63,64,65]. In the future, we aim to analyze students’ emotional states through their EEG signals to gain a more comprehensive and nuanced understanding of divergent thinking. This presents a promising avenue for further research.

6. Conclusions

This study utilized EEG data to explore the effects of mind map training on divergent thinking skills using dynamic and procedural measures within a targeted sample of Chinese university students. The TRP values of alpha band power during divergent thinking tasks were compared and analyzed to provide robust data supporting the differences in divergent thinking skills between the two groups. The results show that the key brain mechanism underlying divergent thinking is the AF lobe, and higher divergent thinking skills are associated with an increase in alpha band power in the AF lobe. The alpha band power in the AF lobe regions of the experimental group significantly increased and was higher than that of the control group. In addition, the alpha band power in the right cerebral hemisphere was higher than in the left cerebral hemisphere. The results demonstrate significant differences in the EEG data between students in the two groups. These data indicate that mind map training can effectively improve students’ divergent thinking skills. It is anticipated that future translation instruction will appropriately emphasize the enhancement of mind map training, ultimately improving students’ divergent thinking skills. In addition, EEG data can be utilized to examine the impact of mind mapping on the development of divergent thinking skills. Through empirical research, we can deepen our understanding of the educational effectiveness of mind mapping.

Author Contributions

All authors contributed to the study conception and design. Methodology, material preparation, data collection analysis, and funding acquisition were performed by T.L.; formal analysis and investigation were performed by Z.W.; project administration and supervision were performed by H.Y. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by Humanities and Social Science Fund of the Ministry of Education of China (“An empirical study on the translation process based on neural mechanisms and situated cognition”; Grant number: 21YJC740036); Scientific Research Project of The Educational Department of Liaoning Province of China (Grant number: LJKR0210); Research Project on Undergraduate Teaching Reform for General Higher Education Institutions of Liaoning Province of China (Grant number: No. 254 in 2021 from The Educational Department of Liaoning Province); Research Project on Undergraduate Teaching Reform for General Higher Education Institutions of China National Textile and Apparel Council (Grant number: 2021BKJGLX343); Research Project on Graduate Education and Teaching Reform of Liaoning Province of China (Grant number: LNYJG2024303); Education Science Research Project under the ’14th Five-Year Plan‘ of Liaoning Province of China (Grant number: JG24DB124).

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Ethics Committee of Biology and Medicine in Dalian University of Technology (protocol code: DUTSICE12−03, 12 January 2024).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data that support the findings of this study are available from the corresponding author upon reasonable request. The data are not publicly available due to privacy.

Conflicts of Interest

The authors declare no conflicts of interest.

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Figure 1. EMOTIV EPOC X device and wearing method. (a) EMOTIV EPOC X device; (b) EMOTIV EPOC X wearing method.
Figure 1. EMOTIV EPOC X device and wearing method. (a) EMOTIV EPOC X device; (b) EMOTIV EPOC X wearing method.
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Figure 2. EMOTIV EPOC X reference sensors location distribution and signal display. (a) Reference sensors location distribution; CMS/DRL: Noise reduction configuration; (b) EMOTIV EPOC X signal display.
Figure 2. EMOTIV EPOC X reference sensors location distribution and signal display. (a) Reference sensors location distribution; CMS/DRL: Noise reduction configuration; (b) EMOTIV EPOC X signal display.
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Figure 3. Schematic diagram of the EEG data acquisition.
Figure 3. Schematic diagram of the EEG data acquisition.
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Figure 4. Schematic diagram of the data analysis. (Note: R—Reference; A—Activation).
Figure 4. Schematic diagram of the data analysis. (Note: R—Reference; A—Activation).
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Figure 5. Statistical comparison of TRP in the divergent thinking tasks for the two groups.
Figure 5. Statistical comparison of TRP in the divergent thinking tasks for the two groups.
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Figure 6. TRP from anterior to posterior regions for the two groups. AF, anterior frontal; F, frontal; FC, frontocentral; T, temporal; P, parietal; O, occipital.
Figure 6. TRP from anterior to posterior regions for the two groups. AF, anterior frontal; F, frontal; FC, frontocentral; T, temporal; P, parietal; O, occipital.
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Figure 7. TRP in the left and right cerebral hemisphere for the two groups, additionally illustrated with TRP maps. Left cerebral hemisphere: AF3, F3, and FC5; right cerebral hemisphere: AF4, F4, and FC6.
Figure 7. TRP in the left and right cerebral hemisphere for the two groups, additionally illustrated with TRP maps. Left cerebral hemisphere: AF3, F3, and FC5; right cerebral hemisphere: AF4, F4, and FC6.
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Table 1. The comparison of translation competence improvement for the two groups.
Table 1. The comparison of translation competence improvement for the two groups.
ItemGroupPre-TestPost-Testtp
MSDMSD
Translation testExperimental group76.803.1780.153.13−7.78 ***0.000
Control group76.853.3977.353.18−2.030.056
(Note: M—Mean; SD—Standard Deviation; *** p < 0.001).
Table 2. Items in the divergent thinking tasks.
Table 2. Items in the divergent thinking tasks.
Divergent Thinking TasksItems
Insight (IS)(1) The phone in the office kept ringing, but no one answered the call.
(2) Person A is standing, Person B is smiling, and Person C is crying.
Utopian situations (US)(1) If there were no night, every day was daytime, what kind of life would it be like?
(2) If all animals could speak and communicate with people, what would the world be like?
Alternative uses (AU)(1) Brick
(2) Plastic wrap
Vocabulary association (VA)(1) Translation of “ blue” in different sentences.
(2) Translation of “work” in different sentences.
Table 3. The t-test results of TRP for the two groups.
Table 3. The t-test results of TRP for the two groups.
Task Experimental GroupControl Grouptp
MSDMSD
IS task0.5880.3360.1860.4982.822 *0.011
US task0.5960.3360.3790.4971.7080.104
AU task0.5740.3430.1490.5163.171 **0.005
VA task0.4940.2970.0870.2715.083 ***0.000
(Note: M—Mean; SD—Standard Deviation; * p < 0.05; ** p < 0.01; *** p < 0.001).
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Liu, T.; Wang, Z.; Yu, H. Mind Mapping Training’s Effects on Divergent Thinking Skills: Detection Based on EEG Data. Appl. Sci. 2025, 15, 613. https://doi.org/10.3390/app15020613

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Liu T, Wang Z, Yu H. Mind Mapping Training’s Effects on Divergent Thinking Skills: Detection Based on EEG Data. Applied Sciences. 2025; 15(2):613. https://doi.org/10.3390/app15020613

Chicago/Turabian Style

Liu, Ting, Zhisheng Wang, and Hao Yu. 2025. "Mind Mapping Training’s Effects on Divergent Thinking Skills: Detection Based on EEG Data" Applied Sciences 15, no. 2: 613. https://doi.org/10.3390/app15020613

APA Style

Liu, T., Wang, Z., & Yu, H. (2025). Mind Mapping Training’s Effects on Divergent Thinking Skills: Detection Based on EEG Data. Applied Sciences, 15(2), 613. https://doi.org/10.3390/app15020613

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