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, 2012a,2013b,c, 2014a,b). The description of the basic information of subjects in this study, was reproduced from our previous study (Takeuchi et al., 2013d, p. 320). All subjects were university, college, or post-graduate students or subjects who had graduated from these institutions within 1 year before the experiment and had normal vision. None had a history of neurological or psychiatric illness. Moroxydine Handedness was evaluated using the Edinburgh Handedness Inventory (Oldfield, 1971). This study was approved by the Ethics Committee of Tohoku University. Written informed consent was obtained from each subject and for nonadult subjects, written informed consent was obtained from the parent (guardian) of each subject by signing a form and in accordance with the World Medical Association (1991). Divergent thinking assessment The methods outlined here are reproduced from our previous studies (Takeuchi et al., 2010a, pp. 12�C13; 2010b, pp. 579�C580; 2011a, p. 682; 2011b, p. 2; 2012b, pp. 2923�C2924). The S-A creativity test (Society_for_Creative_Minds, 1969) was used to assess CPMDT. J.P. Guilford generated the draft plan of this test. He also supervised the development of the test (Society_for_Creative_Minds, 1969). The test was standardized for Japanese speakers (Society_for_Creative_Minds, 1969). The test is used to evaluate verbal CPMDT (Society_for_Creative_Minds, 1969), and it involves three types of tasks. The practice (and real) tasks are administered in the following order: (1) practice of the first task (2 min), (2) the first task (5 min), (3) practice of the second task (2 min), (4) the second task (5 min), (5) practice of the third task (2 min), and (6) the third task (5 min). Each task involves two questions. In total, the test takes 30 min. This test was administered in a group setting. The first task requires subjects to generate unique ways of using typical objects (e.g., ��Other than reading, how can we use newspapers?�� An example answer is ��We can use them to wrap things.��). The second task requires subjects to imagine desirable functions of ordinary objects (e.g., ��What are the characteristics of a good TV? Write down as many characteristics as possible.�� An example answer is ��A TV can receive broadcasts from all over the world.��). The third task requires subjects to imagine the consequences of ��unimaginable things�� happening (e.g., ��What would happen if all the mice in the world disappeared?�� An example answer is ��The world would become more hygienic.��). Each task requires subjects to generate as many answers as possible.