Introduction The aim of the present study was to characterize a cognitivecontrol state that participants establish when carrying out a creativity task by searching for after-effects of divergent-thinking and convergent-thinking on Simon task as a common, which is a reasonably well understood cognitive task and known as the purest assessment of response conflict (Hommel, 2011; Kornblum et al., 1990). It has been suggested (cf. Hommel, 1993) that the Simon effect generally refers back to the interference that occurs in the response-selection stage of decision making. The creativity tasks served as primes that were expected to exert specific effects on cognitive control in others; unrelated probe task. Our experiment was based on the assumption that priming between tasks is facilitative, and that overlap between the cognitive-control configurations in the priming task and in the probe task would be expected to improve performance in the latter. We anticipated that the Simon effect would be affected if being primed by creativity tasks. Methods 19 young healthy, university students, served as subjects in the study in order and received partial fulfillment of course credit in turn for participating. Participants served in two sessions separated by one week. In one session they constantly switched between performing the Remote Association Task (based on Mednick, 1962) for two minutes to induce convergent thinking (the prime task) and completing a block of Simon as a probe task. In the other session they constantly switched between carrying out the Alternative Use Task (Guilford, 1967) for two minutes to induce divergent thinking (the prime task) and performing a block of the Simon task. The order of these two types of sessions was counterbalanced across participants.Results Participants showed a good performance in the Remote Association Task (M=7.7 and SD=2.9) and the Alternate Uses Task (M=33 and SD=7.04). Mean RTs and proportions of errors from the Simon task were analy
