Autism, autistic traits and creativity: a systematic review and meta-analysis

Pennisi, Paola; Giallongo, Laura; Milintenda, Giusy; Cannarozzo, Michela

doi:10.1007/s10339-020-00992-6

Cited by 25 publications

(25 citation statements)

References 94 publications

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“…This reasoning is incredibly short-sighted as it disregards the value of diversity, and overlooks talents that might be inherent to those traits wrongly perceived as “inferior”. An example of such a trait is autism, which has been linked with a higher level of attention to detail and a particularly high level of originality in works (Paola et al, 2020). Some companies today have a preference towards autistic individuals, not out of charity or sympathy, but out of an appreciation of their unique attributes (Harris, 2017).…”

Section: Proxying Innate Ability With the Educational Attainment Polygenic Scorementioning

confidence: 99%

Genetic advantage and equality of opportunity in education: Two definitions and an empirical application

Pereira

2021

Preprint

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The literature of Equality of Opportunity (EOp) has long acknowledged the existence of 'talents', 'innate ability' or 'genetic ability'. Nonetheless, attempts to explicitly incorporate a measure of innate ability in the quantification of EOp have been rare. On the other hand, the literature of social-science genetics has found credible genetic-based components of EOp, without an explicit quantification of overall EOp. In addition, there exists prevalent disagreement within both kinds of literature on whether innate ability should be perceived as a fair or unfair source of advantage. This paper proposes to quantify EOp while explicitly including a genetic-based measure of innate ability. It proposes two formal definitions of EOp that draw on both stances regarding the compensation of innate ability. Novel testable implications are derived. The educational attainment polygenic index is used as a measure of innate ability while correcting for genetic nurture and accounting for the correlation between genes and other circumstances. An empirical application in the US Health and Retirement Study finds that the share of inequality of opportunity is 26% under the view that genetic differences are unfair sources of advantage and 21% otherwise. A comparative analysis over cohorts reveals that the trend in EOp depends on the definition adopted; if genetic advantage is a fair source of inequality then EOp has improved; the opposite holds if one considers genetic advantage an unfair source of inequality. These results highlight the importance of accounting for genetic differences in the EOp framework.

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Section: Proxying Innate Ability With the Educational Attainment Polygenic Scorementioning

confidence: 99%

Genetic advantage and equality of opportunity in education: Two definitions and an empirical application

Pereira

2021

Preprint

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“…Watanabe (2013) stresses the functional autonomy of art-like behavior among animals, particularly in humans. Although no study has focused on how specific is artistic motivation, the cases of de novo artists following brain damage (e.g., Abraham, 2019), the cases of exceptional and unexpected artistic talent in young autistic individuals dissociated from their learning difficulties (e.g., Gordon, 2005;Zaidel, 2014;Paola et al, 2020), the domain-specificity of musical and aesthetic creativity (Feist, 2004), and the spontaneous choices of artistic leisure activities (e.g., McManus and Furnham, 2006) together indicate some level of specificity in artistic motivation. Thus, it is plausible that artistic motivations would present signs of domain-specificity.…”

Section: Introductionmentioning

confidence: 99%

Evolved Features of Artistic Motivation: Analyzing a Brazilian Database Spanning Three Decades

Varella

2021

Front. Psychol.

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Darwin explored the evolutionary processes underlying artistic propensities in humans. He stressed the universality of the human mind by pointing to the shared pleasure which all populations take in dancing, engaging in music, acting, painting, tattooing, and self-decorating. Artistic motivation drives/reinforces individuals to engage in aesthetically oriented activities. As curiosity/play, artistic behavior is hypothesized as a functionally autonomous activity motivated intrinsically through an evolved, specific, and stable aesthetic motivational system. The author tested whether artistic motivation is rather intrinsically sourced, domain-specific, and temporally stable using a large decades-long real-life public Brazilian database of university applications. In Study I, the author analyzed reasons for career-choice responded to by 403,832 late-adolescent applicants (48.84% women), between 1987 and 1998. In Study II, the author analyzed another career-choice reason question responded to by 1,703,916 late-adolescent applicants (51.02% women), between 1987 and 2020. Music, Dance, Scenic Arts, Visual Arts, and Literary Studies, in combination, presented a higher percentage of individuals reporting intrinsic factors (e.g., personal taste/aptitude/fulfillment) and the lower proportion reporting extrinsic motives (e.g., the influence of media/teacher/family, salary, social contribution/prestige) than other career groups. If artistic motivation were a recent by-product of general curiosity or status-seeking, artistic and non-artistic careers would not differ. Overall, intrinsic motives were 2.60–6.35 times higher than extrinsic factors; among artistic applicants’ were 10.81–28.38 times higher, suggesting domain-specificity. Intrinsic motivation did not differ among artistic careers and remained stable throughout the periods. Converging results corroborated a specific, stable, and intrinsically sourced artistic motivation consistent with its possible evolutionary origins.

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“…Individuals with autism spectrum disorders demonstrate a high level of originality in figurative creativity when performing creative tasks [11]. A study of the verbal creativity of individuals with ASD in two aspects, comprehension and production of metaphors, showed that they solve these tasks using a different constellation of cognitive resources [12,13].…”

Section: Introductionmentioning

confidence: 99%

Creativity and creative work in children with disabilities

et al. 2021

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The article presents the results of the analysis of the problem of creativity and creative work in children with disabilities having different impairments. This research serves as a basis for conducting a separate study aimed at researching the peculiarities of the search for creative solutions in the process of completing figure drawings in younger schoolchildren with hearing impairments compared to their peers with normal hearing. For this purpose, a comparative analysis of the drawings of hearing-impaired students and elementary school students with preserved hearing was conducted by the criteria of fluency, flexibility, elaborateness, and originality. The need for the present study is determined by the tasks of the modern system of special and inclusive education aimed at the optimal personal development of all children and the creation of psychological and pedagogical conditions for the successful development of different types of creative activity that positively affect their socialization. The study uses a set of theoretical and empirical methods of analysis of the studied problem, as well as a comparative study of general and specific features of creativity in children with preserved and impaired hearing. These specific features are determined by a disproportionate formation of different types of thinking, a delay in the development of figurative memory, verbal speech, and imagination in comparison with hearing children. The novelty of the study consists in the expansion of knowledge about the potential possibilities of creative decisions and creative abilities of persons with developmental disorders at different ages in special psychology and pedagogics. The results of the study of creativity of children with hearing impairments can be used in the educational system for professional orientation and creating conditions for persons with special educational needs to master creative professions.

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Autism, autistic traits and creativity: a systematic review and meta-analysis

Cited by 25 publications

References 94 publications

Genetic advantage and equality of opportunity in education: Two definitions and an empirical application

Genetic advantage and equality of opportunity in education: Two definitions and an empirical application

Evolved Features of Artistic Motivation: Analyzing a Brazilian Database Spanning Three Decades

Creativity and creative work in children with disabilities

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