Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings

Hoogman, Martine; Stolte, Marije; Baas, Michiel; Kroesbergen, Evelyn H.

doi:10.1016/j.neubiorev.2020.09.029

Cited by 75 publications

(81 citation statements)

References 162 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Often, students with ADHD who have adequate cognitive and interpersonal skills are able to find success in social and academic tasks, but it is their impulsivity and inattention to detail that may impact performance (Climie et al, 2017). Research exploring strengths of students with ADHD is limited (but see Hoogman et al, 2020), thus adopting a strength-based approach to ADHD is a worthwhile research endeavor (Climie & Mastoras, 2015). Thus, we explored a method of describing the neuroscience of ADHD, while centering a student with lived experience as the expert in delivering this information.…”

Section: Literature Reviewmentioning

confidence: 99%

“…While the KT activity in our final cycle included content on the benefits of neurodiversity in general and related anecdotes from Kathryn's life, future iterations could include more research results related to the positive aspects of ADHD. This is still an emerging area of research, although there is some evidence from meta-analysis that subclinical ADHD is associated with enhanced divergent thinking relative to both typically developing individuals and individuals with clinical ADHD (Hoogman et al, 2020). As this research continues to evolve, our important message of the benefits of neurodiversity can be refined.…”

Section: Areas Of Future Workmentioning

confidence: 99%

See 1 more Smart Citation

Untitled

2021

in education

View full text Add to dashboard Cite

At this writing, the news media has been full of stories about the emergence of a new corona virus variant named "omicron," not the least of which has been how to pronounce it. That said, the fact that we are still in a pandemic and things may potentially worsen should certainly eclipse the need to learn how to pronounce omicron. COVID-19 has turned the world sideways impacting almost every person and facet of human activity in multiple ways that were heretofore unimagined by most people. Despite humanity's concerted efforts the virus continues to mutate and infect people at alarming rates across different regions of the world. Certainly, we have become more cognizant of the inequities that persist around the world with access to vaccines, and the significant numbers of folks not getting vaccinated, and the ongoing race to track and analyze new variants. Yet, with all that the virus has done around the world many folks continue to try and aim their actions and life toward some kind of normal. But what seems to becoming abundantly clear is that it is not possible to return to some perceived normal that was imagined prepandemic; we seem to be decidedly in transition toward a quickly changing new reality.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Areas Of Future Workmentioning

confidence: 99%

Untitled

2021

in education

View full text Add to dashboard Cite

show abstract

“…In another definition, creativity means a combination of initiative, flexibility and sensitivity to theories that enable a person to think of different and productive results outside of normal thinking and cause personal satisfaction. And please others (Hoogman & et al, 2020). If creativity is considered in a comprehensive and complete way in thought and action, it causes the growth and flourishing of talents, personal, professional and social successes, increasing quantity and quality in production and services, reducing costs and wasting material and human resources, increasing motivation.…”

Section: Introductionmentioning

confidence: 99%

Designing and Compiling a Pattern to Pave the Way for the Growth of Creativity in the Learning Process in the Curriculum Structure of Elementary Course Education

Abadi

Mohammadi

Haghighat

2020

Iranian Journal of Educational Sociology

View full text Add to dashboard Cite

The present research aimed to designing and compiling a pattern to pave the way for the growth of creativity in the learning process in the curriculum structure of elementary course education. Methodology: This study was in terms of purpose was applied and in terms of implementation was qualitative by method of theoretical. The research population was superior documents and education experts of education of Tehran city in 2019 year, which for this purpose were used from the theoretical foundations and approaches of creativity and the opinions of experts. Data were collected by filing and interview methods and their psychometric indices were confirmed. To analyze the data were used the methods of document analysis, interpretive analysis and consensus adequacy. Findings: The findings showed that the amount of attention of the document of fundamental change of education to foster creativity was low and the amount of attention of the document of national curriculum to foster creativity was very low. Also, the most important elements and characteristics to pave the way for the growth of creativity in the learning process were included purpose, content, teaching and learning strategies, evaluation, learning activities, learning space, learning time, teaching materials and resources and grouping. In addition, the research pattern according to the findings was designed and approved based on the general consensus of experts. Conclusion:According to the results, in order to pave the way for the growth of creativity in the learning process in the curriculum structure of elementary course education, must to pay attention to the elements and characteristics extracted from this research and design and implement programs to improve them.

show abstract

“…Note that if given an RCRA cluster, the executive group would not succeed in imagining a corresponding instance for a narrative, there is always at least one back-up instantiation-which corresponds to the narrative envisaged by the participatory group pre-DF (whose identification represented the precondition for this cluster to exist in the first place) 19. For instance, despite possible significant context-dependent[223] hindrances, dyadic mismatches[225] and disabilities, autistic traits are also paired with enhanced convergent thinking[226], detail-rich thinking[227] and higher verbal creativity[228] while attention deficit hyperactivity disorder traits have been linked to enhanced divergent thinking[229,230] and enhanced originality and flexibility[231]. Systematically combining these two complementary cognitive profiles under a CCC-oriented approach to RDA-based RCRA-DFs for AI observatory feedback-loops could engender benefits.…”

mentioning

confidence: 99%

Transdisciplinary AI Observatory—Retrospective Analyses and Future-Oriented Contradistinctions

2021

View full text Add to dashboard Cite

In the last years, artificial intelligence (AI) safety gained international recognition in the light of heterogeneous safety-critical and ethical issues that risk overshadowing the broad beneficial impacts of AI. In this context, the implementation of AI observatory endeavors represents one key research direction. This paper motivates the need for an inherently transdisciplinary AI observatory approach integrating diverse retrospective and counterfactual views. We delineate aims and limitations while providing hands-on-advice utilizing concrete practical examples. Distinguishing between unintentionally and intentionally triggered AI risks with diverse socio-psycho-technological impacts, we exemplify a retrospective descriptive analysis followed by a retrospective counterfactual risk analysis. Building on these AI observatory tools, we present near-term transdisciplinary guidelines for AI safety. As further contribution, we discuss differentiated and tailored long-term directions through the lens of two disparate modern AI safety paradigms. For simplicity, we refer to these two different paradigms with the terms artificial stupidity (AS) and eternal creativity (EC) respectively. While both AS and EC acknowledge the need for a hybrid cognitive-affective approach to AI safety and overlap with regard to many short-term considerations, they differ fundamentally in the nature of multiple envisaged long-term solution patterns. By compiling relevant underlying contradistinctions, we aim to provide future-oriented incentives for constructive dialectics in practical and theoretical AI safety research.

show abstract

Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings

Cited by 75 publications

References 162 publications

Untitled

Untitled

Designing and Compiling a Pattern to Pave the Way for the Growth of Creativity in the Learning Process in the Curriculum Structure of Elementary Course Education

Transdisciplinary AI Observatory—Retrospective Analyses and Future-Oriented Contradistinctions

Contact Info

Product

Resources

About