Creativity and Intelligence in Children With and Without Developmental Dyslexia1

Alves, Rauni Jandé Roama; Nakano, Tatiana de Cássia

doi:10.1590/1982-43272459201410

Cited by 19 publications

(20 citation statements)

References 28 publications

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“…According to various theoretical paradigms, giftedness involves creativity and high levels of motivation (Miller, 2012;Terry, Bohnenberger, Renzulli, Cramond, & Sisk, 2008). In this order of ideas, future interventions may be conducted with gifted students, aiming to compare the effects of this program with the effects observed in other students, namely with students who present learning difficulties (Alves & Nakano, 2014). The program can be more effective in some specific student populations and, if this is observed, modifications in the FPSPI should be suggested, in order to adapt the program to students' characteristics and allowing it to be implemented in a wider range of populations.…”

Section: Discussionmentioning

confidence: 99%

Intervention Program on Adolescent's Creativity Representations and Academic Motivation

Morais

Jesus

Azevedo

et al. 2015

Paidéia (Ribeirão Preto)

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Creativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention's materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program's implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.

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Section: Discussionmentioning

confidence: 99%

Intervention Program on Adolescent's Creativity Representations and Academic Motivation

Morais

Jesus

Azevedo

et al. 2015

Paidéia (Ribeirão Preto)

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“…Drawing ( f., g. Pontius, 1981;Everatt, 1997;Winner et al, 2001;Eden et al, 2003;von Károlyi and Winner, 2005;Alves and Nakano, 2014;Duranovic et al, 2015. Rudel andDenckla, 1976;Siegel and Ryan, 1989;Koenig et al, 1991;Eden et al, 1993;Everatt, 1997;Fischer and Hartnegg, 2000;Nicolson and Fawcett, 2000;von Károlyi, 2001;Winner et al, 2001;Brosnan et al, 2002;Helland and Asbjørnsen, 2003;Buchholz and McKone, 2004;Howard et al, 2006;von Károlyi and Winner, 2005;Attree et al, 2009;Brunswick et al, 2010;Facoetti et al, 2010;Collis et al, 2012;Olulade et al, 2012;Schneps et al, 2012;Alves and Nakano, 2014;Ruffino et al, 2014;Martinelli and Schembri, 2015;Wang et al, 2016.…”

Section: Global-mentioning

confidence: 99%

Popularizing Visuo-Spatial Training for Reading Challenges: A Call to Experts in Support of Language and Non-language-based Cognitive Skills Strengthening

Crogman

2020

Front. Educ.

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We propose to researchers, educators, and professionals a discussion which contributes to a growing body of research questioning how dyslexia and reading challenges have been researched, diagnosed, and remedied. Also included is a discussion for educators and researchers including questioning the definitions of dyslexia, how educators could view dyslexia against mainstream opinions, the place of culture, language, and multisensory teaching. Two literature reviews and a pilot study are briefly described to provide the initial grounds and design to propose an alternative approach to growing our understanding and studying the connections between training non-language-based (NLB) skills and the improvement of language-based skills in students with reading disabilities. Scarce data and literature exist that effectively connect the two domains. Yet, there is some evidence that implementing NLB trainings has had transforming effects on language-based (LB) skills and effected broader benefits to students' cognitions. Findings show a lack of studies of NLB skills, study designs that ignore these skills and their developmental trajectories, and a mixed result of training effects. Suggestions are made for educators and researchers to further investigate potential effects of NLB training in reading challenged individuals within this framework.

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“…Por exemplo, em pesquisas com amostra de crianças e adolescentes, Nakano, Wechsler, Campos e MIlian (2015) encontraram correlações moderadas entre inteligência e criatividade figural (r = .25; p ≤ .05) e altas correlações entre inteligência e criatividade verbal (r = .53; p ≤ .05). Em outros dois estudos (Alves & Nakano, 2014 verificaram esta relação em amostras de crianças com dislexia. Em um estudo foi verificada uma relação significativa entre inteligência e criatividade (r = .80; p ≤ .05) e no outro estudo a relação entre os construtos mostrou-se pouco significativa.…”

Section: Criatividade E Sua Avaliaçãounclassified

Evaluación integrada de la inteligencia y creatividad

Milian¹,

Wechsler²

2018

PSICO

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Existe a necessidade de testes psicológicos que avaliem a inteligencia e a criatividade de forma integrada. O objetivo deste estudo foi investigar as evidências de validade da Bateria de Avaliação Intelectual e Criativa para Adultos (BAICA). Participaram deste estudo 99 estudantes (51 mulheres), com idades entre 15 e 17 anos. A BAICA é composta por cinco subtestes cognitivos e um criativo. Os testes utilizados como critérios externos foram: Bateria de Provas de Raciocínio (BPR-5), Testes de Atenção Dividida e Alternada (TEADI e TEALT) e os Testes de Criatividade de Torrance. Os resultados apresentaram correlações significativas (p≤.05) entre os subtestes cognitivos da BAICA e os testes de inteligência (.28 a .52) e criatividade (.26 a .54). Concluiu-se que a BAICA é uma medida válida para avaliar a inteligência e criatividade. Palavras-chave: avaliação psicológica, evidências de validade, inteligência, criatividade. Evaluación integrada de la inteligencia y creatividad Frente a la necesidad de herramientas psicológicas que evalúen el funcionamiento cognitivo de forma integrada, hemos investigado la validez de la Batería de Evaluación Intelectual y Creativa-Adulto (BAICA). Participaron 99 estudiantes (51 mujeres), con edades entre 15 y 17 años. La BAICA consta de cinco subpruebas cognitivas y una creativa. Las pruebas que se utilizaron como criterios externos fueron: Batería de Pruebas de Razonamiento (BPR-5), Prueba de Atención Dividida (TEADI) y Alternada (TEALT) y las Pruebas de Torrance. Los resultados mostraron correlaciones significativas (p≤.05) entre las subpruebas cognitivas de BAICA con las pruebas de inteligencia (.28 a .52) y creatividad (.26 a la .54). Se concluyó que la BAICA es una medida válida para evaluar la inteligencia y creatividad. Palabras clave: evaluación psicológica, validez, inteligencia, creatividad.

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Creativity and Intelligence in Children With and Without Developmental Dyslexia1

Cited by 19 publications

References 28 publications

Intervention Program on Adolescent's Creativity Representations and Academic Motivation

Intervention Program on Adolescent's Creativity Representations and Academic Motivation

Popularizing Visuo-Spatial Training for Reading Challenges: A Call to Experts in Support of Language and Non-language-based Cognitive Skills Strengthening

Evaluación integrada de la inteligencia y creatividad

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