Creativity and Working Memory in Gifted Students With and Without Characteristics of Attention Deficit Hyperactive Disorder

Fugate, C. Matthew; Zentall, Sydney S.; Gentry, Marcia

doi:10.1177/0016986213500069

Cited by 71 publications

(68 citation statements)

References 65 publications

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“…This percentage suggests that there are more highly creative children in the ADHD group than in a general population. The percentage of highly creative children in the ADHD group in the present study was not as high as that obtained by Fugate, Zentall, & Gentry (2013), who, using the TTCT-figurative, found that 41% of their ADHD group scored O above the 90th percentile in the overall creativity index. In their ADHD group, however, 53% reached or over the 70th percentile in intellectual ability, which may have been a determining factor in the results (Shaw & Brown, 1990.…”

Section: Discussioncontrasting

confidence: 94%

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)

Gonzalez-Carpio¹,

Serrano²,

Nieto³

2017

PSYCH

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Research about creativity in ADHD children is very limited and has shown discordant results. Some features of cognitive functioning in ADHD, such as scattered attention, difficulty suppressing brain activity of the default neural network, inefficiency to inhibit irrelevant stimuli that access consciousness, or common markers-based genetics, are at the base of the connection between ADHD and creativity. The aim of this study is to explore whether the ADHD children are more creative and obtain better results in the divergent tasks traditionally considered as measures of creativity regarding children control. Method: The sample comprised 68 children, aged 8 to 13 years. A group of 34 children diagnosed with ADHD (M age 10.5, SD = 1.6) was compared to a control group of 34 without ADHD (M age = 10.8, SD = 1.7). None were under pharmacological treatment. The children were assessed using the Torrance Tests of Creative Thinking Figurative (TTCT). Results: ADHD children showed better results in some areas of creativity, showing higher scores in Fluency, with a greater number of responses, Originality, with a greater number of unusual or unconventional responses, together with higher scores in Creative strengths, which include measures for movement or action, emotional expressiveness, story-telling articulateness, unusual visualization, humor or fantasy. Partial η 2 effect sizes ranged from 0.19 to 0.34. As a consequence of those partial superior resultados, the ADHD children show a higher global creativity index than the control group. Conclusions: Our results suggest that children diagnosed with ADHD are more creative, than typically developing children, not in all evaluated areas but in some of them. This finding could provide guidance for the use of more effective assessments and interventions to promote this positive quality in children with ADHD.

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Section: Discussioncontrasting

confidence: 94%

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)

Gonzalez-Carpio¹,

Serrano²,

Nieto³

2017

PSYCH

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“…Fugate, Zentall, and Gentry found that lower working memory scores shared a relationship with higher creativity scores in a population of gifted individuals with ADHD characteristics. 13 These findings are supported by a study done by Kalbfleisch, which used electroencephalograms (EEG) in populations of gifted boys with ADHD, and found that they have cognitive strengths that potentially make them more adept in creativity and problem solving situations. 19 There is strong evidence that the ADHD brain is functionally different, and these differences may help facilitate positive cognitive functioning.…”

Section: Creative Potential Of Individuals With Adhd Characteristicsmentioning

confidence: 82%

“…12 Research has shown that gifted students with ADHD characteristics have higher levels of creativity than gifted students without ADHD characteristics. 13,14 Building on these findings, additional research has indicated that non-gifted individuals with ADHD perform higher on specific areas of creativity than non-gifted individuals. 6,15,16 Not only does research support the idea that those with ADHD score higher on creativity assessments, but also a study examining the real world creative achievement among adults with ADHD found that "adults with ADHD showed higher levels of original creative thinking and higher levels of real-world creative achievement when compared to adults without ADHD".…”

Section: Creative Potential Of Individuals With Adhd Characteristicsmentioning

confidence: 99%

“…2 Published literature supports the idea that individuals with ADHD may have the potential to be more creative than their peers. [3][4][5][6][7] Their ability to be spontaneous and divergent thinkers allows them to take more risks. As they naturally tend to think outside of the box, individuals with ADHD have the potential to offer unexpected solutions to complex problems.…”

Section: Introductionmentioning

confidence: 99%

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Unique Potential and Challenges of Students with ADHD in Engineering Programs

Zaghi¹,

Reis²,

Renzulli³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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A critical need exists in engineering education to draw on the non-traditional divergent thinking and risk-taking necessary for making radical technological breakthroughs. Literature suggests that individuals with Attention Deficit Hyperactivity Disorder (ADHD) characteristics demonstrate unparalleled creativity and risk-taking potential. While this group of students may offer significant benefits to the advancement of the nation, they are currently significantly underrepresented in engineering programs because of the major academic and emotional challenges that the rigidly structured engineering programs impose on them. Funded by the Division of Engineering Education and Centers of the National Science Foundation, this study is aimed at understanding creative potential and challenges of engineering students with ADHD characteristics. A cohort of 18 female and 36 male undergraduate students were recruited from the School of Engineering at the University of Connecticut (n=54). To quantify the level of ADHD-related characteristics and the creative potential of the participants, the investigators administered Brown ADD Scales for Adults and Torrance Test of Creative Thinking (TTCT) Figural Form A, respectively. A 40-question instrument was designed and administered to understand the learning styles, the perception of current engineering programs in terms of rewarding creativity and risk-taking, and the difficulties of the participants in engineering programs. It was found that there is a statistically significant positive correlation between the Brown total score and the Creativity Index (r = .45, p = .001). Among Brown subscale scores, attention was found to have the largest correlation with the Creativity Index. There were positive significant correlations with the Creativity Index and all of the Brown subscales except for memory. The Brown scores were found to have positive significant correlations with three of the TTCT sub-categories; fluency, originality, and resistance to premature closure. A negative correlation exists between the GPA and total Brown score, suggesting weaker academic accomplishments of students with ADHD characteristics. GPA showed no correlation with the Creativity Index, suggesting a lack of creativity appreciation in current engineering programs. The Mann-Whitney test on survey questions revealed that students with a higher Brown t-score are significantly more willing to take a chance in which they may fail in order to pursue innovation. This study found that only three of the eighteen students who are formally diagnosed with ADHD are receiving services from the Center of Students with Disabilities CSD. It is expected that the outcomes of this study lead to a paradigm shift in how these individuals are perceived by both our society and our engineering educational system. The knowledge generated through this study will help identifying the academic struggles of this group of students and facilitate development of specialized education programs that foster largely unrecognized tale...

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“…[1][2][3][4][5] Their ability to be spontaneous and divergent thinkers allows them to take more risks. As they naturally tend to think outside of the box, individuals with ADHD have the potential to offer unexpected solutions to complex problems.…”

Section: Introductionmentioning

confidence: 99%

Major Observations from a Specialized REU Program for Engineering Students with ADHD

Zaghi¹,

Tehranipoor²,

O'Brien³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Creativity and Working Memory in Gifted Students With and Without Characteristics of Attention Deficit Hyperactive Disorder

Cited by 71 publications

References 65 publications

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)

Unique Potential and Challenges of Students with ADHD in Engineering Programs

Major Observations from a Specialized REU Program for Engineering Students with ADHD

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Creativity and Working Memory in Gifted Students With and Without Characteristics of Attention Deficit Hyperactive Disorder

Cited by 71 publications

References 65 publications

Creativity in Children with Attention D&#233;ficit Hyperactivity Disorder (ADHD)

Creativity in Children with Attention D&#233;ficit Hyperactivity Disorder (ADHD)

Unique Potential and Challenges of Students with ADHD in Engineering Programs

Major Observations from a Specialized REU Program for Engineering Students with ADHD

Contact Info

Product

Resources

About

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)