Uninhibited imaginations: Creativity in adults with Attention-Deficit/Hyperactivity Disorder

White, Holly A.; Shah, Priti

doi:10.1016/j.paid.2005.11.007

Cited by 187 publications

(136 citation statements)

References 24 publications

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“…Entrepreneurship does not only fit well with the behavior associated with ADHD because of the absence of a rigid and formally structured work environment, it also requires characteristics and skills commonly attributed to individuals who exhibit ADHD-like behavior. For example, prior research shows evidence of a positive relation between ADHD and individual creativity (Abraham et al 2006;Shaw and Brown 1991;White and Shah 2006). The lower inhibitory control associated with ADHD (Barkley 1997;Clark et al 2007) has multiple behavioral consequences including a difficulty focusing attention on a given task, mind-wandering and a lower ability to distinguish irrelevant from relevant stimuli.…”

Section: Adhd-like Behavior and The Work Environmentmentioning

confidence: 99%

“…Though this may hinder productivity in a formal work environment, in particular in terms of ''in-role performance'' (Halbesleben et al 2013), an ''uninhibited imagination'' has been found conducive to creative thinking (Carson et al 2003). In fact, adults who exhibit behaviors associated with ADHD perform better at tasks that require divergent thinking (White and Shah 2006), demonstrate higher originality in performing tasks, and have a higher preference for generating ideas compared with idea clarification or idea implementation (White and Shah 2011). The APA (2000, p. 86/7) notes that adults with ADHD are easily distracted when fulfilling ''boring, repetitive'' tasks and tend to perform better when working in novel settings or engaging in activities that they are passionate about.…”

Section: Adhd-like Behavior and The Work Environmentmentioning

confidence: 99%

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ADHD-like behavior and entrepreneurial intentions

et al. 2015

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Little is known about the relation between entrepreneurship and the extent of psychiatric symptoms. Validated psychiatric symptom scores are seldom used for non-clinical reasons. One prevalent symptom that deserves our interest is Attention Deficit and Hyperactivity Disorder (ADHD). ADHD is a developmental disorder characterized by inattentiveness and hyperactivity that has been linked to occupational choice and performance. Building on the person-environment fit literature, we hypothesize that individuals who exhibit behavior associated with ADHD are more likely to have entrepreneurial intentions. Using a sample of 10,104 students enrolled in higher education, we can confirm our prediction that students with a higher level of ADHD-like behavior are more likely to have entrepreneurial intentions. Additionally, we show that risk taking propensity is a mediator that partly explains this positive effect. Our study points to the importance of behavioral tendencies associated with developmental disorders, when making entrepreneurship decisions. Our study contributes to the literature on the determinants of entrepreneurship, which so far has largely neglected the effects of psychiatric symptoms on entrepreneurship.Electronic supplementary material The online version of this article

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Section: Adhd-like Behavior and The Work Environmentmentioning

confidence: 99%

Section: Adhd-like Behavior and The Work Environmentmentioning

confidence: 99%

ADHD-like behavior and entrepreneurial intentions

et al. 2015

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“…Ability of hyper focus (hours of engagement, mental attention or concentration on a concept); rapid-fire mind (ability of brain process information at hyper speed); ability of multitasking (able to process multi tasks of interests simultaneously and effortlessly switch each one without breaking); idea generator (being creative and imaginative); high energy (blurting out answers); flexibility (ability to change as condition requires); and visual learner (Images, animations, graphs); were taking account into benefits of being ADHD. Studies of White and Shah noted that having ADHD might be boosted creativity (White and Shah, 2006). Positive attitude towards divergent thinking have been shown by ADHD to produce creative ideas.…”

Section: Discussionmentioning

confidence: 99%

Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

Sajadi¹,

Khan²

2014

10.5267/j.msl

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This paper presents an investigation on the theory of constructivism applicable for learners with learning difficulties, specifically learners with Attention Deficit Hyperactivity Disorder (ADHD). The primary objective of this paper is to determine whether a constructivist technology enhanced learning pedagogy could be used to help ADHD learners cope with their educational needs within a social-media learning environment. Preliminary work is stated here, in which we are seeking evidence to determine the viability of a constructivist approach for learners with ADHD. The novelty of this research lies in the proposals to support ADHD learners to overcome their weaknesses with appropriate pedagogically sound interventions. As a result, a framework has been designed to illuminate areas in which constructivist pedagogies require to address the limitations of ADHD learners. An analytical framework addressing the suitability of a constructivist learning for ADHD is developed from a combination of literature and expert advice from those involved in the education of learners with ADHD. This analytical framework is married to a new model of pedagogy, which the authors have derived from literature analysis. Future work will expand this model to develop a constructivist social network-based learning and eventually test it in specialist schools with ADHD learners.

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“…Taylor (2006) found that children with ADHD had high levels of fluidity and flexibility, understanding that the latter was the ability to generate varied ideas. According to White & Shah (2006), young adults with ADHD were more likely to find creative solutions than those who did not, showing a preference for generating ideas. However, they did not perform better than the control group when "correct" responses were required (White & Shah, 2011).…”

Section: Experimental Studies With Adhd Childrenmentioning

confidence: 99%

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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Uninhibited imaginations: Creativity in adults with Attention-Deficit/Hyperactivity Disorder

Cited by 187 publications

References 24 publications

ADHD-like behavior and entrepreneurial intentions

ADHD-like behavior and entrepreneurial intentions

Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)

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Uninhibited imaginations: Creativity in adults with Attention-Deficit/Hyperactivity Disorder

Cited by 187 publications

References 24 publications

ADHD-like behavior and entrepreneurial intentions

ADHD-like behavior and entrepreneurial intentions

Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

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

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Product

Resources

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Creativity in Children with Attention Déficit Hyperactivity Disorder (ADHD)