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An exploration into the creative abilities of children with ADHD.

The purpose of this study is to explore whether ADHD is associated with high creative ability. Sixty-seven children, ages 10 to 12 (33 ADHD and 34 controls) completed the Torrance Tests of Creative Thinking (TTCT), Maier's Two-String Problem, and the Block Design and Vocabulary subsets of the Wechsler Intelligence Scale for Children (WISC-III). The results show that there is no significant difference between the ADHD group's and control group's performance on either the TTCT, Maier's Two-String Problem, or WISC-III, suggesting that children diagnosed with ADHD are no more creative than children without the diagnosis.

Attention Deficit Disorder with Hyperactivity↗

Creativity and psychopathology. A study of 291 world-famous men.

BACKGROUND: This investigation sought to determine the prevalences of various psychopathologies in outstandingly creative individuals, and to test a hypothesis that the high prevalence of mental abnormalities reported in prominent living creative persons would not be found in those who had achieved and retained world status. METHOD: The family background, physical health, personality, psychosexuality and mental health of 291 famous men in science, thought, politics, and art were investigated. The membership of the six series of scientists and inventors, thinkers and scholars, statesmen and national leaders, painters and sculptors, composers, and of novelists and playwrights was determined by the availability of sufficiently adequate biographies. Extracted data were transformed into diagnoses in accordance with DSM-III-R criteria, when appropriate. RESULTS: All excelled not only by virtue of their abilities and originality, but also of their drive, perseverance, industry, and meticulousness. With a few exceptions, these men were emotionally warm, with a gift for friendship and sociability. Most had unusual personality characteristics and, in addition, minor 'neurotic' abnormalities were probably more common than in the general population. Severe personality deviations were unduly frequent only in the case of visual artists and writers. Functional psychoses were probably less frequent than psychiatric epidemiology would suggest, and they were entirely restricted to the affective varieties. Among other functional disorders, only depressive conditions, alcoholism, and, less reliably, psychosexual problems were more prevalent than expected in some professional categories, but strikingly so in writers. CONCLUSIONS: Similar findings have been reported for living artists and writers, and this suggests that certain pathological personality characteristics, as well as tendencies towards depression and alcoholism, are causally linked to some kinds of valuable creativity.

Creativity↗

Masculinity-femininity in creative college women.

The possible relationship between masculinity and creativity in college women was investigated through a battery of masculinity-femininity scales that tapped both manifest and latent masculinity, factorially derived clusters, and an ipsative measure. Two samples (n = 45 each) of women who had scored above the 75th percentile and below the 25th percentile respectively on two measures of creativity were used. High creative subjects scored higher on activity and described themselves as more masculine; indications are that they possess a broader, less stereotyped sex-role identity.

Adolescent↗

The measurement of creativity by the Stroop Color and Word Test.

The development of a valid and reliable measure of creativity has been a challenging problem to psychologists. Gamble and Kellner (1968) have suggested that the Stroop Color and Word Test (SCWT) might be such a measure. The advantages of the Stroop include that it tests basic processes, is stable over long periods of time, and is easy to administer and score. The present study investigated the relationship of the Stroop to three independent measures of creativity: a verbal task, a nonverbal task, and ratings by teachers. In all cases a significant relationship was found between these measures and the Stroop interference score. A concept of creativity as a basic underlying process is discussed by the author as well as implications for further research.

Adolescent↗

Homosexuality and creativity.

Despite heightened interest in both homosexuality and creativity, as well as theoretical and anecdotal evidence linking the two, there are virtually no empirical data relevant to this hypothesized relationship. Four groups of homosexuals (activists, social homosexuals, clients of a college counseling center, and artistic homosexuals) and four groups of control heterosexuals matched on age, educational level, and verbal intelligence were administered a battery of tests that included nine measures of aspects of creativity. Of the 36 possible comparisons, nine significant mean differences were obtained, but in all cases homosexuals scored lower. There is thus no support for the contention that homosexuals are more creative.

Adult↗

Creative productivity in women analysts.

A pilot study of female analyst creative productivity finds that women authors are well represented in numbers in two leading analytic journals, The Journal of The American Academy of Psychoanalysis and Journal of the American Psychoanalytic Association, for 1980-81. However, women analyst members of the journals' parent organizations are very poorly represented compared with male analyst members. This has led to an exploration of factors affecting female analyst productivity, encompassing a broad sweep from the sociological to the personal, dynamic level. Differential opportunities for women analysts may be inherent in the educational processes. There is evidence for an "accumulation of disadvantage" for women in the field of psychiatry, as well as the impression of gender bias and feelings of stigmatization in psychoanalysis. The question of whether academic research career paths for women are adequately encouraged is raised. Mentorship patterns are also discussed. Whether gender bias affects journal publications and the nature of psychoanalytic thinking is questioned. Women's lessened productivity is sometimes ascribed to practical aspects of feminine role. This myth is debunked for women in science, where married women with children are equally productive. The author suggests that women analysts, however, may be a select group and may be more subject to role conformity pressures. Feminine role conflicts and their effects are discussed. Dynamic issues related to creative productivity are explored in two major areas. The author suggests that female preoedipal object relations may play a part in females devaluing of their own creative efforts in a competitive arena. The oedipal situation is also discussed, especially with regard to very high-achieving women. It is suggested that though competition with the maternal-nurturant rival may be worked through, often there is incomplete resolution of the surpassing and separation from the protective, loving, but dominant oedipal father, thus limiting true professional autonomy.

Clinical Competence↗

Erich Fromm's productivity: creativity as exemplified by Joyce's blooming of Leopold and Molly.

According to Erich Fromm, the productive character expresses what he called the life force in ways that are, by nature, artistic in quality. His valuing of the vital and the artistic, fueled by this life force in our potential to be human, serves as the cornerstone of his model of psychoanalysis. Gilbert Rose, author of Necessary Illusion: Art as "Witness", also has identified the parallel between analytic and artistic processes, building on the assumption that the therapeutic alliance and the aesthetic alliance are one and the same. In elaborating this assumption and extending the parallel between Rose and Fromm, I draw the conclusion that the qualities of relationships have an impact on one's ability to express oneself creatively, to live an artistic life--that is, to live productively. Psychoanalysis is, in practice, a process that is artistic, creative, and re-creative in nature. To the degree that authentic expression of emotionally charged implicit knowledge of the ineffable (the emotional life that resides deep in the bodymind) results in transformation and healing, the process is artistic in nature. This process is exemplified by examining the life and literary creations of James Joyce, especially Joyce's characters of Molly and Leopold Bloom in Ulysses.

Creativity↗

The musician and the creative process.

Music is the embodiment through sound of lived experience. Conscious and unconscious modes of subjectivity are woven together in a tapestry of tone and sound, which is less about the world and more the symbolic equivalent of human subjectivity itself. Musicians through their interpretation of a composition invests their performance with self experience, and they come to experience themselves as vibrantly mirrored in the ideal form of the music. In other words, the musical performance is an opportunity for selfobject experience. Musical performance involves a two-phase process. The first is the practice phase, during which the musician seeks to achieve the experience of aesthetic resonance in which self-experience and music are brought into sync through the perfection of the performance. The dynamic role of selfobject failure and restoration in the musician's motivation to perfect the performance is stressed. The second phase is the public performance, during which the musician exhibits his or her ideal creation and experiences the mirroring of the audience. During these phases, there is a creative dialectic between internal and externalized aspects of self-experience. An examination of case material from analytic work with a musician shows how an inhibition in the creative process may be based on the expectation of selfobject failure, and how musical creativity can be facilitated through new opportunities for selfobject experience in the transference.

Creativity↗

Transcending the limits of method: cultivating creativity in nursing.

In this article the author suggests that by nurturing the development of creativity in individual nurses and cultivating a culture of creativity in the profession, our knowledge and practice as a discipline could be strongly enhanced. This cultivation process, however, requires that we move beyond "using" theory to develop methods of practice. Such an approach to theory serves to solidify and constrain practice and inhibits the full contribution of nursing theory and knowledge. Drawing on the work of philosophers in the pragmatist tradition, the author considers how we might redescribe form to better support the creative process and ultimately enhance the development and contribution of nursing knowledge and theory.

Clinical Competence↗

Creativity over the life course--a call for a relational perspective.

Research into creativity over the life course has a long history of concentrating on individual characteristics thought to be associated with shifting patterns. In large measure creativity has been explained as a consequence of intelligence, cognitive style, personality, imagery, and other endogenous factors. These human capital factors are not sufficient in themselves to explain differential creativity either by age or among diverse groups. In addition to individual-level considerations there is an array of societal and domain specific factors that must be taken into account. A number of these are discussed under the rubric of social capital. Finally a relational perspective is advocated as an interpretative framework and discussed in terms of dialectical life span approaches to the life course.

Aging↗

Creative aging.

The terms "creative" and "aging" are antithetical according to dictionary usage-"create" being explicitly described as an active process and "aging" implicitly defined as a passive reactive one. This paper first briefly explores some divergent attitudes toward aging-negative as well as positive. A neurophysiological framework is then presented to support the belief that aging is an active and creative process. Physical, psychological and sociological aspects are explored in the context of neurophysiological data as it relates to the subject of aging. Finally, three factors which emerge from the discussion as essential to assuring a creative aging process are identified and examined.

Aging↗

Glen W. Hartman Lecture. Science, creativity, and serendipity.

In this Roentgen centennial year, honoring the epochal discovery of the X-ray in 1895 [2], it is particularly appropriate to reflect on the circumstances of creativity that lead to important discoveries in science. In radiology as in general medicine and surgery, histories of the development of the discipline have generally presented a chronicle of sequential events without specific consideration of the underlying creative impulse [3-7]. I wish to consider features of creativity that may be relevant to us, that may enlighten us, and that may allow us to incorporate them individually into our view of the world and our appreciation of the grandeur of such contributions.

Creativity↗

Relationship of non-verbal rigidity and creative perceptions.

The relationship of rigidity and creative perceptions of 214 Hungarian adolescent males and females was explored using a non-verbal test of rigidity (Breskin Rigidity Test) and a measure of creative perceptions (Something About Myself). Males and females were divided into Moderately Rigid and Low Rigid groups. An analysis of variance of the data showed no significant differences in creative perceptions relative to rigidity level, sex, or interaction of rigidity level and sex.

Adolescent↗

Preference for stimulus complexity and architectural creativity.

Previous research linking creativity with preference for stimulus complexity was questioned. A measure of preference for stimulus complexity was derived from a previous study in which mean ratings of complexity of stimuli in the Welsh Figure Preference Test were obtained. Preferences for complexity by 116 architects in MacKinnon's (1961) study were unrelated to judged creativity. Barron-Welsh Art Scale scores of these subjects were significantly related to creativity only after the effects of preference for stimulus complexity were statistically removed.

Architecture↗

Measuring creativity through computer graphics of hearing-impaired children.

The purpose of this study was to investigate variables affecting visual creativity of 31 hearing-impaired children through the medium of computer graphics. These children ranged in age from 8.0 to 15.9 yr. 16 subjects attended total-communication educational programs and 15 subjects attended aural/oral classes. Each subject worked independently at a computer terminal equipped with a graphics menu developed for a subject's use. Hardcopy printouts of four images per subject were evaluated for creativity, aesthetics, and imagery. Analysis suggested that creativity among hearing-impaired children is influenced by age and communication mode used in the educational setting.

Adolescent↗

Enhancing the creative problem-solving skills of educable mentally retarded students.

60 educable mentally retarded students from 3 schools in a large urban school system received 9 wk. of instruction from an adaptation of the Productive Thinking Program. Their performance on measures of creative thinking was compared with that of 60 students who received no additional instruction. The conclusions drawn were that (1) special attention to creative thinking training for educable mentally retarded students may be quite effective and results stable over time and (2) the measures of fluency, flexibility, and originality are the most useful in assessing creative thinking for this group.

Child↗

Correlations among measures of cognitive ability, creativity, and academic achievement for gifted minority children.

This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.

Achievement↗

Children's creative thinking and color discrimination.

60 children in Grades 3 through 6 from two schools were administered the Farnsworth Munsell 100-Hue Test and teachers provided a measure of different aspects of each child's creative thinking on the Williams Scale of Children's Divergent Thinking. Fluency and imagination scores were positively associated with color discrimination. While other dimensions of creative thinking did not correlate with color discrimination, some correlations suggested thematic connections between color discrimination and other manifestations of creative thinking as evaluated by teachers. Color discrimination was also positively associated with age, as older children differentiated between small differences in colors better than younger children. As intelligence or other variables may be relevant, further study is needed.

Age Factors↗