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Maw KJ, Beattie G, Burns EJ. Cognitive strengths in neurodevelopmental disorders, conditions and differences: A critical review. Neuropsychologia 2024; 197:108850. [PMID: 38467371 DOI: 10.1016/j.neuropsychologia.2024.108850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 03/04/2024] [Accepted: 03/07/2024] [Indexed: 03/13/2024]
Abstract
Neurodevelopmental disorders are traditionally characterised by a range of associated cognitive impairments in, for example, sensory processing, facial recognition, visual imagery, attention, and coordination. In this critical review, we propose a major reframing, highlighting the variety of unique cognitive strengths that people with neurodevelopmental differences can exhibit. These include enhanced visual perception, strong spatial, auditory, and semantic memory, superior empathy and theory of mind, along with higher levels of divergent thinking. Whilst we acknowledge the heterogeneity of cognitive profiles in neurodevelopmental conditions, we present a more encouraging and affirmative perspective of these groups, contrasting with the predominant, deficit-based position prevalent throughout both cognitive and neuropsychological research. In addition, we provide a theoretical basis and rationale for these cognitive strengths, arguing for the critical role of hereditability, behavioural adaptation, neuronal-recycling, and we draw on psychopharmacological and social explanations. We present a table of potential strengths across conditions and invite researchers to systematically investigate these in their future work. This should help reduce the stigma around neurodiversity, instead promoting greater social inclusion and significant societal benefits.
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Sakaguchi K, Tawata S. Giftedness and atypical sexual differentiation: enhanced perceptual functioning through estrogen deficiency instead of androgen excess. Front Endocrinol (Lausanne) 2024; 15:1343759. [PMID: 38752176 PMCID: PMC11094242 DOI: 10.3389/fendo.2024.1343759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Accepted: 04/15/2024] [Indexed: 05/18/2024] Open
Abstract
Syndromic autism spectrum conditions (ASC), such as Klinefelter syndrome, also manifest hypogonadism. Compared to the popular Extreme Male Brain theory, the Enhanced Perceptual Functioning model explains the connection between ASC, savant traits, and giftedness more seamlessly, and their co-emergence with atypical sexual differentiation. Overexcitability of primary sensory inputs generates a relative enhancement of local to global processing of stimuli, hindering the abstraction of communication signals, in contrast to the extraordinary local information processing skills in some individuals. Weaker inhibitory function through gamma-aminobutyric acid type A (GABAA) receptors and the atypicality of synapse formation lead to this difference, and the formation of unique neural circuits that process external information. Additionally, deficiency in monitoring inner sensory information leads to alexithymia (inability to distinguish one's own emotions), which can be caused by hypoactivity of estrogen and oxytocin in the interoceptive neural circuits, comprising the anterior insular and cingulate gyri. These areas are also part of the Salience Network, which switches between the Central Executive Network for external tasks and the Default Mode Network for self-referential mind wandering. Exploring the possibility that estrogen deficiency since early development interrupts GABA shift, causing sensory processing atypicality, it helps to evaluate the co-occurrence of ASC with attention deficit hyperactivity disorder, dyslexia, and schizophrenia based on phenotypic and physiological bases. It also provides clues for understanding the common underpinnings of these neurodevelopmental disorders and gifted populations.
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Affiliation(s)
- Kikue Sakaguchi
- Research Department, National Institution for Academic Degrees and Quality Enhancement of Higher Education (NIAD-QE), Kodaira-shi, Tokyo, Japan
| | - Shintaro Tawata
- Graduate School of Human Sciences, Sophia University, Chiyoda-ku, Tokyo, Japan
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Ward LM, Kapoula Z. Creativity, Eye-Movement Abnormalities, and Aesthetic Appreciation of Magritte’s Paintings. Brain Sci 2022; 12:brainsci12081028. [PMID: 36009091 PMCID: PMC9406106 DOI: 10.3390/brainsci12081028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Revised: 07/19/2022] [Accepted: 07/26/2022] [Indexed: 11/18/2022] Open
Abstract
Dyslexic children have been shown to be more creative than their non-dyslexic counterparts. They have also been shown to have an abnormal oculomotor profile while viewing targets in free space, making vergence or saccadic eye movements while reading or when viewing Op art. They show a slower deceleration of their eye movements and a difficulty in coordinating their two eyes to obtain single fused vision in depth. Interestingly, their abnormal oculo-motor profile is exacerbated while reading more difficult texts. Given these differences, we postulate that dyslexics’ increased creativity may be related to their different eye movement control affecting how they perceive the world. Therefore, we decided to measure adolescent dyslexics’ creativity, oculomotor profile, and subjective responses while they viewed three paintings by Magritte. These were chosen to stimulate the perception of hidden conceptual spaces or stimulate conflict between the perception of the figural and textural content. For the first time to our knowledge, dyslexic adolescents were demonstrated to be more creative in terms of flexibility and fluidity than their non-dyslexic peers. Subjectively, while viewing the Magritte paintings, dyslexics reported fewer conceptual spaces and fewer hidden words than their non-dyslexic peers; thus, they confabulated less than non-dyslexics. Dyslexics also demonstrated an abnormal oculomotor profile similar to those that we have shown when reading, viewing randomized targets, and while perceiving illusions of depth in Op art paintings, in that they demonstrated difficulty with disconjugation and abnormalities in their eye velocity profiles. We propose there may be a link between dyslexic increased creativity and their eye movement abnormalities. Similar to reading nonsense text, we propose that Magritte’s contradictory paintings exacerbate dyslexics’ eye movement abnormalities. These eye movement abnormalities while viewing these particular paintings might provide a physiological signature suggesting a contribution of their unusual eye control to their higher creativity scores.
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Magenes S, Cancer A, Curti S, Pradella C, Antonietti A. Learning skills, creativity, and self-efficacy in vocational school students. LEARNING AND MOTIVATION 2022. [DOI: 10.1016/j.lmot.2022.101829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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Erbeli F, Peng P, Rice M. No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis. JOURNAL OF LEARNING DISABILITIES 2022; 55:242-253. [PMID: 33899570 DOI: 10.1177/00222194211010350] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Research on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups with and without dyslexia. Twenty studies were included (n = 770 individuals with dyslexia, n = 1,671 controls). A random-effects robust variance estimation (RVE) analysis indicated no mean (g = -0.02, p = .84) or variance (g = -0.0004, p = .99) differences in creativity between groups. The mean summary effect was moderated by age, gender, and creativity domain. Compared with adolescents, adults with dyslexia showed an advantage over nondyslexic adults in creativity. In addition, a higher proportion of males in the dyslexia group was associated with poorer performance compared with the controls. Finally, the dyslexia group showed a significant performance disadvantage in verbal versus figural creativity. Regarding variance differences, they varied across age and creativity domains. Compared with adults, adolescents showed smaller variability in the dyslexia group. If the creativity task measured verbal versus figural or combined creativity, the dyslexia group exhibited smaller variability. Altogether, our results suggest that individuals with dyslexia as a group are no more creative or show greater variability in creativity than peers without dyslexia.
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Affiliation(s)
| | - Peng Peng
- The University of Texas at Austin, USA
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Magenes S, Antonietti A, Cancer A. Creative Thinking and Dyscalculia: Conjectures About a Still Unexplored Link. Front Psychol 2021; 12:671771. [PMID: 34122263 PMCID: PMC8194696 DOI: 10.3389/fpsyg.2021.671771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 05/03/2021] [Indexed: 11/13/2022] Open
Affiliation(s)
- Sara Magenes
- Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
- Fraternità e Amicizia Società Cooperativa Sociale ONLUS, Milan, Italy
| | | | - Alice Cancer
- Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
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Majeed NM, Hartanto A, Tan JJX. Developmental dyslexia and creativity: A meta-analysis. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:187-203. [PMID: 33586314 DOI: 10.1002/dys.1677] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2020] [Revised: 07/17/2020] [Accepted: 01/25/2021] [Indexed: 06/12/2023]
Abstract
Despite difficulties in reading and writing, some research suggests that dyslexia may be related to higher levels of creativity. However, this pattern is not consistently observed. The current research sought to ascertain whether individuals with clinically diagnosed dyslexia exhibit higher creativity than controls through a meta-analysis. Fourteen studies that assessed the creativity of 397 individuals with clinically diagnosed dyslexia and 453 controls were reviewed. Random-effects meta-analysis revealed an overall non-significant difference in creativity scores between those with dyslexia and controls. Additionally, method factors such as the type of creativity task and whether intelligence was controlled for, as well as sample-related factors such as gender, did not explain differences in the dyslexia-creativity relationship. Nonetheless, individuals with dyslexia significantly outperformed controls in creativity scores in adult samples, but not in younger child/adolescent samples. Overall, the current findings provide limited support for the idea that individuals with dyslexia are more creative, and that past evidence of this relationship may be limited to adult samples.
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Affiliation(s)
- Nadyanna M Majeed
- School of Social Sciences, Singapore Management University, Singapore
| | - Andree Hartanto
- School of Social Sciences, Singapore Management University, Singapore
| | - Jacinth J X Tan
- School of Social Sciences, Singapore Management University, Singapore
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Rappolt-Schlichtmann G, Boucher AR, Evans M. From Deficit Remediation to Capacity Building: Learning to Enable Rather Than Disable Students With Dyslexia. Lang Speech Hear Serv Sch 2019; 49:864-874. [PMID: 30458546 DOI: 10.1044/2018_lshss-dyslc-18-0031] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2018] [Accepted: 06/05/2018] [Indexed: 01/08/2023] Open
Abstract
Purpose In this article, we explore the deficit view of dyslexia and consider how it may narrow research so as to hamper the progress of scientific discovery and constrain best practices to the detriment of the overall well-being and growth of students with dyslexia. We consider the neurodiversity view of dyslexia as an alternative to the deficit view and explore how strengths-based approaches such as Universal Design for Learning can be used to support the overall well-being and development of students with dyslexia. Practical strategies are provided for applying a strengths-based approach in the speech-language pathologist setting to support students with dyslexia. Method We completed a focused literature review of the history of the deficit view of dyslexia, the alternate neurodiversity view, exceptional abilities related to dyslexia, and strategies for Universal Design for Learning. Results Although the research literature that deals with visual-spatial affordances associated with dyslexia is limited, there is significant evidence that a strengths-based approach to learning experience design can be leveraged by practitioners to improve student self-development, motivation, and academic outcomes. Conclusion We find that further research is needed to explore strengths associated with dyslexia and argue that a shift in mindset from the deficit view toward the neurodiversity view is required to build the capacity of students with dyslexia to thrive in learning and life.
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Affiliation(s)
- Gabrielle Rappolt-Schlichtmann
- EdTogether, Research & Innovation, Boston, MA.,Harvard Human Development and Psychology, Graduate School of Education, Cambridge, MA
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Wang J, Schneps MH, Antonenko PD, Chen C, Pomplun M. Is Reading Impairment Associated with Enhanced Holistic Processing in Comparative Visual Search? DYSLEXIA (CHICHESTER, ENGLAND) 2016; 22:345-361. [PMID: 27714935 DOI: 10.1002/dys.1540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
This study explores a proposition that individuals with dyslexia develop enhanced peripheral vision to process visual-spatial information holistically. Participants included 18 individuals diagnosed with dyslexia and 18 who were not. The experiment used a comparative visual search design consisting of two blocks of 72 trials. Each trial presented two halves of the display each comprising three kinds of shapes in three colours to be compared side-by-side. Participants performed a conjunctive search to ascertain whether the two halves were identical. In the first block, participants were provided no instruction regarding the visual-spatial processing strategy they were to employ. In the second block, participants were instructed to use a holistic processing strategy-to defocus their attention and perform the comparison by examining the whole screen at once. The results did not support the hypothesis associating dyslexia with talents for holistic visual processing. Using holistic processing strategy, both groups scored lower in accuracy and reacted faster, compared to the first block. Impaired readers consistently reacted more slowly and did not exhibit enhanced accuracy. Given the extant evidence of strengths for holistic visual processing in impaired readers, these findings are important because they suggest such strengths may be task dependent. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- Jiahui Wang
- School of Teaching and Learning, University of Florida, Gainesville, FL, USA.
| | - Matthew H Schneps
- Department of Computer Science, University of Massachusetts at Boston, Boston, MA, USA
- Harvard Graduate School of Education, Cambridge, MA, USA
- Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Pavlo D Antonenko
- School of Teaching and Learning, University of Florida, Gainesville, FL, USA
| | - Chen Chen
- Harvard Graduate School of Education, Cambridge, MA, USA
| | - Marc Pomplun
- Department of Computer Science, University of Massachusetts at Boston, Boston, MA, USA
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Education Influences Creativity in Dyslexic and Non-Dyslexic Children and Teenagers. PLoS One 2016; 11:e0150421. [PMID: 26950067 PMCID: PMC4780733 DOI: 10.1371/journal.pone.0150421] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2015] [Accepted: 02/13/2016] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND AND STUDY HYPOTHESIS Are dyslexic children and teenagers more creative than non-dyslexic children and teenagers? Whether creativity is higher in dyslexia, and whether this could be related to neurological development specific to the dyslexic disorder, or to compensatory strategies acquired later in life, remains unclear. Here, we suggest an additional role of differential educational approaches taken in each school that could either enhance or suppress an already higher baseline creativity of dyslexic children and teenagers. RESULTS Creativity in dyslexic and non-dyslexic children and teenagers from different schools in France and in Belgium, as well as in students from different universities, was evaluated with the Torrance Test of Creative Thinking (TTCT). Children and teenagers with dyslexia and/or with other similar dysfunctions showed higher creativity scores than non-dyslexic participants. Moreover, the educational approach could further enhance the creative scores in dyslexia, which could be as high as those measured in students from art universities. CONCLUSIONS We conclude that dyslexic children and teenagers can be highly creative. Yet, expression of creativity can be modulated by educational approach, indicating a probable advantage for personal follow-up compared to normalizing education strategies.
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Biotteau M, Albaret JM, Lelong S, Chaix Y. Neuropsychological status of French children with developmental dyslexia and/or developmental coordination disorder: Are both necessarily worse than one? Child Neuropsychol 2016; 23:422-441. [DOI: 10.1080/09297049.2015.1127339] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Mayseless N, Aharon-Peretz J, Shamay-Tsoory S. Unleashing creativity: The role of left temporoparietal regions in evaluating and inhibiting the generation of creative ideas. Neuropsychologia 2014; 64:157-68. [DOI: 10.1016/j.neuropsychologia.2014.09.022] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2013] [Revised: 09/08/2014] [Accepted: 09/13/2014] [Indexed: 11/17/2022]
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Reading skills, creativity, and insight: exploring the connections. SPANISH JOURNAL OF PSYCHOLOGY 2014; 17:E58. [PMID: 26055787 DOI: 10.1017/sjp.2014.59] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Studies of the relationship between creativity and specific reading disabilities have produced inconclusive results. We explored their relationship in a sample of 259 college students (age range: 17 to 38 years-old) from three Chilean universities. The students were tested on their verbal ability, creativity, and insight. A simple linear regression was performed on the complete sample, and on high- and low-achievement groups that were formed based on reading test scores. We observed a significant correlation in the total sample between outcomes on the verbal ability tasks, and on the creativity and insight tasks (range r =. 152 to r =. 356, ps <.001). Scores on the reading comprehension and phonological awareness tasks were the best predictors of performance on creativity and insight tasks (range β = .315 to β = .155, ps <.05). A comparison of the low- and high-scoring groups on verbal ability tasks yielded results to the same effect. These findings do not support the hypothesis that specific reading disability is associated with better performance on creative tasks. Instead, higher verbal ability was found to be associated with higher creativity and insight.
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Ritchie SJ, Luciano M, Hansell NK, Wright MJ, Bates TC. The relationship of reading ability to creativity: Positive, not negative associations. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2013.02.009] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Huang P, Qiu L, Shen L, Zhang Y, Song Z, Qi Z, Gong Q, Xie P. Evidence for a left-over-right inhibitory mechanism during figural creative thinking in healthy nonartists. Hum Brain Mapp 2012; 34:2724-32. [PMID: 22522783 DOI: 10.1002/hbm.22093] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2011] [Revised: 02/22/2012] [Accepted: 03/19/2012] [Indexed: 11/07/2022] Open
Abstract
As a complex mental process, creativity requires the coordination of multiple brain regions. Previous pathological research on figural creativity has indicated that there is a mechanism by which the left side of the brain inhibits the activities of the right side of the brain during figural creative thinking, but this mechanism has not been directly demonstrated. In this study, we used functional magnetic resonance imaging (fMRI) to demonstrate the existence of this inhibitory mechanism in young adults (15 women, 11 men, mean age: 22 years) that were not artists. By making comparisons between brain activity during creative and uncreative tasks, we found increased activity in the left middle and inferior frontal lobe and strong decreases in activity in the right middle frontal lobe and the left inferior parietal lobe. As such, these data suggest that the left frontal lobe may inhibit the right hemisphere during figural creative thinking in normal people. Moreover, removal of this inhibition by practicing artistry or through specific damage to the left frontal lobe may facilitate the emergence of artistic creativity.
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Affiliation(s)
- Peiyu Huang
- Institute of Neuroscience, Chongqing Medical University, Chongqing, China; Chongqing Key Laboratory of Neurobiology, Chongqing, China
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Chakravarty A. Author's reply. Ann Indian Acad Neurol 2010; 13:74. [PMID: 20436755 PMCID: PMC2859598 DOI: 10.4103/0972-2327.61289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Affiliation(s)
- Ambar Chakravarty
- Department of Neurology, Vivekananda Institute of Medical Sciences, Kolkata, India E-mail:
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