Creative style and achievement in adults with attention-deficit/hyperactivity disorder

Silver linings of ADHD: a thematic analysis of adults' positive experiences with living with ADHD

OBJECTIVES

To identify and explore positive aspects of attention deficit hyperactivity disorder (ADHD) as reported by adults with the diagnosis.

DESIGN

The current study used a qualitative survey design including the written responses to an open-ended question on positive aspects of ADHD. The participants' responses were analysed using thematic analysis.

SETTING

The participants took part in trial of a self-guided internet-delivered intervention in Norway. As part of the intervention, the participants were asked to describe positive aspects of having ADHD.

PARTICIPANTS

The study included 50 help-seeking adults with an ADHD diagnosis.

RESULTS

The participants described a variety of positive aspects related to having ADHD. The participants' experiences were conceptualised and thematically organised into four main themes: (1) the dual impact of ADHD characteristics; (2) the unconventional mind; (3) the pursuit of new experiences and (4) resilience and growth.

CONCLUSIONS

Having ADHD was experienced as both challenging and beneficial, depending on the context and one's sociocultural environment. The findings provide arguments for putting a stronger emphasis on positive aspects of ADHD, alongside the challenges, in treatment settings.

TRIAL REGISTRATION NUMBER

NCT04511169.

Complex cognition and individual variability: a mixed methods study of the relationship between creativity and executive control

One of the methodological challenges of educational neuroscience is understanding real world cognition in the multifaceted environment of the classroom. Complex cognition does not simplify to processes (which might be satisfactorily measured in the lab) but to sets of activities, likely to vary between individuals, which involve the iterative use of multiple processes, as well as the environment, over an extended period of time. As such, studying complex cognition requires methodological flexibility; any single method is unlikely to provide complete answers. We illustrate this idea with our research exploring the relationship between executive control (EC) and creativity in primary school age children; in it, we used both qualitative and quantitative tools and a novel approach to bringing both sets of findings together. Quantitative findings helped inform 'how much' a participant could deploy EC or creative thinking, while qualitative findings told us more about 'how' they deployed EC in their creativity. Through triangulating findings, we gained insights which would have remained obscure using either approach alone; namely, first, that wide variation in how children deploy EC in creativity means that the same creative results can be achieved with very different levels of EC involvement, and second, that high levels of EC can limit creativity. We argue that, beyond the specific findings of this study, there might be useful broader methodological lessons for educational neuroscience. We also attempt to demystify mixed methods by showing that a multi-pronged approach is more feasible than many assume; for example, by using existing, familiar tools in novel ways. In our work, we redeployed well-established quantitative tests used in creativity research as stimuli for qualitative investigation. For educational neuroscience to evolve its understanding of complex cognition, we suggest it might benefit from being innovative, open-minded and ambitious in how it exploits the diversity of methodological tools available.

Experiences of neurodivergent students in graduate STEM programs

Introduction

Despite efforts to increase the participation of marginalized students in Science, Technology, Engineering, and Mathematics (STEM), neurodivergent students have remained underrepresented and underserved in STEM graduate programs. This qualitative study aims to increase understanding of the experiences of neurodivergent graduate students pursuing advanced degrees in STEM. In this analysis, we consider how common graduate school experiences interface with the invisibility of neurological diversity, thus contributing to a set of unique challenges experienced by neurodivergent students.

Materials and methods

In this qualitative study, 10 focus group sessions were conducted to examine the experiences of 18 students who identify as neurodivergent in graduate STEM programs at a large, research-intensive (R1) university. We used thematic analysis of the transcripts from these focus groups to identify three overarching themes within the data.

Results

The findings are presented through a novel model for understanding neurodivergent graduate STEM student experiences. The findings suggest that students who identify as neurodivergent feel pressure to conform to perceived neurotypical norms to avoid negative perceptions. They also may self-silence to maintain stability within the advisor-advisee relationship. The stigma associated with disability labels contributes a heavy cognitive and emotional load as students work to mask neurodiversity-related traits, navigate decisions about disclosure of their neurodivergence, and ultimately, experience significant mental health challenges and burnout. Despite these many challenges, the neurodivergent graduate students in this study perceived aspects of their neurodivergence as a strength.

Discussion

The findings may have implications for current and future graduate students, for graduate advisors who may or may not be aware of their students' neurodivergence, and for program administrators who influence policies that impact the wellbeing and productivity of neurodivergent students.

The optimal balance of controlled and spontaneous processing in insight problem solving: fMRI evidence from Chinese idiom guessing

Cognitive control is a key factor in insight generation. However, the neurocognitive mechanisms underlying the generation of insight for different cognitive control remain poorly understood. This study developed a parametric fMRI design, wherein hints for solving Chinese idiom riddles were gradually provided in a stepwise manner (from the first hint, H1, to the final hint, H4). By classifying the step-specific items solved in different hint-uncovering steps/conditions, we could identify insightful responses for different levels of spontaneous or controlled processing. At the behavioral level, the number of insightful problem solving trials reached the maximum at a intermediate level of the cognitively controlled processing and the spontaneously idea generating in H3, while the bilateral insular cortex and thalamus showed the robust engagement, implying the function of these regions in making the optimal balance between external hint processing and internal generated ideas. In addition, we identified brain areas, including the dorsolateral prefrontal cortex (dlPFC), angular gyrus (AG), dorsal anterior cingulate cortex (dACC), and precuneus (PreC), whose activities were parametrically increased with the levels of controlled (from H1 to H4) insightful processing which were increasingly produced by the sequentially revealed hints. Further representational similarity analysis (RSA) found that spontaneous processing in insight featured greater within-condition representational variabilities in widely distributed regions in the executive, salience, and default networks. Altogether, the present study provided new evidence for the relationship between the process of cognitive control and that of spontaneous idea generation in insight problem solving and demystified the function of the insula and thalamus as an interactive interface for the optimal balance of these two processes.

The Effect of Virtual-Reality-Based Restorative Environments on Creativity

This study, based on the theory of restorative environmental, uses virtual reality (VR) technology to construct interactive restorative environments and discusses the influence of the experience of virtual restorative environment on individual creativity. A total of 72 college students were selected as participants in the study. Through psychological scales, three creativity tests, and EEG feedback data, the following conclusions were drawn: (1) The VR restorative environment experience improves individual creativity, especially the creative quality of cohesion; (2) the experience of the VR restorative environment enables participants to experience a desirable sense of presence. Compared with the restorative scene experience without interactive activities, the addition of interactive activities improves the individual sensory fidelity to a greater extent. (3) We cannot simply assume that the experience of the VR restorative environment with interactive activities will make individual creative performance better than non-interactive experience. Interaction with certain difficulty will increase cognitive load, thus disrupting individual creative performance. Garden scenes that can be explored freely and have no interaction can better promote individual creativity. (4) In the environmental experience, participants paid greater attention to natural elements, and the restorative environment they described was very similar to the environment they believed could foster creativity. This study's results provide evidence for the positive effects of the VR restorative environment experience on individuals and contributes to the cognitive exploration of the interaction between restorative environments and individuals in the future.

The interplay of ADHD characteristics and executive functioning with the GPA and divergent thinking of engineering students: A conceptual replication and extension

Characteristics of attention-deficit hyperactivity disorder (ADHD) and executive functioning difficulties have been found to correspond with poorer academic outcomes on the one hand and enhanced divergent thinking on the other hand. The current study was conducted to better understand the relationship between ADHD characteristics, executive functioning difficulties, divergent thinking, and academic outcomes by conceptually replicating and expanding on a previous study. Undergraduate engineering students (N = 199) at a public university in the northeastern United States completed self-report measures of ADHD characteristics and daily executive functioning, as well as divergent thinking (figural and verbal) and intelligence quotient (IQ) tests. The results of a series of multiple regression models showed that (1) executive functioning difficulties negatively, and non-verbal IQ and figural divergent thinking positively, predicted engineering grade point average (GPA; obtained from the university registrar’s office), (2) GPA and verbal IQ positively predicted figural divergent thinking scores, and (3) verbal IQ positively predicted verbal divergent thinking scores. A series of multiple regression models testing the assertion that controlling for IQ would strengthen the relationship between divergent thinking and ADHD characteristics or executive functioning were not supported but did show associations between select components of characteristics and divergent thinking. Taken together, these results support previous conclusions that students with ADHD characteristics and executive functioning difficulties may struggle academically yet exhibit select enhanced divergent thinking abilities.

How are you getting by? Coping in developmental coordination disorder versus attention-deficit/hyperactivity disorder

Objective

Developmental Coordination Disorder (DCD) and Attention-Deficit/Hyperactivity Disorder (ADHD) persist into adulthood; however, little research exists to describe how adults with DCD and/or ADHD cope with their symptoms. Therefore, the purpose of this study was to investigate coping mechanisms reported by adults with DCD, ADHD, or both conditions. We expected there would be strategies specific to each condition and a broader scope of mechanisms reported by those with co-occurring DCD+ADHD.

Method

N = 161 participants completed the online survey, including n = 31 with DCD only, n = 116 with ADHD only, and n = 14 with DCD+ADHD.

Results

Most participants reported adaptive strategies. Of these, behavioral adaptations were most relevant to ADHD, while environmental modifications were common in DCD. Cognitive reframing and social support were similarly relevant to those with DCD and DCD+ADHD. Coping strategy categories were most uniform for the DCD+ADHD group.

Conclusions

Coping profiles highlight several noteworthy differences between DCD and ADHD which may be relevant for treatment.

Creativity in the Predominantly Inattentive and Combined Presentations of ADHD in Adults

Objective: ADHD and its associated inhibition deficits might promote creativity. However, results in the literature are conflicting, possibly due to the heterogeneity of ADHD. To control for this heterogeneity, creativity, and inhibition were investigated in the predominantly inattentive (ADHD-I) and combined (ADHD-C) presentations. Method: Participants were males/females aged 18 to 51, diagnosed with ADHD-I (n = 21), ADHD-C (n = 19), or without ADHD (n = 43). Self-rated Kaufman Domains of Creativity Scale and evaluator-rated figural Torrance Test of Creative Thinking (TTCT) were used for measuring creativity, Stroop task for inhibition, and Conners' Adult ADHD Rating Scales for ADHD symptoms. Results: The ADHD-C group reported higher self-rated creativity than other groups and made more original drawings paired to more abstract titles in the figural TTCT than controls. Conclusion: ADHD-C participants were the most creative. This result was more importantly associated with higher degrees of ADHD symptoms rather than poorer inhibition.

Characterizing Creative Thinking and Creative Achievements in Relation to Symptoms of Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Previous research on ADHD and ASD has mainly focused on the deficits associated with these conditions, but there is also evidence for strengths. Unfortunately, our understanding of potential strengths in neurodevelopmental conditions is limited. One particular strength, creativity, has been associated with both ADHD and ASD. However, the distinct presentations of both conditions beg the question whether ADHD and ASD associate with the same or different aspects of creativity. Therefore, the current study investigated the links between ADHD and ASD symptoms, creative thinking abilities, and creative achievements. To investigate the spectrum of ADHD and ASD symptoms, self-reported ADHD and ASD symptoms, convergent (Remote Associations Test) and divergent thinking (Alternative Uses Task) and creative achievements (Creative Achievement Questionnaire) were assessed in a self-reportedly healthy sample of adults (n = 470). We performed correlation analysis to investigate the relation between ADHD/ASD symptoms and creativity measures. In a second phase of analysis, data from an adult ADHD case-control study (n = 151) were added to investigate the association between ADHD symptoms and divergent thinking in individuals with and without a diagnosis of ADHD. Our analysis revealed that having more ADHD symptoms in the general population was associated with higher scores on all the outcome measures for divergent thinking (fluency, flexibility, and originality), but not for convergent thinking. Individuals with an ADHD diagnosis in the case-control sample also scored higher on measures of divergent thinking. Combining data of the population based and case-control studies showed that ADHD symptoms predict divergent thinking up to a certain level of symptoms. No significant associations were found between the total number of ASD symptoms and any of the creativity measures. However, explorative analyses showed interesting links between the ASD subdomains of problems with imagination and symptoms that relate to social difficulties. Our findings showed a link between ADHD symptoms and divergent thinking abilities that plateaus in the clinical spectrum of symptoms. For ASD symptoms, no relation was found with creativity measures. Increasing the knowledge about positive phenotypes associated with neurodevelopmental conditions and their symptom dimensions might aid psychoeducation, decrease stigmatization and improve quality of life of individuals living with such conditions.

Developmental Dyslexia: Disorder or Specialization in Exploration?

We raise the new possibility that people diagnosed with developmental dyslexia (DD) are specialized in explorative cognitive search, and rather than having a neurocognitive disorder, play an essential role in human adaptation. Most DD research has studied educational difficulties, with theories framing differences in neurocognitive processes as deficits. However, people with DD are also often proposed to have certain strengths - particularly in realms like discovery, invention, and creativity - that deficit-centered theories cannot explain. We investigate whether these strengths reflect an underlying explorative specialization. We re-examine experimental studies in psychology and neuroscience using the framework of cognitive search, whereby many psychological processes involve a trade-off between exploration and exploitation. We report evidence of an explorative bias in DD-associated cognitive strategies. High DD prevalence and an attendant explorative bias across multiple areas of cognition suggest the existence of explorative specialization. An evolutionary perspective explains the combination of findings and challenges the view that individuals with DD have a disorder. In cooperating groups, individual specialization is favored when features that confer fitness benefits are functionally incompatible. Evidence for search specialization suggests that, as with some other social organisms, humans mediate the exploration-exploitation trade-off by specializing in complementary strategies. The existence of a system of collective cognitive search that emerges through collaboration would help to explain our species' exceptional adaptiveness. It also aligns with evidence for substantial variability during our evolutionary history and the notion that humans are adapted not to a particular habitat but to variability itself. Specialization creates interdependence and necessitates balancing complementary strategies. Reframing DD therefore underscores the urgency of changing certain cultural practices to ensure we do not inhibit adaptation. Key improvements would remove cultural barriers to exploration and nurture explorative learning in education, academia, and the workplace, as well as emphasize collaboration over competition. Specialization in complementary search abilities represents a meta-adaptation; through collaboration, this likely enables human groups (as a species and as cultural systems) to successfully adapt. Cultural change to support this system of collaborative search may therefore be essential in confronting the challenges humanity now faces.

The utility of the autism-spectrum quotient to screen for autism spectrum disorder in adults with attention deficit/hyperactivity disorder

The co-occurrence of attention deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) has been reported to be highly prevalent in adults. However, very few studies have assessed the usefulness of screening instruments to detect this co-occurrence, particularly when screening for ASD in the context of ADHD. Our study aimed at assessing the utility of the autism-spectrum quotient (AQ) as a screening tool of ASD in a sample of 153 adults referred for ADHD assessment. Our results showed that the AQ is of limited use in this context as its positive predictive value was low (47%). Particularly, the more severe the attentional deficits the more likely individuals with ADHD were to be misclassified as having a co-occurring ASD based on the AQ. However, the "imagination" subscale of the AQ was able to discriminate those who met ASD criteria from those who did not, suggesting that targeting imagination impairments might be useful when assessing for the ADHD+ASD co-occurrence in clinical settings.

ADHD and Interfering Thoughts in High and Low Conflict Conditions

BACKGROUND

Individuals with an ADHD diagnosis have increased levels of interfering thoughts, especially in the form of mind wandering. This was mostly investigated in sustained attention tasks; hence it is unclear whether the findings are only due to their difficulties in those types of tasks. Moreover, it is unclear how the amount of control invested in the task will affect those differences between control and ADHD groups.

METHOD

ADHD and matched control groups performed the Stroop task under high and low conflict conditions while measuring their interfering thoughts level.

RESULTS

Individuals with ADHD have more interfering thoughts compared to a control group even when they are able to change their control level according to the task conflict.

CONCLUSION

Interfering thoughts are an independent predictor of ADHD impairments, observed regardless of the degree of control invested in the task.

Prepulse Inhibition and P50 Suppression in Relation to Creativity and Attention: Dispersed Attention Beneficial to Quantitative but Not Qualitative Measures of Divergent Thinking

The current study investigated whether lower sensory and sensorimotor gating were related to higher levels of creativity and/or attentional difficulties in a natural population of primary school children (9- to 13-year-old). Gating abilities were measured with P50 suppression and prepulse inhibition of the startle reflex (PPI). The final sample included 65 participants in the P50 analyses and 37 participants in the PPI analyses. Our results showed that children with a high P50 amplitude to testing stimuli scored significantly higher on the divergent outcome measures of fluency and flexibility but not originality compared to children with a lower amplitude. No significant differences were found on any of the creativity measures when the sample was split on average PPI parameters. No significant differences in attention, as measured with a parent questionnaire, were found between children with low or high levels of sensory or sensorimotor gating. The data suggest that quantitative, but not qualitative measures of divergent thinking benefit from lower psychophysiological gating and that attentional difficulties stem from specific instead of general gating deficits. Future studies should take the effect of controlled attention into consideration.

Effects of stimulant medication on divergent and convergent thinking tasks related to creativity in adults with attention-deficit hyperactivity disorder

RATIONALE

Common pharmacological treatments for attention-deficit hyperactivity disorder (ADHD) are central nervous system stimulants acting as norepinephrine-dopamine reuptake inhibitors. The noradrenergic and dopaminergic systems have been shown to impact performance on tasks assessing creativity. Some previous studies suggest higher performance on creativity tasks in ADHD. Stimulant medication has been shown to differentially impact creativity in those without ADHD. However, the full range of effects of stimulant medication on creativity in those with ADHD is not known.

OBJECTIVES

This study examined the effects of stimulants on convergent and divergent tasks associated with creativity in adults with ADHD.

METHOD

Seventeen adults diagnosed with ADHD who were prescribed stimulant medication attended two counterbalanced sessions: one after taking their prescribed stimulant dose and one after the dose was withheld. Participants completed convergent problem-solving (anagrams, Compound Remote Associates) and divergent generative (letter/semantic fluency, Torrance Test for Creative Thinking (TTCT)-Verbal) tasks.

RESULTS

There was a significant increase in words generated on the semantic fluency task for the stimulant session. Additionally, significant increases were found in the stimulant session for originality, flexibility, and fluency scores on the TTCT. Stimulant medication did not have an effect on any of the problem-solving tasks.

CONCLUSIONS

Stimulant medication enhanced verbal fluency in adults with ADHD but had no effect on convergent abilities. Furthermore, stimulants enhanced fluency, flexibility, and originality scores on the TTCT. Therefore, stimulants appear to have positive effects on divergent task performance in adults with ADHD, but not convergent tasks. This finding warrants further studies into the specific roles of norepinephrine and dopamine in this effect.

Adaptive aspects of impulsivity and interactions with effects of catecholaminergic agents in the 5-choice serial reaction time task: implications for ADHD

BACKGROUND

Work in humans has shown that impulsivity can be advantageous in certain settings. However, evidence for so-called functional impulsivity is lacking in experimental animals.

AIMS

This study investigated the contexts in which high impulsive (HI) rats show an advantage in performance compared with mid- (MI) and low impulsive (LI) rats. We also assessed the effects of dopaminergic and noradrenergic agents to investigate underlying neurotransmitter mechanisms.

METHODS

We tested rats on a variable inter-trial interval (ITI) version of the 5-choice serial reaction time task (5CSRTT). Rats received systemic injections of methylphenidate (MPH, 1 mg/kg and 3 mg/kg), atomoxetine (ATO, 0.3 mg/kg and 1 mg/kg), amphetamine (AMPH, 0.2 mg/kg), the alpha-2a adrenoceptor antagonist atipamezole (ATI, 0.3 mg/kg) and the alpha-1 adrenoceptor agonist phenylephrine (PHEN, 1 mg/kg) prior to behavioural testing.

RESULTS

Unlike LI rats, HI rats exhibited superior performance, earning more reinforcers, on short ITI trials, when the task required rapid responding. MPH, AMPH and ATI improved performance on short ITI trials and increased impulsivity in long ITI trials, recapitulating the behavioural profile of HI. In contrast, ATO and PHEN impaired performance on short ITI trials and decreased impulsivity, thus mimicking the behavioural profile of LI rats. The effects of ATO were greater on MI rats and LI rats.

CONCLUSIONS

These findings indicate that impulsivity can be advantageous when rapid focusing and actions are required, an effect that may depend on increased dopamine neurotransmission. Conversely, activation of the noradrenergic system, with ATO and PHEN, led to a general inhibition of responding.

Deliberate Context-Driven Conceptualization in Psychological Assessment

Clinical formulation and case conceptualization in clinical psychological assessment typically organize a client's presenting problems within a psychological framework and narrative that explains the cluster of symptoms, etiological and maintenance factors, and explaining both how and why a client is struggling or suffering. However, many of the most commonly used models of case conceptualization, as well as the preponderance of tests and measures used in psychological assessment, minimize or ignore the impacts of contextual factors, including dominant culture's expectations for normative behavior and the client's history of trauma and adverse and negative events. This paper presents a rationale and model for encouraging psychologists conducting clinical psychological assessment to be deliberate in first considering contextual factors in case conceptualization before relying entirely on primarily intrapsychic models. While contextual conceptualizations will not always replace (or join) intrapsychic models of case formulation, being deliberate and explicit about at least considering them is an important way to mitigate some of psychologists' biases and has the potential to situate a narrative of client difficulties in a way that takes at least some of the burden off the client.

Creativity in ADHD: Goal-Directed Motivation and Domain Specificity

Objective: This research aimed to provide explanations for the inconsistent findings regarding creativity in ADHD. Method: In Study 1, we assessed real-world creative achievements and intrinsic motivation during idea generation in adults with ADHD and compared these with controls. In Study 2, we manipulated competition during idea generation to investigate effects on idea originality in adults with ADHD versus controls, and assessed creativity in specific domains. Results: Adults with ADHD reported more real-world creative achievements. We did not observe differences in intrinsic motivation during idea generation between groups, but adults with ADHD generated more original ideas when competing for a bonus. Moreover, adults with ADHD rated themselves as more creative in specific creative domains. Conclusion: Our findings suggest that goal-directed motivation may drive the enhanced real-world creative achievements of people with ADHD. Moreover, people with ADHD may selectively engage and excel in creative domains that fit their skills and preferences.

Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings

Attention deficit/hyperactivity disorder (ADHD) is a debilitating disorder and most research therefore focuses on its deficits and its treatment. Research on the potential positive sides of ADHD is limited, and although a comprehensive overview of empirical studies on this subject is missing, it has been suggested that ADHD is associated with enhanced creativity. To identify important relations, trends and gaps in the literature, we review 31 behavioral studies on creativity and ADHD, distinguishing different research designs, age groups, creativity measurements and effects of psychostimulants, as well as reflecting the potential underlying neural mechanisms of creativity and ADHD. Most studies find evidence for increased divergent thinking for those with high ADHD scores (subclinical) but not for those with the disorder (clinical). The rates of creative abilities/achievements were high among both clinical and subclinical groups. We found no evidence for increased convergent thinking abilities in ADHD, nor did we find an overall negative effect of psychostimulants on creativity. Neuroscientific findings suggest candidate regions as well as mechanisms that should be studied further to increase our understanding of the relationship between creativity and ADHD. We propose research opportunities to boost the knowledge needed to better understand the potential positive side of ADHD.

Mindfulness and creativity: Implications for thinking and learning

Mindfulness and creativity have both come to the forefront of educational interest-but a better understanding of their relationship and the implications for education is needed. This article reviews the literature on the intersection of these topics in order to understand where and how these two related but distinctive areas of research connect, and how this pertains to the complexity of education settings. Our goal is to understand findings from the literature and consider the implications for educational practice and research, with an eye to how mindfulness can be supportive to learners' creativity. This thematic review and qualitative analysis of extant literature identifies four themes that speak to the connection between mindfulness and creativity. There is solid evidence to show a generally beneficial and supportive relationship, in that practicing mindfulness can support creativity-but many factors affect this and there are a range of considerations for practice. This article reflects on the key findings of scholarly work on the mindfulness-creativity relationship with interpretative discussion and implications for educational research and practice.

Exploring the association between attention-deficit/hyperactivity disorder and entrepreneurship

OBJECTIVE

To investigate the association between attention-deficit/hyperactivity disorder (ADHD) symptoms and entrepreneurial profiles and the effects of entrepreneurial characteristics in individuals who screen positive for ADHD and self-identify as entrepreneurs.

METHODS

We sent 4,341 questionnaires by e-mail to applicants for a career development course for entrepreneurs. We used the propensity score covariate adjustment to balance differences between included and excluded individuals. ADHD symptoms were evaluated with the Adult ADHD Self-Report Scale. The Individual Entrepreneurial Orientation scale was used to assess the entrepreneurial profile of the participants. Impairment from ADHD symptoms was assessed with the Barkley Functional Impairment Scale.

RESULTS

Those who screened positive for ADHD had higher risk-taking scores (p-value = 0.016) and lower proactivity (p-value = 0.001) than those who screened negative. Higher inattention scores were related to lower proactivity (p-value < 0.001), while higher hyperactive symptom scores were related to a more generalized entrepreneurial profile (p-value = 0.033). Among ADHD-positive participants, entrepreneurial profile scores were not significantly associated with company profits or impairment.

CONCLUSIONS

Inattention symptoms were related to less proactivity, whereas hyperactive symptoms were positively associated with a general entrepreneurial orientation. ADHD-positive individuals had a higher risk-taking profile, and these characteristics did not negatively impact their lives.

Creativity in children with ADHD: Effects of medication and comparisons with normal peers

This study is to identify the performance of children with and without ADHD in open-ended and closed-ended creativity assessments, and investigate the moderating effect of medicated and unmedicated Children. The study subjects included third to sixth graders: 43 children with ADHD and 43 typically developing children. The participants with ADHD were those who were identified by local Committees of Identification, Placement and Consultation for Children with Special Needs or those who were diagnosed by medical institutions. Children with ADHD were further divided into medicated (22 participants) and unmedicated groups (21 participants) based on their current medication treatment. This study employed the New Tests of Creative Thinking to gauge the participants' open-ended creativity, while Remote Associates Test and the Insight Test were used to assess the participants' closed-ended creativity. Although previous evidence for creativity in children with ADHD have been mixed, this study includes medication as moderation variable and suggests that the performance of unmedicated children with ADHD in the open-ended creativity assessments was better than medicated children with ADHD and typically developing children. The study results can further explore the creativity characteristics of children with ADHD.

Lower Attentional Skills predict increased exploratory foraging patterns

When engaged in a search task, one needs to arbitrate between exploring and exploiting the environment to optimize the outcome. Many intrinsic, task and environmental factors are known to influence the exploration/exploitation balance. Here, in a non clinical population, we show that the level of inattention (assessed as a trait) is one such factor: children with higher scores on an ADHD (Attention Deficit/Hyperactivity Disorder) questionnaire exhibited longer transitions between consecutively retrieved items, in both a visual and a semantic search task. These more frequent exploration behaviours were associated with differential performance patterns: children with higher levels of ADHD traits performed better in semantic search, while their performance was unaffected in visual search. Our results contribute to the growing literature suggesting that ADHD should not be simply conceived as a pure deficit of attention, but also as a specific cognitive strategy that may prove beneficial in some contexts.

University students with attention deficit hyperactivity disorder (ADHD): a literature review

OBJECTIVES

To review existing literature about university students with Attention Deficit Hyperactivity Disorder (ADHD).

METHODS

A framework for scoping studies and content analysis were used to source and review selected publications from PubMed, ScienceDirect, Google Scholar and relevant bibliographies.

RESULTS

Seventy-four publications were reviewed and key findings were categorised under six core themes that represent the issues germane to university students with ADHD. These themes are: academic, social and psychological functioning, giftedness, new media technologies, treatment, substance misuse and the non-medical use of prescription stimulants, and malingering.

CONCLUSION

In Ireland and the United Kingdom (UK) young people with ADHD are unlikely to enrol into further education, and of those who do go to university, few will graduate at the same time as their non-ADHD peers. ADHD is associated with poor educational outcomes and it may be a hidden disability within institutions of higher education (e.g. universities). Surprisingly, in this topic area, there is a paucity of research in Ireland and the UK. Most studies originate from North America were research activity in the field has been ongoing since the 1990s. These studies however, tend to use relatively small samples of college (university) students recruited at a single institution. It is difficult to generalise the findings of these studies to student populations in North America, let alone in Ireland and the UK. At the very least, these North American studies provide insights into key areas of concern. This topic area straddles education and psychiatry. This means an inter-disciplinary approach is required to examine, better understand and address the impact of ADHD on the educational outcomes of university students. The philosophies of difference, equity and self-realisation can offer a conceptual framework for conducting further research and/or developing services to deliver more personalised learning support for university students with ADHD.

Gender differences in parieto-frontal brain functional connectivity correlates of creativity

INTRODUCTION

Creativity is a complex construct that lies at the core of what has made human civilizations possible. One frequently used measure of creativity is the Abbreviated Torrance Test for Adults that yields an overall creativity score. In this study, we examine the relationship between the task-related differences in brain functional connectivity and the creativity score in a male and female group of participants.

METHODS

Brain functional connectivity was estimated from the steady-state visual evoked potential (SSVEP) event-related partial coherence in a group of 27 females and 27 males while they performed a low-demand visual vigilance task and the A-X version of the Continuous Performance Task. Task-related differences in brain functional connectivity (ΔFC) were correlated with the creativity score separately in the female and male groups.

RESULTS

We found that the creativity score was correlated with a parieto-frontal ΔFC component for both the female and male groups. However, significant gender differences were observed in both the timing and the laterality of the parietal component. Females exhibited a left parietal to bilateral frontal ΔFC component correlated with creativity score and this peaked on the appearance of a target in both tasks. By contrast, males demonstrated a right parietal to bilateral frontal ΔFC component correlated with creativity score which peaked on the appearance of the letter following the targets.

CONCLUSION

These findings are discussed in the context of the role of the Default Mode Network in creativity, and the role of gender-related differences in cortical networks that mediate creativity.

Workspace Disorder Does Not Influence Creativity and Executive Functions

Recent research by Vohs et al. (2013) garnered media attention after reporting that disordered environments increase creativity. The present research was designed to conceptually replicate and extend this finding by exploring the effect of workspace disorder on creativity. Participants were randomly assigned to work at a neatly organized (Order condition) or a messy desk (Disorder condition), where they completed several paper-and-pencil and computerized tasks, including two validated creativity measures (Abbreviated Torrance Test for Adults; ATTA; Goff and Torrance, 2002; Alternative Uses Task; adapted from Guilford, 1967). We also included several executive control measures from the NIH EXAMINER (Kramer, 2011), to explore the role of reduced top-down control in explaining a possible creativity-disorder connection. Independent-samples t-tests failed to replicate any significant difference in creativity between the Order and Disorder conditions. Furthermore, the conditions did not differentially affect executive control. Despite implementing an experimental setup similar to the one in Vohs et al. (2013), including a larger sample size, and adopting multiple measures of the constructs of interest, we did not find any effect of workspace clutter on cognitive performance. At this stage, the relationship between disorder and cognition seems elusive and does not warrant the claims it generated in the popular press.

When the Muses Strike: Creative Ideas of Physicists and Writers Routinely Occur During Mind Wandering

How often are creative ideas generated during episodes of mind wandering, and do they differ from those generated while on task? In two studies ( N = 98, N = 87), professional writers and physicists reported on their most creative idea of the day, what they were thinking about and doing when it occurred, whether the idea felt like an "aha" moment, and the quality of the idea. Participants reported that one fifth of their most significant ideas of the day were formed during spontaneous task-independent mind wandering-operationalized here as (a) engaging in an activity other than working and (b) thinking about something unrelated to the generated idea. There were no differences between ratings of the creativity or importance of ideas that occurred during mind wandering and those that occurred on task. However, ideas that occurred during mind wandering were more likely to be associated with overcoming an impasse on a problem and to be experienced as "aha" moments, compared with ideas generated while on task.

The positive aspects of attention deficit hyperactivity disorder: a qualitative investigation of successful adults with ADHD

The behavioural characteristics of ADHD do not exist in binary form (i.e. normal vs. abnormal); instead, they exist on a spectrum or continuum. This implies that some aspects of ADHD can be adaptive rather than impairing, or some adults may possess certain strengths or attributes that mediate and/or compensate for their ADHD-related deficits or impairments. More research is needed to clarify these observations. To explore and describe positive aspects of ADHD from the perspective of successful adults with ADHD. A phenomenological approach with open-ended interviews was used to collect data. The interviews were audio taped, transcribed verbatim and analysed using thematic content analysis. Six core themes (cognitive dynamism, courage, energy, humanity, resilience and transcendence) defined by 19 sub-themes were found. These themes were compared against attributes catalogued in the character strengths and virtues (CSV) handbook and classification for positive psychology. Two core themes (cognitive dynamism and energy) were not listed as virtues in the CSV, and neither were six sub-themes (divergent thinking, hyper-focus, nonconformist, adventurousness, self-acceptance and sublimation) listed as behavioural traits. We propose these constructs as positive aspects specific to ADHD, and the other constructs, as positive aspects relevant to people in general, with or without ADHD. This study offers insights into positive human qualities, attributes or aspects of ADHD that can support and sustain high functioning and flourishing in ADHD life. This study also addresses the question in the disability research about "how we might reconsider the behaviours associated with ADHD so that they are seen as valuable and worthy of conservation?".

The Impact of Bodily States on Divergent Thinking: Evidence for a Control-Depletion Account

Given previous evidence that bodily states can impact basic cognitive processes, we asked whether such impact can also be demonstrated for creative cognition. In particular, we had participants perform a design improvement task and a consequences imagination task while standing up, walking in a predetermined pattern, or walking freely. Results show better divergent-thinking performance with unconstrained than with constrained walking, and better performance for walking than for standing. A second experiment assessed performance in an alternative uses task and a figural combination task while participants were lying, sitting, or standing. Results showed better performance when standing up than when lying or sitting. Taken altogether, these observations provide evidence for an approach in terms of cognitive-control depletion: the more a bodily activity exhausts control resources, the better divergent thinking can unfold, presumably because reduced top-down control brings more ideas into play.

Mediating influence of time management on the relationship between adult attention deficit and the operational effectiveness of project managers

Purpose

The purpose of this paper is to examine the relationship between adult attention deficit (AAD) and the operational effectiveness of project managers (OEPM) as mediated by time management (TM).

Design/methodology/approach

In total, 104 actively employed business graduate students each had the opportunity to be a project manager within a project team. Each team member rated the others on their operational effectiveness, completed a self-report measure of TM and identified a close associate who completed an observer version of the Brown Adult Attention Deficit Scale. The Sobel and Hayes tests were used to test the hypothesis that TM mediates the relationship between AAD and OEPM.

Findings

AAD is negatively associated with TM and OEPM, and TM is positively associated with OEPM. TM partially mediates the relationship between AAD and OPME.

Research limitations/implications

Future research requires a sample of project managers drawn directly from the workplace, and needs to examine the association of AAD with a wider set of project conditions and associated competencies to identify potential benefits and challenges. An updated and validated measure of both TM and the OEPM is required in future research.

Practical implications

Individuals and organizations wanting to ensure timely and successful completion of key tasks and projects need to be aware of the potentially constraining influence of AAD on TM and OPME. Relatively more intensive time and project management training is suggested for disordered project managers and team members. The use of organizational coaches and peer coaching within project teams represents a potential opportunity for distributing the potential benefits of the disorder while managing the challenges. Employee assistance programs that raise awareness and provide access to assessment are an important part of multi-modal management of the disorder in the workplace.

Social implications

Employers are facing increasing social, legal and economic pressures to support functional but disordered employees, be more inclusive and take appropriate advantage of employee diversity. This research provides constructive suggestions for how to support disordered employees with project management responsibilities.

Originality/value

This research study is the first examination of the relationships between AAD, TM and OEPM, and is of value to researchers, organizational development specialists, human resource management specialists, managers and employees who are seeking effective multi-modal management of the disorder in the workplace.

The association between attention-deficit/hyperactivity (ADHD) symptoms and self-employment

Attention-deficit/hyperactivity (ADHD) symptoms have been associated with the decision to become self-employed. Although these symptoms are generally regarded as disadvantageous, there may also be a bright side. To our knowledge, however, there has been no systematic, epidemiological evidence to support this claim. This paper examines the association between ADHD symptoms and self-employment in a population-based sample from the STAGE cohort of the Swedish Twin Registry (N = 7208). For replication, we used a sample of Dutch students who participated in the Global University Entrepreneurial Spirit Students' Survey (N = 13,112). In the Swedish sample, we found a positive association with self-employment for both general ADHD symptoms [odds ratio (OR) 1.13; 95 % confidence intervals (CI) 1.04-1.23] and hyperactivity symptoms [OR 1.19; 95 % CI 1.08-1.32], whereas no association was found for attention-deficit symptoms [OR 0.99; 95 % CI 0.89-1.10]. The positive association between hyperactivity and self-employment was replicated in the Dutch student sample [OR 1.09; 95 % CI 1.03-1.15]. Our results show that certain aspects of ADHD, in particular hyperactivity, can have a bright side, as they are positively associated with self-employment.

Annual research review: The (epi)genetics of neurodevelopmental disorders in the era of whole-genome sequencing--unveiling the dark matter

BACKGROUND AND SCOPE

Neurodevelopmental disorders (NDDs) are defined by a wide variety of behavioural phenotypes, psychopathology and clinically informed categorical classifications. Diagnostic entities include intellectual disability (ID), the autism spectrum (ASD) and attention-deficit/hyperactivity disorder (ADHD). The aetiopathogenesis of these conditions and disorders involves an interaction between both genetic and environmental risk factors on the developmental trajectory. Despite their remarkable genetic heterogeneity and complexity of pathophysiological mechanisms, NDDs display an overlap in their phenotypic features, a considerable degree of comorbidity as well as sharing of genetic and environmental risk factors. This review aims to provide an overview of the genetics and epigenetic of NDDs.

FINDINGS

Recent evidence suggests a critical role of defined and tightly regulated neurodevelopmental programs running out of control in NDDs, most notably neuronal proliferation and migration, synapse formation and remodelling, as well as neural network configuration resulting in compromised systems connectivity and function. Moreover, the machinery of epigenetic programming, interacting with genetic liability, impacts many of those processes and pathways, thus modifying vulnerability of, and resilience to, NDDs. Consequently, the categorically defined entities of ID, ADHD and ASD are increasingly viewed as disorders on a multidimensional continuum of molecular and cellular deficiencies in neurodevelopment. As such, this range of NDDs displays a broad phenotypic diversity, which may be explained by a combination and interplay of underlying loss- and potential gain-of-function traits.

CONCLUSION

In this overview, we discuss a backbone continuum concept of NDDs by summarizing pertinent findings in genetics and epigenetics. We also provide an appraisal of the genetic overlap versus differences, with a focus on genome-wide screening approaches for (epi)genetic variation. Finally, we conclude with insights from evolutionary psychobiology suggesting positive selection for discrete NDD-associated traits.

The assessment of creativity in creativity/psychopathology research - a systematic review

INTRODUCTION

The possible link between creativity and psychopathology has been a long time focus of research up to the present day. However, this research is hampered by methodological problems, especially the definition and assessment of creativity. This makes interpretation and comparison of studies difficult and possibly accounts for the contradictory results of this research.

METHODS

In this systematic review of the literature, research articles in the field of creativity and psychopathology were searched for creativity assessment tools. The tools used in the collected articles are presented and discussed.

RESULTS

The results indicate that a multitude of creativity assessment tools were used, that many studies only used one tool to assess creativity and that most of these tools were only used in a limited number of studies. A few assessment tools stand out by a more frequent use, also outside psychopathological research, and more solid psychometric properties.

CONCLUSION

Most scales used to evaluate creativity have poor psychometric properties. The scattered methodology to assess creativity compromises the generalizability and validity of this research. The field should creatively develop new validated instruments.