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de Vries LP, Demange PA, Baselmans BML, Vinkers CH, Pelt DHM, Bartels M. Distinguishing happiness and meaning in life from depressive symptoms: A GWAS-by-subtraction study in the UK Biobank. Am J Med Genet B Neuropsychiatr Genet 2024; 195:e32954. [PMID: 37435841 DOI: 10.1002/ajmg.b.32954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 06/05/2023] [Accepted: 07/04/2023] [Indexed: 07/13/2023]
Abstract
Hedonic (happiness) and eudaimonic (meaning in life) well-being are negatively related to depressive symptoms. Genetic variants play a role in this association, reflected in substantial genetic correlations. We investigated the overlap and differences between well-being and depressive symptoms, using results of Genome-Wide Association studies (GWAS) in UK Biobank. Subtracting GWAS summary statistics of depressive symptoms from those of happiness and meaning in life, we obtained GWASs of respectively "pure" happiness (neffective = 216,497) and "pure" meaning (neffective = 102,300). For both, we identified one genome-wide significant SNP (rs1078141 and rs79520962, respectively). After subtraction, SNP heritability reduced from 6.3% to 3.3% for pure happiness and from 6.2% to 4.2% for pure meaning. The genetic correlation between the well-being measures reduced from 0.78 to 0.65. Pure happiness and pure meaning became genetically unrelated to traits strongly associated with depressive symptoms, including loneliness, and psychiatric disorders. For other traits, including ADHD, educational attainment, and smoking, the genetic correlations of well-being versus pure well-being changed substantially. GWAS-by-subtraction allowed us to investigate the genetic variance of well-being unrelated to depressive symptoms. Genetic correlations with different traits led to new insights about this unique part of well-being. Our results can be used as a starting point to test causal relationships with other variables, and design future well-being interventions.
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Affiliation(s)
- Lianne P de Vries
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam Public Health Research Institute, Amsterdam University Medical Centres, Amsterdam, The Netherlands
| | - Perline A Demange
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam Public Health Research Institute, Amsterdam University Medical Centres, Amsterdam, The Netherlands
| | - Bart M L Baselmans
- Biomedical Technology, Faculty of Technology, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
| | - Christiaan H Vinkers
- Department of Psychiatry and Anatomy and Neurosciences, Amsterdam University Medical Center location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam Public Health, Mental Health Program and Amsterdam Neuroscience, Mood, Anxiety, Psychosis, Sleep and Stress Program, Amsterdam, The Netherlands
- GGZ in Geest Mental Health Care, Amsterdam, The Netherlands
| | - Dirk H M Pelt
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam Public Health Research Institute, Amsterdam University Medical Centres, Amsterdam, The Netherlands
| | - Meike Bartels
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam Public Health Research Institute, Amsterdam University Medical Centres, Amsterdam, The Netherlands
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Ivancovsky T, Baror S, Bar M. A shared novelty-seeking basis for creativity and curiosity. Behav Brain Sci 2023; 47:e89. [PMID: 37547934 DOI: 10.1017/s0140525x23002807] [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] [Indexed: 08/08/2023]
Abstract
Curiosity and creativity are central pillars of human growth and invention. Although they have been studied extensively in isolation, the relationship between them has not yet been established. We propose that both curiosity and creativity emanate from the same mechanism of novelty seeking. We first present a synthesis showing that curiosity and creativity are affected similarly by a number of key cognitive faculties such as memory, cognitive control, attention, and reward. We then review empirical evidence from neuroscience research, indicating that the same brain regions are involved in both curiosity and creativity, focusing on the interplay between three major brain networks: the default mode network, the salience network, and the executive control network. After substantiating the link between curiosity and creativity, we propose a novelty-seeking model (NSM) that underlies them and suggests that the manifestation of the NSM is governed by one's state of mind.
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Affiliation(s)
- Tal Ivancovsky
- The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan,
- Department of Clinical and Health Psychology, Universitat Autònoma de Barcelona, Catalunya, Spain
| | - Shira Baror
- The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University, Jerusalem, Israel.
| | - Moshe Bar
- The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan,
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Rogers CJ, Tolmie A, Massonnié J, Thomas MSC. Complex cognition and individual variability: a mixed methods study of the relationship between creativity and executive control. Front Psychol 2023; 14:1191893. [PMID: 37425186 PMCID: PMC10323225 DOI: 10.3389/fpsyg.2023.1191893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 06/06/2023] [Indexed: 07/11/2023] Open
Abstract
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.
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Affiliation(s)
- Cathy J. Rogers
- Centre for Educational Neuroscience, Department of Psychological Sciences, Birkbeck University of London, London, United Kingdom
| | - Andrew Tolmie
- Centre for Educational Neuroscience, Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Jessica Massonnié
- School of Education, Languages and Linguistics, Faculty of Humanities and Social Sciences, University of Portsmouth, Portsmouth, United Kingdom
| | - Michael S. C. Thomas
- Centre for Educational Neuroscience, Department of Psychological Sciences, Birkbeck University of London, London, United Kingdom
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Piltz VJ, Halldner L, Markus JF, Fridell A, Bölte S, Choque Olsson N. Symptom similarities and differences in social interaction between autistic children and adolescents with and without ADHD. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04499-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/01/2023]
Abstract
AbstractAutism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) are two often co-occurring neurodevelopmental conditions. Nevertheless, there is limited research about symptom differences between ASD and ASD + ADHD groups. This study examined differences in social interaction and communication between children and adolescents with ASD and with ASD + ADHD. A total of 112 participants were identified from two clinical trials. Fifty-six children and adolescents with ASD aged 8–17 years were matched for age, gender and general intelligence quotient with fifty-six children and adolescents with ASD + ADHD. Group differences in scores on the Autism Diagnostic Observation Schedule were analysed. Our results showed that participants with ASD and with ASD + ADHD had similar profiles of social communication interaction challenges and restricted behaviour. However, items assessing gestures: Conventional, Instrumental or Informational Gestures and Empathic or Emotional gestures showed significant differences between the groups suggesting that the ASD + ADHD group used descriptive gestures to communicate to a greater extent than the ASD group. These findings suggest that children and adolescents in both groups have similar difficulties in social communication and interaction with observed differences in the use of gestures. Possible reasons and implications for the differences in the use of gestures are discussed.
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Li Y, Xie C, Yang Y, Liu C, Du Y, Hu W. The role of daydreaming and creative thinking in the relationship between inattention and real-life creativity: A test of multiple mediation model. THINKING SKILLS AND CREATIVITY 2022; 46:101181. [DOI: 10.1016/j.tsc.2022.101181] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/13/2023]
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Gaschler R, Ditsche-Klein BE, Kriechbaumer M, Blech C, Wenke D. Using position rather than color at the traffic light - Covariation learning-based deviation from instructions in attention deficit/hyperactivity disorder. Front Psychol 2022; 13:967467. [PMID: 36160553 PMCID: PMC9490260 DOI: 10.3389/fpsyg.2022.967467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 08/17/2022] [Indexed: 11/13/2022] Open
Abstract
Based on instructions people can form task representations that shield relevant from seemingly irrelevant information. It has been documented that instructions can tie people to a particular way of performing a task despite that in principle a more efficient way could be learned and used. Since task shielding can lead to persistence of inefficient variants of task performance, it is relevant to test whether individuals with attention deficit/hyperactivity disorder (ADHD) - characterized by less task shielding - are more likely and quicker to escape a suboptimal instructed variant of performing a task. The paradigm used in this online study builds on the observation that in many environments different covarying features could be used to determine the appropriate response. For instance, as they approach a traffic light, drivers and pedestrians monitor the color (instructed stimulus feature) and/or the position of the signal (covarying stimulus feature, more efficient in case of reduced color sight). Similarly, we instructed participants to respond to the color of a stimulus without mentioning that color covaried with the position of the stimulus. In order to assess whether with practice participants would use the non-instructed feature position to an increasing extent, we compared reaction times and error rates for standard trials to trials in which color was either ambiguous or did not match the usual covariation. Results showed that the covariation learning task can be administered online to adult participants with and without ADHD. Performance differences suggested that with practice ADHD participants (n = 43 out of a total N = 245) might increase attention to non-instructed stimulus features. Yet, they used the non-instructed covarying stimulus feature to a similar extent as other participants. Together the results suggest that participants with ADHD do not lag behind in abandoning instructed task processing in favor of a learned alternative strategy.
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Affiliation(s)
- Robert Gaschler
- Department of Psychology, FernUniversität in Hagen, Hagen, Germany
| | | | | | - Christine Blech
- Department of Psychology, FernUniversität in Hagen, Hagen, Germany
| | - Dorit Wenke
- Department of Psychology, Private University of Applied Sciences, Göttingen, Germany
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Taylor CL, Zaghi AE. The interplay of ADHD characteristics and executive functioning with the GPA and divergent thinking of engineering students: A conceptual replication and extension. Front Psychol 2022; 13:937153. [PMID: 35967649 PMCID: PMC9363761 DOI: 10.3389/fpsyg.2022.937153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 07/04/2022] [Indexed: 11/17/2022] Open
Abstract
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.
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Affiliation(s)
- Christa L. Taylor
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
- *Correspondence: Christa L. Taylor,
| | - Arash Esmaili Zaghi
- Department of Civil and Environmental Engineering, University of Connecticut, Storrs, CT, United States
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Girard-Joyal O, Gauthier B. Creativity in the Predominantly Inattentive and Combined Presentations of ADHD in Adults. J Atten Disord 2022; 26:1187-1198. [PMID: 34894845 PMCID: PMC9096579 DOI: 10.1177/10870547211060547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
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.
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Affiliation(s)
- Olivier Girard-Joyal
- University of Montreal, Laval, QC, Canada,Olivier Girard-Joyal, Department of Psychology, University of Montreal, 1700 Jacques-Tétreault, Laval, Quebec, H7N 0B6, Canada.
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Stolte M, Trindade-Pons V, Vlaming P, Jakobi B, Franke B, Kroesbergen EH, Baas M, Hoogman M. Characterizing Creative Thinking and Creative Achievements in Relation to Symptoms of Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder. Front Psychiatry 2022; 13:909202. [PMID: 35845437 PMCID: PMC9283685 DOI: 10.3389/fpsyt.2022.909202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Accepted: 06/09/2022] [Indexed: 11/13/2022] Open
Abstract
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.
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Affiliation(s)
- Marije Stolte
- Educational Consultancy and Professional Development, Faculty of Social Sciences, Utrecht University, Utrecht, Netherlands
| | - Victoria Trindade-Pons
- Department of Human Genetics, Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, Nijmegen, Netherlands
| | - Priscilla Vlaming
- Department of Psychiatry, Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, Nijmegen, Netherlands
| | - Babette Jakobi
- Department of Human Genetics, Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, Nijmegen, Netherlands
| | - Barbara Franke
- Department of Psychiatry and Department of Human Genetics, Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, Nijmegen, Netherlands
| | | | - Matthijs Baas
- Department of Psychology, University of Amsterdam, Amsterdam, Netherlands
| | - Martine Hoogman
- Department of Psychiatry and Department of Human Genetics, Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, Nijmegen, Netherlands
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Fredrick SS, McClemont AJ, Traudt S, Kern M. Boarding students' perceptions of school climate and well‐being across gender and sexual orientation. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Stephanie S. Fredrick
- Department of Counseling, School, and Educational Psychology, Graduate School of Education, University at Buffalo State University of New York Buffalo New York USA
| | - Abbey J. McClemont
- Department of Counseling, School, and Educational Psychology, Graduate School of Education, University at Buffalo State University of New York Buffalo New York USA
| | - Stephanie Traudt
- Department of Psychology Central Michigan University Mount Pleasant Michigan USA
| | - Michael Kern
- Department of Counseling, School, and Educational Psychology, Graduate School of Education, University at Buffalo State University of New York Buffalo New York USA
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McBride M, Appling C, Ferguson B, Gonzalez A, Schaeffer A, Zand A, Wang D, Sam A, Hart E, Tosh A, Fontcha I, Parmacek S, Beversdorf D. Effects of stimulant medication on divergent and convergent thinking tasks related to creativity in adults with attention-deficit hyperactivity disorder. Psychopharmacology (Berl) 2021; 238:3533-3541. [PMID: 34477886 DOI: 10.1007/s00213-021-05970-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 08/19/2021] [Indexed: 11/29/2022]
Abstract
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.
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Affiliation(s)
- Molly McBride
- School of Medicine, University of Missouri, Columbia, MO, USA
| | - Carrina Appling
- University of Missouri Interdisciplinary Neuroscience Program, Columbia, MO, USA
| | - Bradley Ferguson
- University of Missouri Interdisciplinary Neuroscience Program, Columbia, MO, USA.,Thompson Center for Autism & Neurodevelopmental Disorders, University of Missouri, Columbia, MO, USA.,Department of Health Psychology, University of Missouri, Columbia, MO, USA
| | | | | | - Amanda Zand
- School of Medicine, University of Missouri, Columbia, MO, USA
| | - David Wang
- School of Medicine, Emory University, Atlanta, GA, USA
| | - Alinna Sam
- School of Medicine, University of Missouri, Columbia, MO, USA
| | - Eric Hart
- Department of Health Psychology, University of Missouri, Columbia, MO, USA
| | - Aneesh Tosh
- Department of Child Health, University of Missouri, Columbia, MO, USA
| | - Ivan Fontcha
- Department of Biological Sciences, University of Missouri, Columbia, MO, USA
| | - Sophia Parmacek
- Department of Psychological Sciences, University of Missouri, Columbia, MO, USA
| | - David Beversdorf
- School of Medicine, University of Missouri, Columbia, MO, USA. .,University of Missouri Interdisciplinary Neuroscience Program, Columbia, MO, USA. .,Thompson Center for Autism & Neurodevelopmental Disorders, University of Missouri, Columbia, MO, USA. .,Department of Health Psychology, University of Missouri, Columbia, MO, USA. .,Departments of Radiology, Neurology, and Psychological Sciences, University of Missouri, Columbia, USA.
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Steele LM, Pindek S, Margalit O. The Advantage of Disadvantage: Is ADHD Associated with Idea Generation at Work? CREATIVITY RESEARCH JOURNAL 2021. [DOI: 10.1080/10400419.2021.1916368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Taylor CL, Zaghi AE. The Nuanced Relationship Between Creative Cognition and the Interaction Between Executive Functioning and Intelligence. JOURNAL OF CREATIVE BEHAVIOR 2021. [DOI: 10.1002/jocb.493] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Abstract
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.
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Creativity and ADHD: A review of behavioral studies, the effect of psychostimulants and neural underpinnings. Neurosci Biobehav Rev 2020; 119:66-85. [PMID: 33035524 DOI: 10.1016/j.neubiorev.2020.09.029] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Revised: 08/14/2020] [Accepted: 09/26/2020] [Indexed: 11/20/2022]
Abstract
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.
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Sônego M, Meller M, Massuti R, Campani F, Amaro J, Barbosa C, Rohde LA. Exploring the association between attention-deficit/hyperactivity disorder and entrepreneurship. BRAZILIAN JOURNAL OF PSYCHIATRY 2020; 43:174-180. [PMID: 32555982 PMCID: PMC8023171 DOI: 10.1590/1516-4446-2020-0898] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Accepted: 04/23/2020] [Indexed: 12/23/2022]
Abstract
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.
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Affiliation(s)
- Márcio Sônego
- Programa de Transtornos de Déficit de Atenção/Hiperatividade, Departamento de Psiquiatria, Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Martin Meller
- Programa de Transtornos de Déficit de Atenção/Hiperatividade, Departamento de Psiquiatria, Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Rafael Massuti
- Programa de Transtornos de Déficit de Atenção/Hiperatividade, Departamento de Psiquiatria, Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Fausto Campani
- Programa de Transtornos de Déficit de Atenção/Hiperatividade, Departamento de Psiquiatria, Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Julia Amaro
- Programa de Transtornos de Déficit de Atenção/Hiperatividade, Departamento de Psiquiatria, Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | | | - Luis A Rohde
- Programa de Transtornos de Déficit de Atenção/Hiperatividade, Departamento de Psiquiatria, Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil.,Instituto Nacional de Psiquiatria do Desenvolvimento para Crianças e Adolescentes, São Paulo, SP, Brazil
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17
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Lüdeke S, Linderkamp F, Baumann T, Lembke EJ. Empirical Analysis of Creativity in Children and Adolescents with Internalizing and Externalizing Problem Behavior. CHILD & YOUTH CARE FORUM 2020. [DOI: 10.1007/s10566-020-09546-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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18
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Metacontrol of human creativity: The neurocognitive mechanisms of convergent and divergent thinking. Neuroimage 2020; 210:116572. [DOI: 10.1016/j.neuroimage.2020.116572] [Citation(s) in RCA: 51] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 12/04/2019] [Accepted: 01/17/2020] [Indexed: 12/12/2022] Open
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19
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Herz N, Baror S, Bar M. Overarching States of Mind. Trends Cogn Sci 2020; 24:184-199. [DOI: 10.1016/j.tics.2019.12.015] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2019] [Revised: 11/20/2019] [Accepted: 12/24/2019] [Indexed: 12/30/2022]
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20
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Baas M, Boot N, van Gaal S, de Dreu CK, Cools R. Methylphenidate does not affect convergent and divergent creative processes in healthy adults. Neuroimage 2020; 205:116279. [DOI: 10.1016/j.neuroimage.2019.116279] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2019] [Revised: 10/09/2019] [Accepted: 10/13/2019] [Indexed: 01/24/2023] Open
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21
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Silver Lining Theories of Creativity: Commentary on “Why Being Bored Might Not Be a Bad Thing after All” by G. Park, B. Lim, and H. Oh. ACADEMY OF MANAGEMENT DISCOVERIES 2019. [DOI: 10.5465/amd.2018.0230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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22
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Taylor CL, Zaghi AE, Kaufman JC, Reis SM, Renzulli JS. Characteristics of
ADHD
Related to Executive Function: Differential Predictions for Creativity‐Related Traits. JOURNAL OF CREATIVE BEHAVIOR 2018. [DOI: 10.1002/jocb.370] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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23
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Van Leeuwen W, Baas M. Creativity Under Attack: How People’s Role in Competitive Conflict Shapes Their Creative Idea Generation. CREATIVITY RESEARCH JOURNAL 2017. [DOI: 10.1080/10400419.2017.1376492] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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24
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Suurmond R, van Rhee H, Hak T. Introduction, comparison, and validation of Meta-Essentials: A free and simple tool for meta-analysis. Res Synth Methods 2017; 8:537-553. [PMID: 28801932 PMCID: PMC5725669 DOI: 10.1002/jrsm.1260] [Citation(s) in RCA: 421] [Impact Index Per Article: 60.1] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2016] [Revised: 07/14/2017] [Accepted: 07/24/2017] [Indexed: 01/02/2023]
Abstract
We present a new tool for meta-analysis, Meta-Essentials, which is free of charge and easy to use. In this paper, we introduce the tool and compare its features to other tools for meta-analysis. We also provide detailed information on the validation of the tool. Although free of charge and simple, Meta-Essentials automatically calculates effect sizes from a wide range of statistics and can be used for a wide range of meta-analysis applications, including subgroup analysis, moderator analysis, and publication bias analyses. The confidence interval of the overall effect is automatically based on the Knapp-Hartung adjustment of the DerSimonian-Laird estimator. However, more advanced meta-analysis methods such as meta-analytical structural equation modelling and meta-regression with multiple covariates are not available. In summary, Meta-Essentials may prove a valuable resource for meta-analysts, including researchers, teachers, and students.
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Affiliation(s)
- Robert Suurmond
- Rotterdam School of Management, Erasmus University, The Netherlands
| | - Henk van Rhee
- Rotterdam School of Management, Erasmus University, The Netherlands
| | - Tony Hak
- Rotterdam School of Management, Erasmus University, The Netherlands
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25
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Boot N, Baas M, Mühlfeld E, de Dreu CK, van Gaal S. Widespread neural oscillations in the delta band dissociate rule convergence from rule divergence during creative idea generation. Neuropsychologia 2017; 104:8-17. [DOI: 10.1016/j.neuropsychologia.2017.07.033] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2016] [Revised: 07/28/2017] [Accepted: 07/29/2017] [Indexed: 11/25/2022]
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