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Record identifier : 568090
Personal Name - Primary Intelectual Responsibility : Sidel, Allison B.
Title and statement of responsibility : Creative thinking, sustained attention, and intelligence in school-age children with attention-deficit/hyperactivity disorder [Thesis]
Publication, Distribution,Etc. : Fairleigh Dickinson University, 2007
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Fairleigh Dickinson University
Summary or Abstract : This study examined the relationship among creative thinking, sustained attention, and intelligence in a school-age ADHD population. The literature suggests that children with ADHD exhibit significant deficits in executive functioning, which leads many to conclude that they will also exhibit deficits in other areas of executive functioning, such as creative thinking. However, there is some evidence to suggest that individuals with looser attentional controls can make associations between remote ideas and subsequently elicit more creative thought. A scarcity of research exists in this area, and to date no study has examined sustained attention in children with ADHD and how it relates to creative thinking and intelligence. A sample of sixty-three children, ages six to twelve years, who voluntarily participated in a larger study at New York Presbyterian Hospital - Weill Medical College of Cornell University, Westchester Division, were included. Trained graduate students administered the Test of Variables of Attention (T.O.V.A.), the Wechsler Abbreviated Scale of Intelligence (WASI), and the Alternate Uses Test (AUT) to participants. Clinical diagnoses were assigned by the Diagnostic Interview for Children and Adolescents (Parent Version) and confirmed by a clinical interview with the parent conducted by a licensed psychologist. Results of correlational analyses found no significant relationship between the AUT and T.O.V.A. variables; a better performance on the WASI was associated with a better performance on many of the T.O.V.A. variables; and a better performance on the WASI was associated with a better performance on some of the AUT variables. Age correlated highly with many of the study variables, most notably the AUT variables, confounding the results. A regression analysis found that age and the WASI Full-4 IQ were predictive of the AUT fluency score; age and VIQ were predictive of the flexibility score; and age and the Vocabulary subtest were predictive of the originality score. These results suggest that creative thinking increases with age in children with ADHD, and therefore age should be controlled for in studies of creative thinking in this population. Additional research including a broader range of creative thinking, attentional, fluency, and executive function measures is suggested..
Topical Name Used as Subject : Psychotherapy
Information of biblio record : TL
 
 
 
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