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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The Nuanced Relationship Between Creative Cognition and the Interaction Between Executive Functioning and Intelligence
The current study addresses gaps in our understanding of the relationship between creative cognition, intelligence (IQ), and executive functioning (EF). Undergraduate students completed an IQ test, verbal and figural divergent thinking (DT) tests, and a self‐assessment of EF, across four study sessions. Participant data (
- Award ID(s):
- 1653854
- PAR ID:
- 10449892
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- The Journal of Creative Behavior
- Volume:
- 55
- Issue:
- 3
- ISSN:
- 0022-0175
- Page Range / eLocation ID:
- p. 857-874
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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This study utilized data from the Avon Longitudinal Study of Parents and Children (
N = 14,860) to examine whether early‐life family income (age 0–5) predicted long‐term academic achievement (age 16–18) and to investigate the role of executive function (EF) assessed multiple times across age 7–11 in explaining this association. Task‐based EF was a significant mediator between early‐life family income and later academic achievement in every model. This mediating pathway persisted when adjusting for a comprehensive panel of covariates including verbal IQ, sex, family income at ages 8 and 18, and early‐life temperament. Additionally, teacher‐rated and parent‐rated EF mediated in some models. Overall, these findings suggest that childhood EF may play an important role in perpetuating income‐based educational disparities. -
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ABSTRACT Automated scoring is a current hot topic in creativity research. However, most research has focused on the English language and popular verbal creative thinking tasks, such as the alternate uses task. Therefore, in this study, we present a large language model approach for automated scoring of a scientific creative thinking task that assesses divergent ideation in experimental tasks in the German language. Participants are required to generate alternative explanations for an empirical observation. This work analyzed a total of 13,423 unique responses. To predict human ratings of originality, we used XLM‐RoBERTa (Cross‐lingual Language Model‐RoBERTa), a large, multilingual model. The prediction model was trained on 9,400 responses. Results showed a strong correlation between model predictions and human ratings in a held‐out test set (
n = 2,682;r = 0.80; CI‐95% [0.79, 0.81]). These promising findings underscore the potential of large language models for automated scoring of scientific creative thinking in the German language. We encourage researchers to further investigate automated scoring of other domain‐specific creative thinking tasks. -
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Summary Sleep is able to contribute not only to memory consolidation, but also to post‐sleep learning. The notion exists that either synaptic downscaling or another process during sleep increase post‐sleep learning capacity. A correlation between augmentation of the sleep slow oscillation and hippocampal activation at encoding support the contribution of sleep to encoding of declarative memories. In the present study, the effect of closed‐loop acoustic stimulation during an afternoon nap on post‐sleep encoding of two verbal (word pairs, verbal learning and memory test) and non‐verbal (figural pairs) tasks and on electroencephalogram during sleep and learning were investigated in young healthy adults (
N = 16). Closed‐loop acoustic stimulation enhanced slow oscillatory and spindle activity, but did not affect encoding at the group level. Subgroup analyses and comparisons with similar studies lead us to the tentative conclusion that further parameters such as time of day and subjects' cognitive ability influenced responses to closed‐loop acoustic stimulation. -
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Abstract Joint attention (JA), infants' ability to engage in triadic attention with another person and a separate object or event, emerges in infancy. Responding to joint attention (RJA) develops earlier than initiating joint attention (IJA) and may benefit from a reconceptualization from a competence to a skill that varies in performance. Investigating associations between RJA performance and important skills of toddlerhood such as language, social responsiveness, and executive function (EF) in typically developing samples can better elucidate how RJA may serve as a developmental precursor to later dimensional skills, with implications for both typical and atypical development. Here, 210 (82% White) infants completed the Dimensional Joint Attention Assessment (DJAA), a naturalistic play‐based assessment of RJA, at 8–15 months. At 16–38 months social responsiveness, verbal ability, and EF were assessed. Multilevel models showed that DJAA scores were associated with later verbal abilities and parent‐reported social responsiveness. Exploratory analyses showed trend‐level associations between RJA and EF. Results establish the content validity of the DJAA as a measure of RJA, and longitudinal associations with later verbal ability and social responsiveness. Future work should examine EF emergence and consolidation, and RJA and later EF associations.
