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Creative thinking in mentally retarded deaf adolescents.

R A Johnson1

  • 1Old Dominion University, Norfolk, VA.

Psychological Reports
|June 1, 1990
PubMed
Summary

This study found that deaf adolescents with intellectual disabilities showed higher fluency but lower originality in creative thinking compared to hearing peers. These differences highlight unique cognitive profiles in deaf youth with mental retardation.

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Area of Science:

  • Psychology
  • Special Education
  • Developmental Psychology

Background:

  • Creative thinking is a key cognitive function.
  • Understanding cognitive differences in adolescents with disabilities is crucial.
  • Hearing status may influence creative thinking development.

Purpose of the Study:

  • To compare creative thinking (Fluency, Originality) between mentally retarded deaf and hearing adolescents.
  • To examine the impact of intellectual disability severity on hearing status.
  • To investigate interactions between hearing status and intelligence in creative thinking.

Main Methods:

  • Matched-group design comparing 30 mentally retarded deaf adolescents with 30 mentally retarded hearing adolescents.
  • Multivariate factorial analysis of variance used for statistical analysis.
  • Assessment focused on creative thinking, intellectual disability severity, and intelligence.

Main Results:

  • Mentally retarded deaf adolescents significantly differed from hearing peers in Fluency and Originality.
  • Deaf adolescents demonstrated higher scores in Fluency.
  • Hearing adolescents exhibited higher scores in Originality.

Conclusions:

  • Hearing status significantly impacts specific aspects of creative thinking in adolescents with intellectual disabilities.
  • Deafness is associated with enhanced divergent thinking (Fluency), while hearing is linked to enhanced convergent thinking (Originality).
  • No significant interactions were found between hearing status and intelligence or severity of intellectual disability.

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