Are dyslexic people more creative? myth or realitya meta-analysis

  1. Mónica Gutiérrez-Ortega 1
  2. Maryem Torres-Quesada 2
  3. Patricia Crespo 2
  4. Verónica López-Fernández 2
  5. Noemi Fariña 2
  6. Analía Barbón 2
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universidad Internacional de La Rioja, Logroño
Revue:
Psicología educativa

ISSN: 1135-755X

Année de publication: 2023

Volumen: 29

Número: 1

Pages: 55-64

Type: Article

DOI: 10.5093/PSED2023A1 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Psicología educativa

Objectifs de Développement Durable

Résumé

La afirmación de que las personas con dislexia son más creativas que las personas sin este trastorno específico del aprendizaje está muy extendida. Pero la complejidad del constructo de creatividad y la forma en que esta se mide, hace que esta afirmación sea contradictoria. El objetivo de esta revisión es doble; por un lado, pretende explorar la relación entre dislexia y creatividad, así como analizar las categorías del pensamiento divergente: fluidez, originalidad, abstracción, elaboración y flexibilidad; por otro, pretende identificar moderadores que puedan estar influyendo en esta relación, como la edad, el país o la prueba utilizada. Se recuperaron trece estudios empíricos, con un total de 39 tamaños de efecto. Los resultados muestran que no existen diferencias significativas en cuanto a la creatividad entre personas con dislexia y sin ella cuando se considera el constructo como un todo. Sin embargo, se observa una relación significativa entre ambos al analizar las categorías de pensamiento divergente de forma aislada.

Références bibliographiques

  • Alves, R. J. R., & De Cássia Nakano, T. (2014). Creativity and intelligence in children with and without developmental dyslexia. Paidéia, 24(59), 361-369. https://doi.org/10.1590/1982-43272459201410
  • Antonietti, A., Colombo, B., & Pizzingrilli, P. (2011). The WCR model of creativity. From concept to application. The Open Education Journal, 4(1), 80-89. https://doi.org/10.2174/1874920801104010080
  • Avitia, M. (2019). Differences in creativity across domains between students with dyslexia and those without (Doctoral dissertation). https://opencommons.uconn.edu/dissertations/2339
  • Baer, J. (2011). Four (more) arguments against the Torrance Tests. Psychology of Aesthetics, Creativity and the Arts, 5(4), 316-317. https:// doi.org/10.1037/a0025211
  • Bigozzi, L., Tarchi, C., Pinto, G., & Donfrancesco, R. (2016). Divergent thinking in Italian students with and without reading impairments. International Journal of Disability, Development and Education, 63(4), 450-466. https://doi.org/10.1080/1034912X.2015.1127335
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Wiley.
  • Callens, M., Tops, W., & Brysbaert, M. (2012). Cognitive profile of students who enter higher education with an indication of dyslexia. PloS One, 7(6), Article e38081. https://doi.org/10.1371/journal.pone.0038081
  • Cancer, A., & Antonietti, A. (2019). Creativity and dyslexia: Theoretical insights and empirical evidence supporting a possible link. In S. Kreitler (Ed.), New frontiers in creativity (pp. 125-148). Nova Science Publishers. http://hdl.handle.net/10807/149270
  • Cochran, W. G. (1977). Sampling techniques (3rd ed.). John Wiley & Sons. Corlu, M., Özcan, O., & Korkmazlar, Ü. (2007). The potential of dyslexic individuals in communication design education. Behavioural Neurology, 18(4), 217-223. https://doi.org/10.1155/2007/327530
  • Démonet, J. F., Taylor, M. J., & Chaix, Y. (2004). Developmental dyslexia. The Lancet, 363(9419), 1451-1460. https://doi.org/10.1016/S0140- 6736(04)16106-0
  • Erbeli, F., Peng, P., & Rice, M. (2021). No evidence of creative benefit accompanying dyslexia: A meta-analysis. Journal of Learning Disabilities,55(3), 242-253. https://doi. org/10.1177/00222194211010350
  • Everatt, J., Stefferd, B., & Smythe, I. (1999). An eye for the unusual. Creative thinking in dyslexics. Dyslexia, 5(1), 28-46. https://doi.org/10.1002/ (SICI)1099-0909(199903)5:1<28::AID-DYS126>3.0.CO;2-K
  • Everatt, J., Weeks, S., & Brooks, P. (2008). Profiles of strengths and weaknesses in dyslexia and other learning difficulties. Dyslexia, 14(1), 16-41. https://doi.org/10.1002/dys.342
  • Fernández Díaz, J. R., Llamas Salguero, F., & Gutiérrez Ortega, M. (2019). Creatividad: revisión del concepto. ReiDoCrea: Revista Electrónica de Investigación, 8, 467-483. https://doi.org/10.30827/Digibug.58264
  • Gagliano, A., Siracusano, R., Boncoddo, M., Calarese, T., Ilardo, G., Fidi, D., & Germanò, E. (2014). Personality profiles of dyslexic children: A study with the Big Five Questionnaire. Life Span and Disability, 17(1), 7-24.
  • Gindrich, P. A., & Kazanowski, Z. (2017). The creative potential and self-reported learning disabilities of polish university students who major in special education. SAGE Open, 7(1). https://doi. org/10.1177/2158244016689128
  • González, K. J., Arias-Castro, C. C., & López-Fernández, V. (2019). Una revisión teórica de la creatividad en función de la edad [A review of the theory of creativity as a function of age]. Papeles del Psicólogo, 40(2), 125-132. https://doi.org/10.23923/pap.psicol2019.2901
  • Guilford, J. P. (1950). Creativity. The American Psychologist, 5(9), 444-45. https://doi.org/10.1037/h0063487
  • Hatcher, J., Snowling, M. J., & Griffiths, Y. M. (2002). Cognitive assessment of dyslexic students in higher education. British Journal of Educational Psychology, 72(1), 119-133. https://doi.org/10.1348/000709902158801
  • Hedges, L. V., & Olkin, I. (2014). Statistical methods for meta-analysis. Academic Press.
  • Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539-1558. https://doi. org/10.1002/sim.1186
  • Higgins, J., Thompson, S., Deeks, J., & Altman, D. (2002). Statistical heterogeneity in systematic reviews of clinical trials: A critical appraisal of guidelines and practice. Journal of Health Services Research & Policy, 7(1), 51-61. https://doi.org/10.1258/1355819021927674
  • Kapoula, Z., Ruiz, S., Spector, L, Mocorovi, M., Gaertner, C., Quilici, C., & Vernet, M. (2016). Education influences creativity in dyslexic and nondyslexic children and teenagers. PLoS ONE, 11(3), Article e0150421. https://doi.org/10.1371/journal.pone.0150421
  • Kapoula, Z., & Vernet, M. (2016). Dyslexia, education and creativity, a cross-cultural study. In Z. Kapoula & M. Vernet (Eds.), Aesthetics and neuroscience (pp. 31-44). Springer.
  • Karolyi, V. C., Winner. E., Gray, W., & Sherman, G. F. (2003). Dyslexia linked to talent: Global visual-spatial ability. Brain and Language, 85(3), 427- 431. https://doi.org/10.1016/S0093-934X(03)00052-X
  • Kasirer, A., & Mashal, N. (2016). Comprehension and generation of metaphoric language in children, adolescents, and adults with dyslexia. Dyslexia, 23(2), 99-118. https://doi.org/10.1002/dys.1550
  • Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3-14. https://doi.org/10.1207/s15326934crj1801_2
  • Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Keele University.
  • Koyama, M. S., Di Martino, A., Kelly, C., Jutagir, D. R., Sunshine, J., Schwartz, S. J., Castellanos, F X., & Milham, M. P. (2013). Cortical signatures of dyslexia and remediation: An intrinsic functional connectivity approach. PloS ONE, 8(2), Article e55454. https://doi.org/10.1371/ journal.pone.0055454
  • LaFrance, E. B. (1995). Creative thinking differences in three groups of exceptional children as expressed through completion of figural forms. Roeper Review, 17(4), 248-252. https://doi. org/10.1080/02783199509553675
  • Lipsey, M., & Wilson, D. (2001). Practical meta-analysis. Sage.
  • Lockiewicz, M., Bogdanowicz, K. M., & Bogdanowicz, M. (2014). Psychological resources of adults with developmental dyslexia. Journal of Learning Disabilities, 47 (6), 543-555. https://doi.org/10.1177/0022219413478663
  • Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14. https://doi.org/10.1007/s11881-003- 0001-9
  • Majeed, N. M., Hartanto, A., & Tan, J. J. (2021). Developmental dyslexia and creativity: A meta-analysis. Dyslexia, 27(2), 187-203. https://doi. org/10.1002/dys.1677
  • Martinelli, V, Camilleri D, & Fenech D. (2018). Common beliefs and research evidence about dyslexic students’ specific skills: Is it time to reassess some of the evidence? Interdisciplinary Education and Psychology, 2(2), 1-16. https://doi.org/10.31532/InterdiscipEducPsychol.2.2.004
  • Navarro, J. (2008). Mejora de la creatividad en el aula de primaria [Improvement of creativity in Primary Education] (Doctoral thesis). University of Murcia, Spain.
  • Niu, W., & Sternberg, R. J. (2003). Societal and school influences on student creativity: The case of China. Psychology in the Schools, 40(1), 103-114. https://doi.org/10.1002/pits.10072
  • Ott, P. (1997). How to detect and manage dyslexia: A reference and resource manual. Heinemann Educational Publishers.
  • P chalska, M., Bogdanowicz, K., Tomaszewska, K., Łockiewicz, M., & Bogdanowicz, M. (2009). The stimulation of creative activity in dyslexic adults. Acta Neuropsychologica, 7(2), 113-130.
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71). https://doi.org/10.1136/bmj.n71
  • Plucker, J. A., & Makel, M. C. (2010). Assessment of creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 48-73). Cambridge University Press.
  • Plucker, J. A., & Renzulli, J. S. (1999). Psychometric approaches to the study of human creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 35-61). Cambridge University Press.
  • Raudenbush, S. W. (2009). Analyzing effect sizes: Random-effects models. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (pp. 295-315). Russell Sage Foundation.
  • Runco, M. A. (2007). Creativity. Elsevier. Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity.
  • Creativity Research Journal, 24(1), 92-96. https://doi.org/10.1080/104 00419.2012.650092
  • Runco, M. A., Plucker, J. A., & Lim, W. (2001). Development and psychometric integrity of a measure of ideational behavior. Creativity Research Journal, 13(3-4), 393-400. https://doi.org/10.1207/ S15326934CRJ1334_16
  • Said-Metwaly, S., Fernández-Castilla, B., Kyndt, E., & Van den Noortgate, W. (2018). The factor structure of the Figural Torrance Tests of Creative Thinking: A meta-confirmatory factor analysis. Creativity Research Journal, 30(4), 352-360.
  • Said-Metwaly, S., Fernández-Castilla, B., Kyndt, E., Van den Noortgate, W., & Barbot, B. (2019). Developmental trend of school-age students’ divergent thinking: A meta-analysis. In Pre-Conference Symposium Big Data in Psychology, Dubrovnik, Croatia. ZPID (Leibniz Institute for Psychology Information).
  • Said-Metwaly, S., Noortgate, W., & Kyndt, E. (2017). Methodological issues in measuring creativity: A systematic literature review. Creativity. Theories-Research-Applications, 4(2) 276-301. https://doi.org/10.1515/ ctra-2017-0014
  • Shaywitz, S. E., Holahan, J. M., Kenney, B., & Shaywitz, B. A. (2020). The Yale outcome study: Outcomes for graduates with and without dyslexia. Journal of Pediatric Neuropsychology, 6(4), 189-197. https://doi. org/10.1007/s40817-020-00094-3
  • Å im íková, K. (2018). Creativity in dyslexic individuals. The Educational Review, 2(9), 458-467. https://doi.org/10.26855/er.2018.09.001
  • Sterne, J., & Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. In Rothstein, H. R. & Borenstein, M. (Eds.). Publication bias in meta-analysis: Prevention, assessment, and adjustments (pp. , 99-110). Wiley. https://doi.org/10.1002/0470870168. ch6
  • Swanson, H. L., & Hsieh, C. J. (2009). Reading disabilities in adults: A selective meta-analysis of the literature. Review of Educational Research, 79(4), 1362-1390. https://doi.org/10.3102/0034654309350931
  • Tafti, M. A., & Hameedy, M. A., & Baghal, N. M. (2009). Dyslexia, a deficit or a difference: comparing the creativity and memory skills of dyslexic and non-dyslexic students in Iran. Social Behavior and Personality, 37(8), 1009-1016. https://doi.org/10.2224/sbp.2009.37.8.1009
  • Torrance, E. P. (1966). The Torrance Tests of Creative Thinking-normstechnical manual research edition-verbal tests, Forms a and b-Figural tests, forms a and b. Personnel Press.
  • Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children: a study of the creativity-intelligence distinction. Holt, Rinehart, & Winston
  • Wells, G. A., Shea, B., O’Connell, D., Peterson, J., Welch, V., Losos, M., & Tugwell, P. (2000). The Newcastle-Ottawa Scale (NOS) for assessing the quality of nonrandomised studies in meta-analyses.
  • Wells, G. A, Shea, B., O’Connell, D., Peterson, J., Welch, V., Losos, M., & Tugwell, P. (2014). Newcastle-Ottawa quality assessment scale cohort studies. University of Ottawa. https://www.ncbi.nlm.nih.gov/books/ NBK99082/bin/appb-fm4.pdf
  • Wolff, U., & Lundberg, I. (2002). The prevalence of dyslexia among art students. Dyslexia, 8(1), 34-42. https://doi.org/10.1002/dys.211
La source de données: Dialnet