Creativity and Mental Illness: Attention-deficit/hyperactivity disorder and creativity: ever the twain shall meet?
Creativity and Mental Illness: Attention-deficit/hyperactivity disorder and creativity: ever the twain shall meet?
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创造力和精神疾病：注意力缺陷/多动症和创造力：两者会相遇吗？
DOI：
10.1017/cbo9781139128902.015
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发表时间：
2014
影响因子：
--
通讯作者：
D. Healey
中科院分区：
文献类型：
--
作者：
D. Healey
注意缺陷/多动障碍（ADHD）是儿童心理学中最普遍和研究最广泛的疾病之一。它被视为一种发育性神经认知障碍，其核心症状包括极度注意力不集中和多动/冲动行为，这会导致严重的功能障碍。据保守估计，来自不同文化和地理区域的儿童中有3 - 6%患有此病，其中男孩的比例约为3比1 （APA, 2000）。尽管ADHD的表现与年龄和性别有关，但它会影响个体的整个生命周期（Barkley, 1998; Tannock, 1998; Weiss and Hechtman, 1993）。一些作者认为，被诊断患有多动症的儿童与具有创造力的儿童之间存在明显的相似性（Cramond, 1994; Guenther, 1995; Leroux and Levitt-Perlman, 2000; Lovecky, 1994; Shaw and Brown, 1991）。例如，Guenther（1995）指出，多动症的许多特征，如注意力不集中、多动、冲动、难相处的气质、缺乏社交技能和学习成绩不佳，也存在于具有创造力的儿童身上。与此相一致，Dawson（1997）发现，教师将以下特征评为创造性儿童的典型特征：“随心所欲地制定规则”、“冲动”、“不墨守成规”和“情绪化”。创造性孩子最不典型的特征是“宽容”、“务实”、“可靠”和“脾气好”；对于患有多动症的儿童也给出了类似的评分。然而，在两种文学作品中，对这些相似行为的描述往往存在明显差异。在ADHD文献中，每一个特征通常都被描述为消极的内涵，而在创造性文献中，同样的特征往往被描述为积极的内涵（Cramond, 1995）。当描述注意力不集中时，多动症儿童被描述为容易分心，经常不能完成任务，经常改变活动（Lahey等人）。, 1988);有创造力的孩子被描述为有广泛的兴趣，表现出玩弄想法的倾向，有时会对一个想法失去兴趣，转而接受另一个想法（Cramond, 1995）。
Attention-deficit/hyperactivity disorder (ADHD) is the existing label for one of the most prevalent and vigorously studied conditions in child psychology. It is seen as a developmental neurocognitive disorder where the core symptoms include extreme inattention and hyperactive/impulsive behavior, which cause significant impairment in functioning. It is conservatively estimated to occur in 3–6 percent of children from varied cultures and geographical regions, with an overrepresentation of boys by approximately three to one (APA, 2000). ADHD affects individuals throughout the life span, although there are age- and gender-related changes in its manifestation (Barkley, 1998; Tannock, 1998; Weiss and Hechtman, 1993). Similarities between children with ADHD and those who are creative Some authors have argued that there are distinct similarities between children who are diagnosed with ADHD and those who are creative (Cramond, 1994; Guenther, 1995; Leroux and Levitt-Perlman, 2000; Lovecky, 1994; Shaw and Brown, 1991). For instance, Guenther (1995) noted that many of the features of ADHD, such as inattention, hyperactivity, impulsivity, difficult temperament, deficient social skills, and academic underachievement, are also found in children who are creative. In accordance with this, Dawson (1997) found that teachers rated the following traits as typical of a creative child: “makes up the rules as he or she goes along,” “is impulsive,” “is a non-conformist,” and “is emotional.” The traits seen as least typical of the creative child were “is tolerant,” “is practical,” “is reliable,” and “is good natured”; similar ratings have been given in regard to children with ADHD. There is, however, often a distinct difference in the description of these similar behaviors across the two bodies of literature. In the ADHD literature, each characteristic is generally described with negative connotations, whereas in the creative literature the same characteristic is often described with positive connotations (Cramond, 1995). When describing inattention, children with ADHD are depicted as easily distracted, often failing to complete tasks, and frequently changing activities (Lahey et al ., 1988); and creative children are depicted as having a broad range of interests, showing a tendency to play with ideas, and sometimes losing interest in one idea to take up another (Cramond, 1995).