Assessing Aspects of Creativity in Deaf and Hearing High School Students

To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in t...

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Bibliographic Details
Published in:Journal of deaf studies and deaf education 2013-04, Vol.18 (2), p.228-241
Main Authors: Stanzione, Christopher M., Perez, Susan M., Lederberg, Amy R.
Format: Article
Language:English
Subjects:
Ability tests
Adolescent
Adolescent Development
Adolescents
Auditory perception
Biological and medical sciences
Case-Control Studies
Child development
Child psychology
Comparative Analysis
Creative Thinking
Creativity
Deaf education
Deafness
Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology
Educational psychology
Elementary school students
Empirical Articles
English
Female
Fundamental and applied biological sciences. Psychology
Handicap
Hearing
Hearing Impairments
High School Students
Humans
Male
Medical sciences
Non tumoral diseases
Originality
Otorhinolaryngology. Stomatology
Persons With Hearing Impairments - psychology
Psychology and medicine
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
School age children
Secondary school students
Sign Language
Students - psychology
Teaching methods
Thinking
Verbal Communication
Writing
Written Language
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Summary:To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also adjusting the instructional method in written format, sign language, or spoken English. Deaf students' performance was equal to, or more creative than, hearing students on the figurai assessment of divergent thinking, but less creative on the verbal assessment. Additional studies should be conducted to determine whether this was an anomalous finding or one that might contribute to hypotheses yielding effective interventions.
ISSN:1081-4159
1465-7325
DOI:10.1093/deafed/ens043