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Anxiety disorders in children with high intellectual potential
- Solenn Kermarrec, Laurie Attinger, Jacques-Henri Guignard, Sylvie Tordjman
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- Journal:
- BJPsych Open / Volume 6 / Issue 4 / July 2020
- Published online by Cambridge University Press:
- 06 July 2020, e70
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- Article
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Background
Several studies have reported anxiety disorders in children with high intellectual potential (HIP). However, there are discrepant results possibly as a result of methodological biases (different/absent definitions of HIP, small sample sizes, non-validated/adapted/specific tools for assessing anxiety and a single observational source).
AimsTo examine more thoroughly the relationships between HIP and anxiety in large samples of children using clear definitions of HIP, different observational sources and specific assessments of anxiety.
MethodChildren with HIP (n = 211, total IQ ≥130) were compared with children without HIP (n = 397, total IQ <130) for anxiety using different observational sources (child psychiatric diagnosis, parental evaluation and child's self-evaluation). Intellectual functioning was assessed using the Wechsler Intelligence Scale.
ResultsThere were significantly more children with HIP who had anxiety disorders than children without HIP based on the child psychiatric diagnosis. Moreover, based on the child's self-evaluation, children with a high Verbal Comprehension Index (VCI ≥130) were significantly more anxious than children with a VCI <130, whereas children with a high Perceptual Reasoning Index (PRI ≥130) were significantly less anxious than children with a PRI <130. Finally, there was no significant relationship between levels of intellectual functioning and anxiety according to parental observation.
ConclusionsThe results highlight the importance of using multiple observational sources and conducting analyses on different dimensions of intellectual functioning (such as VCI and PRI), rather than only on the composite total IQ score. High verbal potential might be a factor of vulnerability for anxiety, whereas high perceptual reasoning might be a protective factor. Further studies are necessary to understand better the mechanisms underlying these results.
15 - Creativity and Reason: Friends or Foes?
- from SECTION THREE - CREATIVITY AND REASON: INTERACTIONS AND RELATED CONSTRUCTS
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- By Jacques-Henri Guignard, Université Paris Descartes, Todd Lubart, Université Paris Descartes
- Edited by James C. Kaufman, University of Connecticut, John Baer, Rider University, New Jersey
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- Book:
- Creativity and Reason in Cognitive Development
- Published online:
- 05 February 2016
- Print publication:
- 15 February 2016, pp 282-301
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Summary
We here explore possible links between reasoning and creativity. Creativity has sometimes been described as a blind search with retention of fortuitous “good” ideas, as a “freewheeling” mental activity, as “thinking outside the box” and as the result of “primary processes” that are intuitive. Creativity is often contrasted with adaptive step-by-step processing, controlled thought, logic and prototypical “reasoning” behavior. However, is this dichotomy a reasonable picture of the way things work, or rather a caricature that hides some deep links between reasoning and creativity? First, the relationship between the development of logical thought and creative thinking in children is examined. Then connections between creativity and formal and postformal reasoning, in particular dialectical thinking, are studied. Finally, implications and conclusions are drawn.
In this chapter, we consider reasoning, in general, as the act of thinking based on inductive and deductive processes. It is often associated, more specifically, with the process of developing and supporting assertions, claims, proposals or conclusions from facts or premises, based on a set of arguments (Reber, 1995). Reasoning, in many cases, provides the basis for action or decisions. The development of reasoning is often viewed as an important educational goal.
Creativity, in contrast, can be defined as the capacity to produce novel, original work that fits with task constraints (Lubart, 1994). Work refers to all types of ideas and productions. This work must be novel in the sense that it goes beyond a replication or copy of that which exists. The extent to which the work produced is novel can vary from being original only for the person who completed the work (this is the notion of reinventing ideas known already in the larger social context) to being original for a limited social group, to being original for all of humanity. The second component in the definition concerns the fit with constraints. We distinguish creative ideas from bizarre ideas, which are also novel, because creative ideas take into account the parameters of a situation, the constraints. Novel productions that are in some way “useful”, or “worthwhile”, in a given context are, thus, creative.
In the following sections the links between reasoning and creativity are examined.
14 - Is It Reasonable to Be Creative?
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- By Jacques-Henri Guignard, Institute de Psychologie, Laboratoire Cognition et Développement, Université René Descartes, Paris, Todd Lubart, Laboratoire Cognition et Développement, UMR 8605, Université René Descartes, Paris
- Edited by James C. Kaufman, California State University, San Bernardino, John Baer, Rider University, New Jersey
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- Book:
- Creativity and Reason in Cognitive Development
- Published online:
- 19 January 2010
- Print publication:
- 29 May 2006, pp 269-281
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Summary
Reasoning refers, in general, to the act of thinking based on inductive and deductive processes. It is often associated, more specifically, with the process of developing and supporting assertions, claims, proposals, or conclusions (Reber, 1995). It provides, in many cases, the basis for action or decisions. The development of reasoning is often viewed as an important educational goal. In this chapter, we focus on the relation between reasoning and another aspect of cognition that has been gaining increasing attention, namely creativity.
Creativity can be defined as the capacity to produce novel, original work that fits within task constraints (Lubart, 1994). Work refers to all types of ideas and productions. This work must be novel in the sense that it goes beyond a replication or copy of that which exists. The extent to which the work produced is novel can vary from being original only for the person who completed the work (this is the notion of reinventing ideas known already in the larger social context) to being original for a limited social group to being original for all of humanity. The second component in the definition concerns the fit with constraints. We distinguish creative ideas from bizarre ideas, which are also novel, because creative ideas take into account the parameters of a situation, the constraints. Novel productions that are in some way “useful” or “reasonable” in a given context are, thus, creative.
We explore possible links between the development of reasoning and the development of creativity in children and adults.