Creativity and Decision Making in Giftedness

  1. Valadez Sierra, María de los Dolores 1
  2. Rodríguez Cervantes, Celia Josefina 1
  3. Verche, Emilio 3
  4. Panduro Espinoza, Beatriz Verónica 2
  1. 1 Institute of Psychology and Special Education, Department of Applied Psychology, University Center of Health Sciences, University of Guadalajara, Guadalajara 44340, Mexico
  2. 2 Department of Human Reproduction Clinics Child Growth and Development, University Center of Health Sciences, University of Guadalajara, Guadalajara 44340, Mexico
  3. 3 Department of Psychobiology Methodology in Behavioural Sciences, Faculty of Education, Complutense University of Madrid, 28040 Madrid, Spain
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Revista:
Education Sciences

ISSN: 2227-7102

Año de publicación: 2024

Volumen: 14

Número: 3

Páginas: 251

Tipo: Artículo

DOI: 10.3390/EDUCSCI14030251 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education Sciences

Resumen

Creativity is the ability to re-experience mental representations and is the basis of intuitive thinking when constructing images prior to the elaboration of an action plan. Creativity is thought to be related to orbitofrontal functions that govern decision making, such as inhibitory control, risk–benefit evaluation and acceptance of limits and rules, given that these processes prepare one against possible scenarios. Objective: In this study, the relationship between creativity and decision making is investigated to understand the needs of gifted students. Method: A cross-sectional descriptive study was carried out with gifted students (IQ mean = 133) aged 8–10 years old (n = 25). Instruments: Creative Imagination Test (PIC) and subtests of the Neuropsychological Battery of Executive Functions and Frontal Lobes (BANFE-2) were employed. Analysis: A Spearman correlation analysis was conducted between the normalized BANFE-2 scores and the percentiles of PIC. Results: Moderate correlations were found between creative/narrative flexibility and decision making/risk percentage (r = 0.432, p ≤ 0.05) and decision making/response-effectiveness (r = 0.426, p ≤ 0.05), as well as between graphic creativity/shadow and color with decision making/response-effectiveness (r = 0.452, p ≤ 0.05) and inhibition (r = 0.673, p ≤ 0.01); moderate negative correlations were found between inhibition and graphic creativity/title (r = −0.570, p ≤ 0.05) and general graphic creativity (r = −0.489, p ≤ 0.05). Conclusions: Creativity in students with intellectual giftedness is favored by a relationship with orbitofrontal functions. Analysis of risk situations and effective decision making increase narrative creation and diminished inhibition allows for greater creative graphic production.

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