Divergent Thinking Among Deaf and Hearing Adolescents: A Twofold Approach

• In Event: Roundtable Session 91
  In Roundtable Session: Research on the Education of Deaf Persons Roundtable

Abstract

The current study examines creativity by way of divergent thinking in both deaf and hearing adolescents. Previous literature seems to be conflicted when it comes to deaf individuals thinking creatively. Divergent thinking is investigated in both verbal and nonverbal contexts, as well as a manipulation of instructions for both groups. Condition 1 was a face-to-face inclusion of instructions in both sign language and spoken English for the deaf and hearing, respectfully. Condition 2 involved an all-inclusive self-guided reading delivery of the instructions. The findings indicated that deaf adolescents perform best on a nonverbal creativity assessment in Condition 2. This finding supports previous research in that deaf individuals can think creatively and are not limited by concrete thought.

Authors

• Christopher Stanzione, Georgia State University

• Susan M. Perez, University of North Florida

• Amy R. Lederberg, Georgia State University