Buradasınız

The Concept of Creativity in Art and in Science: Are Autistic People Creative?

Journal Name:

Publication Year:

DOI: 
10.5782/2223-2621.2014.17.3.49
Author Name
Abstract (2. Language): 
Usually, autism is said to be characterized by certain difficulties related to lack of creativity. In this paper, based on the arguments offered by McKenzie and paying attention to the neurodiversity perspective, it is held that the concept of creativity has not been understood correctly, and that, if the artistic field is considered, it can be stated that people with autism can be creative, because creativity can be linked to repetition and details. In this way, it is argued that the repetitive and thorough actions that autistic people often make can have beneficial impacts on art, on the development of scientific knowledge, and on social progress in general.
49
67

REFERENCES

References: 

American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental
Disorders (4th ed.). Washington D.C.: American Psychiatric Association.
Armstrong, T. (2011). The Power of Neurodiversity: Unleashing the Advantages of Your
Differently Wired Brain. Cambridge, MA: DaCapo Lifelong/Perseus Books.
Evans, J. St. B. T. (2008). Dual-processing accounts of reasoning, judgment, and social
cognition. Annual Review of Psychology, 59, 255-278.
Frith, U. (1989). Autism: Explaining the Enigma. Oxford, UK: Blackwell Publishing.
Hempel, C. G. (1966). Philosophy of Natural Sciences. Englewood Cliffs, NJ: Prentice-
Hall, Inc.
Inglis, M. & Simpson, A. (2006). Characterising mathematical reasoning: Studies with the
Wason Selection Task. In M. Bosch (Ed.), Proceedings of the Fourth Congress of
the European Society for Research in Mathematics Education (pp. 1768-1777). Sant
Feliu de Guíxols, Spain.
Jones-Gotman, M. & Milner, B. (1977). Design fluency: The invention of nonsense
drawings after focal cortical lesions. Neuropsychologia, 15, 653-674.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
López Astorga, M. (2010a). Neurodiversidad y razonamiento lógico. La necesidad de una
nueva perspectiva en las investigaciones sobre el autismo [Neurodiversity and
logical reasoning. The need for a new perspective on the researches about autism].
Revista de Educación Inclusiva, 3(2), 97-111.
López Astorga, M. (2010b). ¿Puede un profesor desarrollar de modo lógico y sistemático
capacidades creativas? Un análisis filosófico del problema de la creatividad [Can a
teacher develop creative abilities in a logical and systematic way? A philosophical
analysis of the problem of creativity]. Intersecciones Educativas, 2, 95-107.
López Astorga, M. (2011a). La falacia de la conjunción y la contextualización en el autismo
[The conjunction fallacy and the contextualization in autism]. Estudios Pedagógicos,
37(1), 279-291.
López Astorga, M. (2011b). Razonamiento contrafactual y conocimiento general: la
primacía de la estructura formal abstracta en el autismo [Counterfactual reasoning
and general knowledge: the primacy of abstract formal structure in autism]. Revista
de Educación Inclusiva, 4(2), 123-136.
Low, J., Goddard, E., & Melser, J. (2009). Generativity and imagination in autism spectrum
disorder: evidence from individual differences in children´s impossible entity
drawings. British Journal of Developmental Psychology, 27, 425-444.
66 Miguel López Astorga
Lui, M.-J., Shih, W.-L., Ma, L.-Y. (2011). Are children with Asperger Syndrome creative
in divergent thinking and feeling? A brief report. Research in Autism Spectrum
Disorders, 5, 294-298.
McKenzie, R. (2011, July). A different way to think about creativity: The case of autism
and outsider art. Paper presented at the Seventh Global Conference of the project
Creative Engagements: Thinking with Children, Oxford, UK. Retrieved from
http://www.inter-disciplinary.net/wp-content/uploads/2011/07/rmckenzie.pdf
McKenzie, R., Evans, J. St. B. T., & Handley, S. J. (2010). Conditional reasoning in
autism: activation and integration of knowledge and belief. Developmental
Psychology, 46(2), 391-403.
McKenzie, R., Evans, J. St. B. T., & Handley, S. J. (2011). Autism and performance on the
suppression task: reasoning, context and complexity. Thinking and Reasoning,
17(2), 182-196.
Morsanyi, K., Handley, S. J., & Evans J. St. B. T. (2009). Heuristics and biases in autism:
Less biased but not more logical. In N. A. Taatgen & H. van Rijn (Eds.),
Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 75-
80). Austin, TX: Cognitive Science Society.
Reyna, V. F. (2004). How people make decisions that involve risk: a dual-process
approach. Current Directions in Psychology Science, 13, 60-66.
Rosenthal, A., Demers, S. T., Stilwell, W., Graybeal, S., & Zins, J. (1983). Comparison of
interrater reliability on the Torrance tests of creative thinking for gifted and
nongifted students. Psychology in the Schools, 20(1), 25-30.
Scott, F. J., Baron-Cohen, S., & Leslie, A. (1999). “If pigs could fly”: A test of
counterfactual reasoning and pretence in children with autism. British Journal of
Developmental Psychology, 17, 349-362.
Sinclai, W. J. (1909). Semmelweis: His Life and His Doctrine. Manchester, UK:
Manchester University Press.
Stanovich, K. E. (1999). Who is Rational? Studies of Individual Differences in Reasoning.
Mahwah, NJ: Erlbaum.
Stanovich, K. E. (2004). The Robot´s Rebellion: Finding Meaning in the Age of Darwin.
Chicago, IL: Chicago University Press.
Stanovich, K. E. (2012). On the distinction between rationality and intelligence for
understanding individual differences in reasoning. In K. Holyoak & R. Morrison
(Eds.), The Oxford Handbook of Thinking and Reasoning (pp. 343-365). New York,
NY: Oxford University Press.
Stanovich, K. E. & West, R. (2000). Individual differences in reasoning: Implications for
the rationality debate? Behavioral and Brain Sciences, 23, 645-665.
Stenning, K. & Van Lambalgen, M. (2008). Human Reasoning and Cognitive Science.
Cambridge, MA: Massachusetts Institute of Technology (MIT) Press.
Thévoz, M. (1994). An anti-museum: The collection de l´Art Brut in Lausanne (Trans.
Roger Cardinal). In M. D. Hall and E. W. Metcalf, Jr (Eds.), The Artist Outsider:
Creativity and the Boundaries of Culture (p. 63). Washington D.C.: Smithsonian
Institution Press.
The Concept of Creativity in Art and in Science: Are Autistic People Creative? 67
Tversky, A. & Kahneman, D. (1983). Extensional versus intuitive reasoning: The
conjunction fallacy in probability judgement. Psychological Review, 90, 293-315.
Williams, F. E. (1993). The cognitive affective interaction model for enriching gifted
programs. In J. S. Renzulli (Ed.), Systems and Models for Developing Programs for
the Gifted and Talented (pp. 461-484). Highett VIC, Australia: Hawker Brownlow.
World Health Organization (1993). International Classification of Diseases (10th ed.).
Geneve, Switzerland: World Health Organization.

Thank you for copying data from http://www.arastirmax.com