Differences between the creativity of people who are deaf or hard of hearing and those with typical hearing: a protocol for the further scoping review
Abstract
As a step prescribed by the Joanna Briggs Institute methodology before conducting a scoping review, the protocol aims to describe differences in creativity between deaf and hard of hearing and typically hearing people. Creativity as a mental process is important for the development of personality, imagination, communication skills, and interpersonal relationships. For this study, the focus was on creativity of deaf and hard of hearing persons. Deaf and hard of hearing people show specific characteristics in their mode of creativity. All the studies that deal with creativity in deaf and hard of hearing people will be included. Studies of any design in English, German, or Czech will be accepted as sources for assessment and analysis for systematic review. The Joanna Briggs Institute methodology for a scoping review will act as a framework for the review that will be prepared. 14 scientific databases will be chosen for this review. Two independent reviewers will identify and evaluate all the titles and abstracts that are acquired. The selected data will be extracted and reported in tabular form and a descriptive format.
Keyword : congenitalness, creativity, hearing impairment, typical hearing, deaf, hard of hearing, scoping review protocol, test of creativity
How to Cite
Potměšilová, P., Potměšil, M., & Klugar, M. (2024). Differences between the creativity of people who are deaf or hard of hearing and those with typical hearing: a protocol for the further scoping review. Creativity Studies, 17(1), 152–164. https://doi.org/10.3846/cs.2024.15890
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Cropley, D. H. (2016). Creativity in engineering. In G. E. Corazza & S. Agnoli (Eds.), Creativity in the Twenty First century. Multidisciplinary contributions to the science of creative thinking (pp. 155–173). Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-287-618-8_10
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DesJardin, J. L. (2006). Family empowerment: Supporting language development in young children who are deaf or hard of hearing. Volta Review, 106(3), 275–298. https://doi.org/10.17955/tvr.106.3.m.574
Dirtu, C., & Soponaru, C. (2016). Creativity and attachment styles. Creativity and Human Development. https://creativityjournal.net/contents/romanian-special-issue/item/296-creativity-and-attachment-styles
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Frith, E. (2022). Long live creativity: Exploring the exercise-creative cognition link in later life. Translational Issues in Psychological Science, 8(1), 47–65. https://doi.org/10.1037/tps0000297
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Kanisauskas, S. (2014). The phenomenon of creativity: Philosophical and synergetic insights. European Scientific Journal, 10(14), 159–168.
Kirrane, M., Kilroy, S., Kidney, R., Flood, P. C., & Bauwens, R. (2019). The relationship between attachment style and creativity: The mediating roles of LMX and TMX. European Journal of Work and Organizational Psychology, 28(6), 784–799. https://doi.org/10.1080/1359432X.2019.1646247
Lampropoulou, V. (2009). The education of deaf children in Greece. In D. F. Moores & M. S. Miller (Eds.), Deaf people around the world: Educational and social perspectives (pp. 194–212). Gallaudet University Press. https://doi.org/10.2307/j.ctv2rcngqz.18
Leigh Neale, E. (1994). The children’s diagnostic drawing series. Art Therapy: Journal of the American Art Therapy Association, 11(2), 119–126. https://doi.org/10.1080/07421656.1994.10759063
Lopata, J. A., Barr, N., Slayton, M., & Seli, P. (2022). Dual-modes of creative thought in the classroom: Implications of network neuroscience for creativity education. Translational Issues in Psychological Science, 8(1), 79–89. https://doi.org/10.1037/tps0000317
Marschark, M. (1997). Psychological development of deaf children. Oxford University Press.
Marschark, M., Everhart, V. S., & Martin, J. (1987). Identifying linguistic creativity in deaf and hearing children. Metaphor and Symbolic Activity, 2(4), 281–306. https://doi.org/10.1207/s15327868ms0204_4
Marschark, M., Shaver, D. M., Nagle, K. M., & Newman, L. A. (2015). Predicting the academic achievement of deaf and hard-of-hearing students from individual, household, communication, and educational factors. Exceptional Children, 81(3), 350–369. https://doi.org/10.1177/0014402914563700
Maurer, M. H. (2017). Draw, write, speak, play: The role of projection in diagnosis and therapy of children and adolescents. In M. H. Maurer (Ed.), Child and adolescent mental health (pp. 3–40). IntechOpen. https://doi.org/10.5772/67578
Munn, Z., Aromataris, E., Tufanaru, C., Stern, C., Porritt, K., Farrow, J., Lockwood, C., Stephenson, M., Moola, S., Lizarondo, L., McArthur, A., Peters, M., Pearson, A., & Jordan, Z. (2019). The development of software to support multiple systematic review types. International Journal of Evidence-Based Healthcare, 17(1), 36–43. https://doi.org/10.1097/XEB.0000000000000152
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18. https://doi.org/10.1186/s12874-018-0611-x
Nettle, D. (2001). Strong imagination: Madness, creativity and human nature. Oxford University Press. https://doi.org/10.1093/oso/9780198507062.001.0001
Passig, D., & Eden, S. (2000). Improving the flexible thinking in deaf and hard of hearing children with virtual reality technology. American Annals of the Deaf, 145(3), 286–291. https://doi.org/10.1353/aad.2012.0102
Patston, T. J., Kaufman, J. C., Cropley, A. J., & Marrone, R. (2021). What is creativity in education? A qualitative study of international curricula. Journal of Advanced Academics, 32(2), 207–230. https://doi.org/10.1177/1932202X20978356
Peters, M. D. J., Godfrey, C., McInerney, P., Munn, Z., Trico, A. C., & Khalil, H. (2020). Scoping reviews. In E. Aromataris & Z. Munn (Eds.), JBI manual for evidence synthesis. https://jbi-global-wiki.refined.site/space/MANUAL/4687342/Chapter+11%3A+Scoping+reviews
Potmesilova, P., Potmesil, M., & Bełza, M. (2016). Hearing impairment and its reflection in psychological diagnostics. Studia edukacyjne, 2, 159–174.
Potměšil, M., Hanáková, A., Vítová, J., Potměšilová, P., Horáková, R., & Groma, M. (2010). Psychosociální aspekty sluchového postižení. Muni Press.
Potměšilová, P. (2015). The characteristic of creativity – reaction of children with hearing impairment to an ambiguous stimulus. e-Pedagogium, 15(2), 159–174. https://doi.org/10.5507/epd.2015.026
Rahayuningsih, S., Sirajuddin, S., & Nasrun, N. (2021). Cognitive flexibility: Exploring students’ problem-solving in elementary school mathematics learning. Journal of Research and Advances in Mathematics Education, 6(1), 59–70. https://doi.org/10.23917/jramathedu.v6i1.11630
Richards, R. (2006). Frank Barron and the study of creativity: A voice that lives on. Journal of Humanistic Psychology, 46(3), 352–370. https://doi.org/10.1177/0022167806287579
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
Santos, S., & Cordes, S. (2022). Math abilities in deaf and hard of hearing children: The role of language in developing number concepts. Psychological Review, 129(1), 199–211. https://doi.org/10.1037/rev0000303
Shaheen, R. (2010). Creativity and education. Creative Education, 1(3), 166–169. https://doi.org/10.4236/ce.2010.13026
Shukla, P., Ram, D., & Sengar, K. S. (2012). Performance of schizophrenic and manic patients on human figure drawing: A comparative study. SIS Journal of Projective Psychology and Mental Health, 19(1), 66–70.
Sinnott, Ch., Looney, D., & Martin, S. (2012). Social work with students who are deaf or hard of hearing. School Social Work Journal, 36(2), 1–14.
Smékal, V. (2004). Pozvání do psychologie osobnosti: člověk v zrcadle vědomí a jednání. Barrister & Principal.
Sola Daramola, D., Bello, M. B., Yusuf, A. R., & Amali, I. O. O. (2019). Creativity level of hearing impaired and hearing students of federal college of education. International Journal of Instruction, 12(1), 1489–1500. https://doi.org/10.29333/iji.2019.12195a
Stanzione, Ch. M., Perez, S. M., & Lederberg, A. R. (2013). Assessing aspects of creativity in deaf and hearing high school students. Journal of Deaf Studies and Deaf Education, 18(2), 228–241. https://doi.org/10.1093/deafed/ens043
Stepanović, S., & Živković, J. (2020). Working with pupils with hearing impairments in an inclusive education: Characteristics and competences. Human Research in Rehabilitation: The International Journal for Education/Rehabilitation and Psychosocial Research, 10(1), 22–30. https://doi.org/10.21554/hrr.042003
Straaten, van der T. F. K., Rieffe, C., Soede, W., Netten, A. P., Dirks, E., Oudesluys-Murphy, A. M., Dekker, F. W., Böhringer, S., Frijns, J. H. M., & DECIBEL Collaborative Study Group. (2020). Quality of life of children with hearing loss in special and mainstream education: A longitudinal study. International Journal of Pediatric Otorhinolaryngology, 128. https://doi.org/10.1016/j.ijporl.2019.109701
Su, J.-Y., Guthridge, S., Yaofeng He, V., Howard, D., & Leach, A. J. (2020). The impact of hearing impairment on early academic achievement in aboriginal children living in remote Australia: A data linkage study. BMC Public Health, 20. https://doi.org/10.1186/s12889-020-09620-6
Theurer, C., Rogh, W., & Berner, N. (2021). Interdependencies between openness and creativity of fifth graders. Psychology of Aesthetics, Creativity, and the Arts, 15(3), 391–400. https://doi.org/10.1037/aca0000299
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, Ch., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, Ch., Lewin, S., Godfrey, Ch. M., Macdonald, M. T., Langlois, E. V., Soares-Weiser, K., Moriarty, J., Clifford, T., Tunçalp, Ö., & Straus, Sh. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
Vágnerová, M. (2017). Vývoj dětské kresby: a její diagnostické využití. Nakladatelství Dr. Josef Raabe s.r.o.
World Health Organization. (2021). World health statistics 2014. https://www.who.int/news/item/15-05-2014-world-health-statistics-2014
Alegre de la Rosa, O. M., & Villar Angulo, L. M. (2020). Children with hearing loss health-related quality of life and parental perceptions. International Education Studies, 13(2), 33–47. https://doi.org/10.5539/ies.v13n2p33
Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132(4), 355–429. https://doi.org/10.3200/MONO.132.4.355-430
Blatt, S. J. (1964). An attempt to define mental health. Journal of Consulting Psychology, 28(2), 146–153. https://doi.org/10.1037/h0040382
Brandt, A. (2021). Defining creativity: A view from the arts. Creativity Research Journal, 33(2), 81–95. https://doi.org/10.1080/10400419.2020.1855905
Ceauşu, F. (2016). Developing by drawing creativity of children activities. Review of Artistic Education, 11–12, 183–188. https://doi.org/10.1515/rae-2016-0022
Cohen, B. M., Mills, A., & Kwapien Kijak, A. (1994). An introduction to the diagnostic drawing series: A standardized tool for diagnostic and clinical use. Art Therapy: Journal of the American Art Therapy Association, 11(2), 105–110. https://doi.org/10.1080/07421656.1994.10759060
Cropley, A. J. (1999). Definitions of creativity. In M. A. Runco & S. R. Pritzker (Eds.-in-Chief), Encyclopedia of creativity (Vol. 1, pp. 511–524). Academic Press.
Cropley, D. H. (2016). Creativity in engineering. In G. E. Corazza & S. Agnoli (Eds.), Creativity in the Twenty First century. Multidisciplinary contributions to the science of creative thinking (pp. 155–173). Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-287-618-8_10
Dacey, J. S., & Lennon, K. H. (2000). Kreativita. Grada.
DesJardin, J. L. (2006). Family empowerment: Supporting language development in young children who are deaf or hard of hearing. Volta Review, 106(3), 275–298. https://doi.org/10.17955/tvr.106.3.m.574
Dirtu, C., & Soponaru, C. (2016). Creativity and attachment styles. Creativity and Human Development. https://creativityjournal.net/contents/romanian-special-issue/item/296-creativity-and-attachment-styles
Ebrahim, F. A. (2006a). Assessing creative thinking abilities of deaf children. International Journal of Special Education, 21(1), 153–163.
Ebrahim, F. (2006b). Comparing creative thinking abilities and reasoning ability of deaf and hearing children. Roeper Review, 28(3), 140–147. https://doi.org/10.1080/02783190609554353
Eiduson, B. T. (1962). Scientists: Their psychological world. Basic Books. https://doi.org/10.1119/1.1941863
Frith, E. (2022). Long live creativity: Exploring the exercise-creative cognition link in later life. Translational Issues in Psychological Science, 8(1), 47–65. https://doi.org/10.1037/tps0000297
Guilford, J. P. (1967). McGraw-Hill series in psychology. The nature of human intelligence. McGraw-Hill Book Company.
Halpin, G., Halpin, G., & Torrance, E. P. (1973). Comparison of creative thinking abilities of blind and deaf children. Perceptual and Motor Skills, 37(1), 154. https://doi.org/10.2466/pms.1973.37.1.154
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569–598. https://doi.org/10.1146/annurev.psych.093008.100416
Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414. https://doi.org/10.1080/03057640600866015
Kanisauskas, S. (2014). The phenomenon of creativity: Philosophical and synergetic insights. European Scientific Journal, 10(14), 159–168.
Kirrane, M., Kilroy, S., Kidney, R., Flood, P. C., & Bauwens, R. (2019). The relationship between attachment style and creativity: The mediating roles of LMX and TMX. European Journal of Work and Organizational Psychology, 28(6), 784–799. https://doi.org/10.1080/1359432X.2019.1646247
Lampropoulou, V. (2009). The education of deaf children in Greece. In D. F. Moores & M. S. Miller (Eds.), Deaf people around the world: Educational and social perspectives (pp. 194–212). Gallaudet University Press. https://doi.org/10.2307/j.ctv2rcngqz.18
Leigh Neale, E. (1994). The children’s diagnostic drawing series. Art Therapy: Journal of the American Art Therapy Association, 11(2), 119–126. https://doi.org/10.1080/07421656.1994.10759063
Lopata, J. A., Barr, N., Slayton, M., & Seli, P. (2022). Dual-modes of creative thought in the classroom: Implications of network neuroscience for creativity education. Translational Issues in Psychological Science, 8(1), 79–89. https://doi.org/10.1037/tps0000317
Marschark, M. (1997). Psychological development of deaf children. Oxford University Press.
Marschark, M., Everhart, V. S., & Martin, J. (1987). Identifying linguistic creativity in deaf and hearing children. Metaphor and Symbolic Activity, 2(4), 281–306. https://doi.org/10.1207/s15327868ms0204_4
Marschark, M., Shaver, D. M., Nagle, K. M., & Newman, L. A. (2015). Predicting the academic achievement of deaf and hard-of-hearing students from individual, household, communication, and educational factors. Exceptional Children, 81(3), 350–369. https://doi.org/10.1177/0014402914563700
Maurer, M. H. (2017). Draw, write, speak, play: The role of projection in diagnosis and therapy of children and adolescents. In M. H. Maurer (Ed.), Child and adolescent mental health (pp. 3–40). IntechOpen. https://doi.org/10.5772/67578
Munn, Z., Aromataris, E., Tufanaru, C., Stern, C., Porritt, K., Farrow, J., Lockwood, C., Stephenson, M., Moola, S., Lizarondo, L., McArthur, A., Peters, M., Pearson, A., & Jordan, Z. (2019). The development of software to support multiple systematic review types. International Journal of Evidence-Based Healthcare, 17(1), 36–43. https://doi.org/10.1097/XEB.0000000000000152
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18. https://doi.org/10.1186/s12874-018-0611-x
Nettle, D. (2001). Strong imagination: Madness, creativity and human nature. Oxford University Press. https://doi.org/10.1093/oso/9780198507062.001.0001
Passig, D., & Eden, S. (2000). Improving the flexible thinking in deaf and hard of hearing children with virtual reality technology. American Annals of the Deaf, 145(3), 286–291. https://doi.org/10.1353/aad.2012.0102
Patston, T. J., Kaufman, J. C., Cropley, A. J., & Marrone, R. (2021). What is creativity in education? A qualitative study of international curricula. Journal of Advanced Academics, 32(2), 207–230. https://doi.org/10.1177/1932202X20978356
Peters, M. D. J., Godfrey, C., McInerney, P., Munn, Z., Trico, A. C., & Khalil, H. (2020). Scoping reviews. In E. Aromataris & Z. Munn (Eds.), JBI manual for evidence synthesis. https://jbi-global-wiki.refined.site/space/MANUAL/4687342/Chapter+11%3A+Scoping+reviews
Potmesilova, P., Potmesil, M., & Bełza, M. (2016). Hearing impairment and its reflection in psychological diagnostics. Studia edukacyjne, 2, 159–174.
Potměšil, M., Hanáková, A., Vítová, J., Potměšilová, P., Horáková, R., & Groma, M. (2010). Psychosociální aspekty sluchového postižení. Muni Press.
Potměšilová, P. (2015). The characteristic of creativity – reaction of children with hearing impairment to an ambiguous stimulus. e-Pedagogium, 15(2), 159–174. https://doi.org/10.5507/epd.2015.026
Rahayuningsih, S., Sirajuddin, S., & Nasrun, N. (2021). Cognitive flexibility: Exploring students’ problem-solving in elementary school mathematics learning. Journal of Research and Advances in Mathematics Education, 6(1), 59–70. https://doi.org/10.23917/jramathedu.v6i1.11630
Richards, R. (2006). Frank Barron and the study of creativity: A voice that lives on. Journal of Humanistic Psychology, 46(3), 352–370. https://doi.org/10.1177/0022167806287579
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
Santos, S., & Cordes, S. (2022). Math abilities in deaf and hard of hearing children: The role of language in developing number concepts. Psychological Review, 129(1), 199–211. https://doi.org/10.1037/rev0000303
Shaheen, R. (2010). Creativity and education. Creative Education, 1(3), 166–169. https://doi.org/10.4236/ce.2010.13026
Shukla, P., Ram, D., & Sengar, K. S. (2012). Performance of schizophrenic and manic patients on human figure drawing: A comparative study. SIS Journal of Projective Psychology and Mental Health, 19(1), 66–70.
Sinnott, Ch., Looney, D., & Martin, S. (2012). Social work with students who are deaf or hard of hearing. School Social Work Journal, 36(2), 1–14.
Smékal, V. (2004). Pozvání do psychologie osobnosti: člověk v zrcadle vědomí a jednání. Barrister & Principal.
Sola Daramola, D., Bello, M. B., Yusuf, A. R., & Amali, I. O. O. (2019). Creativity level of hearing impaired and hearing students of federal college of education. International Journal of Instruction, 12(1), 1489–1500. https://doi.org/10.29333/iji.2019.12195a
Stanzione, Ch. M., Perez, S. M., & Lederberg, A. R. (2013). Assessing aspects of creativity in deaf and hearing high school students. Journal of Deaf Studies and Deaf Education, 18(2), 228–241. https://doi.org/10.1093/deafed/ens043
Stepanović, S., & Živković, J. (2020). Working with pupils with hearing impairments in an inclusive education: Characteristics and competences. Human Research in Rehabilitation: The International Journal for Education/Rehabilitation and Psychosocial Research, 10(1), 22–30. https://doi.org/10.21554/hrr.042003
Straaten, van der T. F. K., Rieffe, C., Soede, W., Netten, A. P., Dirks, E., Oudesluys-Murphy, A. M., Dekker, F. W., Böhringer, S., Frijns, J. H. M., & DECIBEL Collaborative Study Group. (2020). Quality of life of children with hearing loss in special and mainstream education: A longitudinal study. International Journal of Pediatric Otorhinolaryngology, 128. https://doi.org/10.1016/j.ijporl.2019.109701
Su, J.-Y., Guthridge, S., Yaofeng He, V., Howard, D., & Leach, A. J. (2020). The impact of hearing impairment on early academic achievement in aboriginal children living in remote Australia: A data linkage study. BMC Public Health, 20. https://doi.org/10.1186/s12889-020-09620-6
Theurer, C., Rogh, W., & Berner, N. (2021). Interdependencies between openness and creativity of fifth graders. Psychology of Aesthetics, Creativity, and the Arts, 15(3), 391–400. https://doi.org/10.1037/aca0000299
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, Ch., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, Ch., Lewin, S., Godfrey, Ch. M., Macdonald, M. T., Langlois, E. V., Soares-Weiser, K., Moriarty, J., Clifford, T., Tunçalp, Ö., & Straus, Sh. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
Vágnerová, M. (2017). Vývoj dětské kresby: a její diagnostické využití. Nakladatelství Dr. Josef Raabe s.r.o.
World Health Organization. (2021). World health statistics 2014. https://www.who.int/news/item/15-05-2014-world-health-statistics-2014