Are dyslexic people more creative? myth or reality: a meta-analysis

• Mónica Gutiérrez-Ortega ^[1] ; Maryem Torres-Quesada ^[2] ; Patricia Crespo ^[2] ; Verónica López-Fernández ^[2] ; Noemi Fariña ^[2] ; Analía Barbón ^[2]
  1. [1] Universidad de Valladolid

     Universidad de Valladolid

     Valladolid, España

     
  2. [2] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 29, Nº. 1, 2023, págs. 55-64
• Idioma: inglés
• DOI: 10.5093/psed2023a1
• Títulos paralelos:
  • ¿Son las personas disléxicas más creativas? mito o realidad: metaanálisis
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La afirmación de que las personas con dislexia son más creativas que las personas sin este trastorno específico del aprendizaje está muy extendida. Pero la complejidad del constructo de creatividad y la forma en que esta se mide, hace que esta afirmación sea contradictoria. El objetivo de esta revisión es doble; por un lado, pretende explorar la relación entre dislexia y creatividad, así como analizar las categorías del pensamiento divergente: fluidez, originalidad, abstracción, elaboración y flexibilidad; por otro, pretende identificar moderadores que puedan estar influyendo en esta relación, como la edad, el país o la prueba utilizada. Se recuperaron trece estudios empíricos, con un total de 39 tamaños de efecto. Los resultados muestran que no existen diferencias significativas en cuanto a la creatividad entre personas con dislexia y sin ella cuando se considera el constructo como un todo. Sin embargo, se observa una relación significativa entre ambos al analizar las categorías de pensamiento divergente de forma aislada.

  • English

    The claim that people with dyslexia are more creative than people without this learning disorder is widespread. But the complexity of creativity and the way it is measured means that this statement is sometimes inconsistent. The aim of this review is, on the one hand, to explore the relationship between dyslexia and creativity, as well as to analyze the categories of divergent thinking: fluency, originality, abstractness, elaboration, and flexibility. On the other hand, it also aims to identify moderators that may be influencing this relationship, such as age, country, or the test used. We retrieved 13 empirical studies that provided 39 effect sizes. The results show that there are no significant differences between people with and without dyslexia in terms of creativity when considering the construct as a whole. However, a significant relationship between the two constructs is observed when analyzing the categories of divergent thinking isolated.

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