Understanding Creativity Of Bipolar I Disorder

1009 Words5 Pages
In the experiment, Understanding Creativity in Bipolar I Disorder, the experimenters hypothesized that bipolar I disorder would be related to elevations of and greater variability in lifetime creative accomplishment and divergent thinking In this experiment, there were two groups which were the bipolar I disorder group and the control group. The experimenters examined if divergent thinking within the bipolar group was related to positive affectivity, ambition, medication, or depressive and manic symptom severity. They also examined if trait like levels of positive affectivity, neurocognition and ambition were related to either divergent thinking or lifetime creative accomplishment within bipolar disorder. In this experiment there were 62…show more content…
People who met the study inclusion criteria were to come back for two more in person interviews. In the two in person interviews, the participants completed creativity, personality, and neurocognitive indices as several other measures as part of a larger study. The researchers did symptom severity interviews over the phone a day or two before each session. Those participants who received a score greater than seven were followed until they reached symptom remission. There were many measures used in this experiment. One of the first measures used was the Structured Clinical Interview for DSM-IV-TR Axis 1 Disorder. This measure is a widely used measure and well certified clinical interview for diagnosis based on Diagnostic and Statistical Manual for Mental Disorder Fourth Edition-Text Revision Criteria. Unusual Uses Task is another measure that was used. This measure is also known as UUT. This is a measure of divergent thinking that has been shown to be correlated with the severity of subsyndromal manic symptoms. For this experiment, participants were given four prompts. They were to name as many different uses they could think of in a two minute period for each prompt. For this measure flexibility and fluency scores were not separable and showed no unique patterns of effects. Therefore, experimenters did not consider flexibility anymore. For the measure Objective Ratings of Uniqueness, each valid response was scored
Open Document