Scope of Semantic Activation and Innovative Thinking in College Students with ADHD

Abstract

Adults with attention-deficit/hyperactivity disorder (ADHD) show high divergent thinking on standardized laboratory measures. This study assessed innovative thinking in adults with ADHD using a realistic task and investigated a possible cognitive mechanism for ADHD-related advantages in innovative thinking. College students with and without ADHD (n = 30 per group) completed a cell-phone feature invention task and word association task. Latent semantic analysis was used to measure semantic distance within cue-associate pairs on the word association task. Compared to non-ADHD peers, students with ADHD scored higher in originality, novelty, and flexibility on the cell phone task, and produced associates of lower semantic relatedness on the word association task. Tests of statistical mediation confirmed that the higher flexibility of the ADHD group was explained by semantic distance within cue-associate pairs on the word association task. Results support the possibility that ADHD is positively associated with specific aspects of innovative thinking, which may in part be attributable to a wide scope of semantic activation.