Definition of creative thinking

Thinking most generally, any covert cognitive or mental manipulation of ideas, images, symbols, words, propositions, memories, concepts, precepts, beliefs or intentions. Creative thinking is imaginative thinking directed toward innovation. It is based on questions that ask ‘what if’, ‘why’ and ‘why not’; how and how else.

It is the multi-dimensional set of components that lead an individual or a group to the generation of new ideas that have values. It should be noted that the elements of uniqueness of solution and value of results are incorporated into the definition.

Creative thinking is grounded in the consideration of alternatives, possibilities, other ways of imagination and doing things. The key to creative thinking is imagination.

Creative thinking is associated with imagination, innovation, originality, lateral thinking, and divergent thinking.

For a person with some natural creative thinking skills, it naturally occurs even if he or she is not well aware of it.
Definition of creative thinking

Visuospatial skills

Humans are heavily reliant on vision for spatial orientation and environmental interaction. When portion of the brain mediating visuospatial and visuoperceptual function are injured, significant disability results.

Visuospatial functioning is supported in the brain by widely distributed neural networked involving parietal, temporal or occipital anatomic. The visuospatial processing is a broad cognitive process that encompasses many subcomponents. Many of the visuospatial subcomponents involve other cognitive process such as attention, sensory-motor, memory and executive functions.

Men are superior in visuospatial skills because their right hemispheres are specialized for visuospatial cognitive processing.

It is not surprising that visuospatial skills are often impaired in diseases with movement disorders – an impairment that depends both in the type and on the stage of the disease in question.

It is well established that visuospatial skills are more sensitive to the effects of aging than are verbal ones.

Visuospatial is increasing during childhood peak in young adulthood, and decline with age. Visuospatial abnormalities are among the most common and the most controversial neuropsychological deficits reported in Parkinson Disease.
Visuospatial skills

Level of Mental Retardation

Level of Mental Retardation
Mental retardation is defined as “significant sub-average general intellectual functioning resulting in or associated with concurring impairments in adaptive behavior and manifested during the developmental period”. Translated, this means that to be diagnosed as mentally retarded an individual must show, before adulthood, and IQ score below 70 and have difficulties meeting age-appropriate expectations in everyday life.

Four level of mental retardation are recognized, each of them representing a portion of the IQ range below 70: mild, moderate, severe, and profound.

A mildly retarded adult (IQ 55 to 69) is likely to have a mental age comparable to that of an 8 to 12 year old child. Mildly retarded persons can learn both academic and practical skill in school with special instruction and they can potentially work and live independently or with occasional help as adult.

Moderately retarded individuals (IQ 40 – 54) can also learn basic academic skills and many life skills, but they are more likely than mildly retarded people need supervision and support in order to hold jobs and live in the community.

Severely retarded persons (IQ 25 - 39) typically can learn many basic self-help skills and communications skills, but they typically master few academic skills and need a good deal of continuing training and support as adult.

Finally, profoundly retarded persons, with IQs below 25 and mental ages below years, show major delays in all areas of developmental and require basic care, often in an institutional setting, though they are important differences among mentally retarded individuals.
Level of Mental Retardation