According to Perveen (2010), psychologists define problem solving as a state in which an individual desires to reach to a definite objective from the present condition. It involves triggering the cognitive skills in finding solutions to the underlying problem. Problem ii usually equated to a change and Gomez (2007) mentions that the ability to understand the challenge, devise a plan, and carry out the plan constitutes of problem solving. Creativity on the other hand refers to the myriad thinking capacities that help an individual in bringing out new and fresh ideas. Gomez (2007) acknowledges that creativity is a broad term with numerous definitions; however, there are three types of creativity. Gomez (2007) says that there is artistic creativity, scientific, and hybrid creativity. Perveen (2010) believes that creativity and problem solving skills are fundamental in finding solutions and dealing with day-to-day activities. Both creativity and problem-solving techniques are imparted via brain functions. The development of critical thinking skills and reasoning helps an individual in being creative and countering challenges with a decisive plan. Therefore, the brain is a primal factor for problem solving and creativity aspects.
In this context, it is important to understand whether people with brain dysfunctions or mental health conditions elicit creativity and problem-solving techniques. As mentioned by Perveen (2010), human brain is a core factor in influencing cognitive skills. Dyslexia is generally recognized as a learning disability that affects the reading and writing abilities. It was recognized by the America Psychiatric Association (APA) as a mental health disorder and it was included in the DSM-5 (Diagnostic and Statistical Manual of Mental Health. Cancer, Manzoli, and Antonietti (2016) indicate that reading influences logic and there is an assumption that great readers have higher intelligent quotient. Significantly, dyslexia limits the reading and writing abilities which can be assumed that it affects their intelligence. In this light, this paper engages scholarly texts in establishing the cognitive processing in normative problem solving or creative functioning of dyslexic children.
Gobo (2010) says that the International Dyslexia Association defines dyslexia as a specific learning disability that is associated with challenges in accuracy or fluency in word recognition, poor spelling and decoding abilities, and it has a neurological origin. Gomez (2007) mentions that the occipital lobe which is associated with visual processing is quite affected. Dyslexic individuals have difficulties in identifying numbers and processing them into written form. Actually, a dyslexic child would take a month to read an amount of text that a fluent reader would take only two days. Interestingly, the study by Cancer, Manzoli, and Antonietti (2016) found that dyslexia counters the assumption of a correlation relationship between logic and reading as dyslexic individuals have high intelligence level. Cancer, Manzoli, and Antonietti (2016) feel that people with dyslexia have anecdotal information with a peculiar tendency to creative thinking. Dyslexic children have all the necessary cognitive equipment but their failure in academic excellence is attributed to failing to read and write enough (Cancer, Manzoli, & Antonietti, 2016).
One thing that is factual is that studies have found out that dyslexic children are intelligent and creative in spite their brain functioning challenges. This begs the question of how their normative processing happens and creative functioning happens within the brain. Gobbo (2010) asserts that dyslexic children have one strength in that they have the ability to view and value things in a unique way. Their neurological processing make up the visual processing systems unique. The left side of the brain which is involved in creativity is generally active and functions extra ordinarily. The frontal lobe, which is associated with reasoning, planning, and problem solving, also works extra hard as mentioned (Gobbo, 2010). Cancer, Manzoli, and Antonietti (2016) found out that dyslexic individuals have the ability to combine ideas which makes them score exceptionally in cognitive thinking basic skills. The ability to connect different n elements and the unusual propensity for combination of ideas makes them creative.
Simiallry, Cancer, Manzoli, and Antonietti (2016) found out in their study that dyslexic individuals are more open to new ideas. Persons with dyslexia are more willing to accept ambiguity and learn new things. The flexibility in the brain gives an individual the ability to acquire numerous things making him or her more intelligent. As mentioned earlier, problem solving involves coming up with a plan and implementing it effectively when it comes to challenging situations. People who are more exposed to varied ideologies have a higher probability of being creative in tricky situations. Perveen (2010) mentions that the development of critical thinking and reasoning is also impacted by the ability to look back. The working memory enables the brain to revisit previous ideas and events which may be used in getting out of a trivializing situation. Perveen (2010) affirms this by saying that professions such as surgeons, pilots, and professors require high intelligence is well executed by older people. This is because they have garnered enough experience and their working memory is efficient in drawing back events. Similarly, people with dyslexia have the ability to effect on their working memory which triggers the creative functioning.
Gobo (2010) accepts that literally fragments and visual processing variations can result from neurological differences. This means that individuals with dyslexia have neurological differences that can lead to challenges in orienting visual attention. However, Gobbo (2010) disputes that individuals with dyslexia have intelligent deficiency. Gobbo (2010) says that dyslexic persons are not encouraged or given the opportunity to read and learn. Their linguistic expression is inhibited but that does not make them impaired in terms of their reasoning and intelligence. Therefore environmental and social factors play a great role in alleviating dyslexic symptoms. Stereotype and peer rejection makes dyslexic people shy away and fail to learn adequately. This contributes to their average performance in various fields. Gobbo (2010) says that if these factors are addressed, dyslexic children would elicit exemplar performance in varied tests. This is because their cognitive skills and problem-solving skills are higher it is only that they visualize things differently from other people. Scholars such as Cancer, Manzoli, and Antonietti (2016) have indicated that dyslexia is associated with creativity and problem solving techniques. Gobbo (2010) says that despite evidence linking dyslexia and creativity, there is anecdotal evidence encouraging further exploration of a possible relationship. People diagnosed with dyslexia are supported in the learning of appropriate technical and academic skills. Overall, there is a body of study that has implied cognitive peculiarities among dyslexic patients. Therefore, this study has also empirically shown that people with brain impairment also have a way of problem solving and cognitive functioning techniques.
Cancer, A., Manzoli, S. & Antonietti, A. (2016). The alleged link between creativity and dyslexia: Identifying the specific process in which dyslexic students excel. Cogent Psychology (2016), 3: 1190309
Gobbo, K. (2010). Dyslexia and Creativity: The Education and Work of Robert Rauschenberg. Home. 30(3/4)
Gomez, J. (2007). What do we know about creativity. The journal of effective teaching. 7(1): 31-43
Perveen, K. (2010). Effect of The Problem-Solving Approach On Academic Achievement Of Students In Mathematics At The Secondary Level. Contemporary Issues In Education Research. 3(3):9-13