Abstract
Pictorial figural representations are of essential importance in the cognitive development of the deaf. Creative abilities of the deaf were studied with regard to five components of classroom behaviour: motivation, socialization, antisocial behaviour, passiveness and level of intelligence. The subjects were a group of 22 deaf pupils aged 13‐15 and a group of hearing children. The Test of Creative Thinking‐Drawing Productions (TCT‐DP), the Raven Standard Progressive Matrices and the Pupil Behaviour Inventory were used to examine main trends. Comparisons indicated that no significant difference was found between the school functioning of the hearing and the nonhearing in achievement motivation and antisocial behaviour. However in socialization and in intelligence level the nonhearing were significantly lower than the hearing. TCT‐DP results showed that the number of thematic solutions and humour responses increased with deafness, and certain elements became more stereotypical, less individual and less origi...
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