Overexcitability Research Articles

Maladaptive Daydreaming, Overexcitability, and Emotion Regulation

ABSTRACT Maladaptive daydreaming (MD) was studied (N = 361) in pre-professional/professional dancers, college athletes, and active participants. The relationship among MD, overexcitability (OE), and emotion regulation was examined. Results indicated that MD was associated with imaginational OE and negatively with sensual OE. Difficulty with emotion regulation strategies in individuals with elevated MD included impulse control difficulties, decreased acceptance of negative emotions, and more difficulty mobilizing goal-directed behavior. Dancers had higher OEs compared to the active control group and similar to athletes for psychomotor OE. The three active groups were similar in emotion regulation. The investigation of MD is a relatively new field of study. Examining the relationship with OEs, emotion regulation, and MD adds to this field of inquiry.

Studying stimuli and smoking behaviors among self-identified gifted smokers and strategies for customizing cessation support.

INTRODUCTIONThe aim of the study was to examine smoking habits and triggers among self-identified gifted (inner experiences and awareness qualitatively different from the norm in terms of asynchronous development, advanced cognitive abilities, and heightened intensity) adults in order to customize smoking cessation support.METHODSA total of 123 participants were enrolled through Facility-Based and Snowball Sampling. Quantitative analysis focused on the relationship between overexcitabilities, nicotine dependence, motivation to quit, and smoking triggers, using the following questionnaires: the Overexcitability Questionnaire (OEQ-II) an indicator of areas of overexcitability, a heightened response and lowered threshold to stimuli; the Fagerström Test for Nicotine Dependence; a Cessation Motivation Questionnaire; and a Smoking Triggers Questionnaire. Qualitative analysis drew on six semi-structured interviews. Participant experiences of the relationship between smoking behaviors and experiences of multiple areas of overexcitability were analyzed using process coding.RESULTSThe quantitative data indicate that self-identified gifted smokers who rate themselves as having 3–5 ‘High’ or ‘High Average’ overexcitabilities (OEs), are less likely to smoke in response to pattern, social, and addiction focused triggers than those self-reporting as having 0–2 OEs (Fisher’s exact test, p<0.1). In the interviews, we observed a high level of complexity in stimulation and smoking behavior, with all interviewees explicitly connecting their smoking habits with experiences of overexcitability. Two interviewees had given up smoking prior to the research and of the four who still smoked, three quit within a few days of the interview.CONCLUSIONSWe found that psychometric testing and interviews designed to increase self-knowledge about the relationship between overexcitabilities and triggers for smoking have the potential to improve outcomes for smoking cessation among the gifted.

The origins and conceptual evolution of overexcitability

The construct of overexcitability originated from the condition known as “nervousness.” Dąbrowski differentiated it into types many years before publishing the first outline of his theory of positive disintegration. In this paper, we establish the origins of psychic overexcitability (OE), tracing its evolution in Dąbrowski’s work prior to developing his theory and later through its placement within the concept of developmental potential. Based on our study of Dąbrowski’s early Polish work, we challenge the belief that overexcitability is often misdiagnosed as attention-deficit/hyperactivity disorder (ADHD). Piechowski’s elaboration of OE in gifted education is explored, and current misconceptions and misuses of OEs are critiqued. Based on our review, we present possible future applications and elaborations of overexcitability.

Overexcitabilities and ADHD in Gifted Adolescents in Jordan: Empirical Evidence

ABSTRACT There is no empirical evidence in Jordan that addresses the overlap and coexistence of overexcitability (OE) and attention deficit hyperactivity disorder (ADHD) in gifted students. This study aims to investigate (a) the relationship between characteristics of OE forms and ADHD subtypes and (b) the gender differences in OE profiles among gifted students in Jordan. The participants included 265 gifted adolescents from the Jubilee Institute. They were administered the Jordanian version of the Overexcitability Questionnaire-Two (OEQII) and the Conners ADHD/DSM-V Scales-Adolescent scale. The Canonical Correlation Analysis (CCA) revealed a noteworthy collective relationship between OE and ADHD constructs, and another noteworthy relationship in relation to the gender of gifted adolescents. The findings also revealed small, significant positive correlations between (a) Psychomotor OE and hyperactive-impulsive ADHD, (b) Imaginational OE and ADHD subtypes, and (c) a small significant negative correlation between Intellectual OE and inattentive ADHD scores. Additionally, there was a significant gender difference in the Psychomotor OE in favor of boys and significant differences in the Emotional, Sensual, and Imaginational OEs in favor of girls. No significant gender differences were found in the Intellectual OEs of the participants.

Overexcitability Profile Among University Students at Music-Focused Institutions

ABSTRACT Overexcitability (OE) is a key concept introduced in the literature by Kazimierz Dąbrowski who distinguished 5 forms of OE (psychomotor, sensual, imaginational, intellectual, and emotional) and showed that they are correlated with outstanding talents and creativity. In this study a group of musically talented individuals (n = 106) was compared with a control group (n = 106). OEQ-II was used to measure OE. Female musicians scored significantly higher in sensual, imaginational, and intellectual OEs compared to the women from the control group, while male musicians scored significantly higher in sensual and emotional OEs and lower in psychomotor OE compared to the men from the control group. In addition, the musicians and non-musicians were compared with the sten norms for OEQ-II. It was found that the number of individuals showing high emotional and high sensual OEs was more than twice as high in the group of musicians than in the control group.

Overexcitabilities as important psychological attributes of creativity: A Dabrowskian perspective

The aim of this study was to examine the contribution of overexcitabilities (OEs) to creativity from a Dabrowskian perspective, which posits that OEs are important psychological attributes of creativity. A total of 1055 (50.4% female) students in grades 7–11 in Hong Kong participated in the study. OEs and creative thinking were assessed using the Overexcitability Questionnaire–Two (OEQII) and the Test for Creative Thinking–Drawing Production (TCT–DP), respectively. While the OEQII was developed based on Dabrowski’s thesis of overexcitability, the TCT–DP was developed according to the componential model of creativity that aims to capture various components of creativity by applying a gestalt approach. Several important findings are worthy of highlighting. First, the five forms of OE together explained 18.6% of the variance in creativity. Second, imaginational OE was ranked as the most significant predictor of creativity, followed by intellectual, emotional, sensual, and psychomotor OEs. Third, the OEQII showed significant discriminating power in the identification of highly creative individuals with a 71.8% accuracy rate. Theoretically, the findings lent empirical support to the Dabrowskian perspective regarding the predictive role of OEs to creativity. The findings also enrich Dabrowki’s thesis relating to the OE–creativity relationship and promote understanding of the nature of creativity. Practically, the findings may facilitate the identification of creatively gifted individuals. They may also inform good practices in enhancing creativity development.

UNDERSTANDING OVEREXCITABILITIES OF PEOPLE WITH EXCEPTIONAL ABILITIES WITHIN THE FRAMEWORK OF COGNITION-CONATION-AFFECT-AND-SENSATION

People, young and old, with exceptional abilities, be they gifted, talented or savant, often manifest overexcitabilities (OEs) – innate intensities, heightened sensitivity and response to stimuli – that can impact positively or negatively or both on the developmental potential of an individual. The term potential refers to the human behavior (i.e., behavioral potential) that can be expressed in terms of thoughts ( C ognition), actions ( C onation), feelings ( A ffect) and senses ( S ensation), also known as CCAS model. This paper examines the concept of OEs which are stemmed from Kazimierz Dabrowski’s (b.1902-d.1980) theory of positive disintegration (also known as a theory of personality development, emotional development and moral development) within the CCAS framework, where the authors have attempted to show the association between the behavioral potentials (BPs) of CCAS and the concept of the five OEs. As a result, a new model emerges to provide us a better understanding how OEs can help to better understand as well as enhance the development of human potential via BPs. Article visualizations:

Giftedness and Overexcitability

Current textbooks, websites, research articles, and popular resources have stated that gifted individuals have longer and more pronounced responses to stimuli than the general population. This overexcitable nature of gifted persons has provided a commonly used lens to conceptualize, identify, and understand giftedness and gifted persons’ behaviors. Yet there are reasons to be skeptical about the evidence demonstrating that the gifted population is more overexcitable than the nongifted population. A meta-analysis was conducted to investigate the existence and strength of the giftedness–overexcitability (OE) relationship as presented in a number of studies comparing the OE scores of intellectually gifted and nongifted samples. Gifted samples were found to have higher mean OE scores than nongifted samples. However, the effect size for psychomotor OE was not statistically significant, while the effect sizes for the emotional and sensual OEs were small. Calculated effect sizes for intellectual and imaginational OEs were medium. A number of important limitations and implications exist.

Openness to Experience Rather Than Overexcitabilities

Openness to experience is a personality factor in the five-factor model of personality, and it is composed of six facets. Facets of openness appear conceptually analogous to overexcitabilities (OEs), which are displays of inner energy guiding individuals toward advanced potential according to the theory of positive disintegration. This study examined the similarity of OEs to corresponding openness to experience facets in a sample of 149 creative adolescents and adults and 312 adults from the general population (total N = 461). Exploratory structural equation modeling tested competing models in which each OE and corresponding openness facet were modeled as separate factors and as joint factors. The separate-factor model had acceptable fit but uninterpretable loadings, while the joint-factor model had acceptable fit and interpretable loadings; thus, openness seems to encompass OEs. Accordingly, the field should align with well-researched psychological theories like the five-factor model of personality and begin to talk about openness rather than OEs.

From overexcitabilities to openness: Informing gifted education with psychological science

ABSTRACTIn the theory of positive disintegration (TPD), Dabrowski described overexcitabilities (OEs), manifestations of inner energy with a developmental purpose that appear more common in gifted individuals. Unfortunately, most studies present OEs outside of the context of the original theory as if they were standalone traits applicable to gifted students. In this atheoretical conceptualization, OEs seem to define the personality trait of openness to experience described in the five-factor model of personality (FFM) as each OE can be matched with a specific facet of openness. Descriptions of facets of openness and corresponding OEs are strongly similar. In this article we argue that they are conceptually equivalent and that current research on openness and OE supports this assertion. The FFM has robust empirical support, and TPD lacks empirical support; additionally, OEs as currently presented in gifted education deviate from TPD’s original tenets. Therefore, gifted education should shift its way of explaining these tendencies by framing them as the personality trait of openness to experience rather than OEs.

Overexcitability and Optimal Flow in Talented Dancers, Singers, and Athletes

Overexcitability (OE) and optimal flow are variables shared by talented individuals. This study demonstrated that the dancer (n = 86) and opera singer (n = 61) groups shared higher OE profiles compared to the athlete group (n = 50). Two self-report instruments assessed flow (global and subscales) and the five OE dimensions. All groups endorsed high autotelic flow experiences. Psychomotor and imaginational OE predicted 13% of the variance for global flow. The unique needs of performing artists and athletes should include the inherent tensions that coexist with elevated overexcitability and the positive joy when realizing optimal performance. Greater understanding of OEs, flow, and domain specific differences will help educators, coaches, and sport/performance psychologists.

Escalas de Sobre-Excitabilidade: Construção e Evidências de Validade Baseadas no Conteúdo e na Estrutura Interna

This study aimed to develop a measure of overexcitability (OE) - tendency to react intensely and sensitively to stimuli - and obtain validity evidences based on the content and internal structure of this measure. For this, two phases of research were necessary. In the first phase, which details the construction of Overexcitability Scales (OS), analysis by judges (N=9) and pilot application (N=18) were performed. Elementary school students (N=263) participated in the second phase to verify the psychometric properties of the instrument. A set of five scales that assess five OE patterns (Psychomotor, Sensual, Imaginative, Intellectual and Emotional) was obtained. There was high correlation among the judges and the pilot application was successful. The internal consistency values of the scales were considered adequate. Most items showed acceptable item-total correlation. Multidimensional structures were observed in Psychomotor, Sensual, and Emotional patterns in the confirmatory factor analyzes. Good indexes of adjustment to the models tested were obtained. These results constitute validity evidence based on content and internal structure to the OS. Therefore, the measure has appropriate initial psychometric properties.

‘Old wine in new bottles’? Relationships between overexcitabilities, the Big Five personality traits and giftedness in adolescents

This study examined the relationship between types of overexcitability (OEs), Big Five dimensions, and giftedness. A sample of intellectually gifted adolescents (N=132) and controls (N=103) completed the OEQ-II and the NEO-FFI. As hypothesized, the gifted scored higher than controls on intellectual OE, imaginational OE, and openness to experience but lower on neuroticism. Contrary to expectations, group-related differences were found for sensual OE, but not for emotional OE. Moreover, SEM analysis showed that giftedness moderated the relation of OEs with openness and extraversion. The relations between sensual OE and openness as well as between psychomotor OE and extraversion were stronger in the gifted than in controls. Relationships between sensual, intellectual, imaginational OEs and extraversion turned out to be significant only in the controls.

Greater male variability in overexcitabilities: Domain-specific patterns

The greater male variability hypothesis posits that males exhibit greater variability than females in both mental and physical characteristics. The hypothesis has been supported in various giftedness-related constructs (e.g., intelligence, talents, creativity). This study extended this line of research to another giftedness-related psychological construct: overexcitability (OE). The Overexcitability Questionnaire-Two was administered to 836 (51% girls) 7–9th graders in Hong Kong to assess the five domains of OE (i.e., psychomotor, sensual, intellectual, imaginational, and emotional). The results suggested a domain-specific pattern of gender differences in the variability of OE scores. Greater male variability was found in the sensual, imaginational, and intellectual OE domains; male superiority was found in the psychomotor domain; and female superiority was found in the emotional domain. These domain-specific findings enrich the discourse surrounding the greater male variability hypothesis. Theoretical and educational implications regarding the findings are discussed.

Factorial validity and measurement invariance across intelligence levels and gender of the Overexcitabilities Questionnaire-II (OEQ-II).

The concept of overexcitability, derived from Dabrowski's theory of personality development, offers a promising approach for the study of the developmental dynamics of giftedness. The present study aimed at (a) examining the factorial structure of the Overexcitabilities Questionnaire-II scores (OEQ-II) and (b) testing measurement invariance of these scores across intelligence and gender. A sample of 641 Dutch-speaking adolescents from 11 to 15 years old, 363 girls and 278 boys, participated in this study. Results showed that a model without cross-loadings did not fit the data well (using confirmatory factor analysis), whereas a factor model in which all cross-loadings were included yielded fit statistics that were in support of the factorial structure of the OEQ-II scores (using exploratory structural equation modeling). Furthermore, our findings supported the assumption of (partial) strict measurement invariance of the OEQ-II scores across intelligence levels and across gender. Such levels of measurement invariance allow valid comparisons between factor means and factor relationships across groups. In particular, the gifted group scored significantly higher on intellectual and sensual overexcitability (OE) than the nongifted group, girls scored higher on emotional and sensual OE than boys, and boys scored higher on intellectual and psychomotor OE than girls.

Overexcitabilities and Giftedness Research

There has been an increase in publications of quantitative research studies investigating overexcitabilities (OEs) and giftedness. On one hand, increased interest in OEs bodes well for the dissemination of Dabrowski’s theory of positive disintegration (TPD), from which OEs are derived. On the other hand, recent research raises concerns regarding the assumptions underlying the research methods in common use. This article argues that the assumptions regarding OEs and their relationship to giftedness evident in recent research run counter to Dabrowskian theorizing. Due to the uniqueness and coherence of TPD, the article concludes by noting the need for a paradigm shift when researchers investigate TPD concepts such as OE.

A Mixed-Methods Comparison of Vocational and Identified-Gifted High School Students on the Overexcitability Questionnaire

Two groups of adolescents ( N = 114), 61 identified-gifted adolescents ( M = 22, F = 39) and 51 vocational school adolescents ( M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores—Psychomotor, Sensual, Imaginational, Intellectual, and Emotional—was subjected to a two-way ANOVA by classification and gender. Any statistically significant interaction effect was further analyzed by testing the group means with six two-group comparison tests. The analyses produced the following results: (a) Differences among the Psychomotor, Sensual, and Emotional OE means were not statistically significant, and (b) the Imaginational and Intellectual OE means of the gifted male students were significantly higher than the means of the vocational female students, vocational male students, and gifted female students. The effect sizes were classified as large. A qualitative textual analysis was also conducted. The results were compared with another study of the same gifted population that used the Overexcitability Questionnaire-II.

Exploring Korean and American Teachers' Preferred Emotional Types

Understanding the emotional energy of teachers may provide evidence for the nature of the learning environment. Herein, the concept of overexcitabilities (OEs) was used to explore the ways that teachers of general and gifted classes describe their own intensities or emotional preferences. Q methodology was used with 24 teachers from American and Korean classrooms. The Q sort was constructed of 47 statements based on the five areas associated with overexcitabilities. Results indicated a four-factor solution indicating a common emotion of compassion for students and their learning among all teachers. The differences in the factors were interpreted as work-oriented compassion, thoughtful compassion, undemanding compassion, and sensitive compassion. Implications for further research and potential for classroom climate are discussed.

Comparing overexcitabilities of gifted and non-gifted school children in Hong Kong: does culture make a difference?

Overexcitabilities (OEs) are ways that an individual experiences the world and can be understood as channels of information flow. The current study examined the profile of OEs among a group of Hong Kong children. Participants included 229 non-gifted and 217 gifted children. OEs were measured using the Overexcitability Questionnaire II. Results indicated that there were differences between the gifted and the non-gifted groups in all OE subscales. Gender differences were also identified. Females, in both gifted and non-gifted groups, have a significantly higher score in Emotional OE when compared to males. In addition, gifted females also scored significantly higher than their male counterparts in Sensual OE. Results of this study were compared to a group of American children (based on C.L. Tieso's work on overexcitabilities in 2007). The implications and limitations of this study are presented.

Gender Identity and the Overexcitability Profiles of Gifted College Students

Traditional sex-based categories are giving way to more expanded notions of gender among young men and women today. Along with feminine and masculine personalities, some individuals combine both for a more androgynous persona, whereas others exhibit few distinctly feminine or masculine characteristics. In a study of 118 gifted college students, the Bem Sex-Role Inventory was used to assess gender identity; personality characteristics were measured with the Overexcitability Questionnaire–Two. Results indicate a stronger relationship between gender identity (masculinity or femininity) and overexcitability (OE) than between sex (female or male) and OE. Males and females were distributed in the gender categories as follows: men tended to be masculine or undifferentiated, whereas women were feminine or androgynous. Androgynous males and females had higher OE scores. Implications for Dabrowski's theory and gifted education are discussed.