David Dobbs’ article in the Atlantic about orchid children and dandelion children has sparked a huge amount of interest. We summarized the article and later followed up with a link to an interview with Dobbs on WNYC radio. We also mentioned that the story was picked up by Lisa Belkin at Motherlode.

But there’s been lots more coverage (see, for example, this or this) and lots of discussion of the Orchid Hypothesis. You can read a terrific debate between Dobbs and David Shenk (also of the Atlantic) about the suitability of the orchid/dandelion analogy. The debate focusses on the dichotomy created by the orchid/dandelion imagery, which Dobbs explains is really more of a continuum, as are most such descriptors. In fact, it’s more like there are orchid genes and dandelion genes and each person will generally have some amount of orchid in them but also some amount of dandelion:

“Every metaphor has its limits, and one of the limits of the orchid versus dandelions metaphor is that it implies a binary, A or B. division of personality types determined by behavioral gene variants: you’re either orchid or dandelion. That’s not quite accurate, for there are several genes in question here, and because we each get a mix of variants among them, it would be a rare person that was all orchid, so to speak, or all dandelion…

For argument’s sake, let’s say there are 10. In all ten, the ‘dandelion’ form is the most common, with the orchid forms accounting for about 20 to 35 percent. So for any given one of these genes, you’re more likely to have the dandelion variant than the orchid. However, odds being what they are, you are also likely to have the orchid form in at least some of these genes. And since the overall effects on temperamental plasticity are presumed to be multigenic, more orchid genes you have, the more temperamentally malleable and mercurial you will be. In addition, the particular combination of genes in which you have the orchid form will color the nature of your malleability…

So it’s not that a person is either plastic or not. The malleability runs along a spectrum, and is a matter of hue as well as intensity. And the consequences of that malleability, of course, depend heavily on experience, context, etc. But the more malleable folks are shaped more dramatically by their experience and react more dramatically, in temperament and behavior, than the less malleable.”

Dobbs also has a post on his blog (Neuron Culture) about whether orchid children are the same as gifted children. He explains that the theory makes no comment on intellect but instead focusses on temperament. The More Child’s @switchedonmom (who first drew my attention to the orchid article), posted a comment asking how the orchid hypothesis relates to Dabrowski’s Theory of Overexcitabilities. According to @switchedonmom, Dobbs wrote her back,  saying:

“[T]hanks for drawing this to my attn. I want to return to the temperament/intelligence/giftedness issue, and this will help. I hope to get to it in the next week or two and post on it.”

So stay tuned for more on how orchid characteristics correlate with giftedness.

Finally, if you find this as interesting as I do, you might be happy to learn that Dobbs has a deal to write a book on the subject.

* You may also be interested in this post: New Research Supports Orchid Hypothesis.

An article in the December issue of the Atlantic reports on a new theory that genes that predispose people to anxiety, depression, and behavioural problems, also seem to endow people with enormous potential. According to this “orchid hypothesis”:

“[B]ad genes can create dysfunction in unfavorable contexts—but they can also enhance function in favorable contexts. The genetic sensitivities to negative experience … are just the downside of a bigger phenomenon: a heightened genetic sensitivity to all experience.”

According to the theory, most children are “dandelions” who will thrive just about anywhere; but some children are “orchids” who will ”wilt if ignored or maltreated but bloom spectacularly with greenhouse care.”

A growing body of research supports this proposition, showing that “orchid” children actually surpass their “dandelion” counterparts when exposed to positive interventions.  For example, one study showed that children with a genetic predisposition to ADHD improved their behaviour significantly more in response to positive intervention than did their peers without the predisposition.

The orchid hypothesis provides a powerful explanation for an evolutionary puzzle:

“If variants of certain genes create mainly dysfunction and trouble, how have they survived natural selection? … [A]bout a quarter of all human beings carry the best-documented gene variant for depression, while more than a fifth carry the variant that … is associated with externalizing, antisocial, and violent behaviors, as well as ADHD, anxiety, and depression.”

According to the orchid hypothesis, “orchid” children perform an invaluable evolutionary function:

“The many dandelions in a population provide an underlying stability. The less-numerous orchids, meanwhile, may falter in some environments but can excel in those that suit them. … Together, the steady dandelions and the mercurial orchids offer an adaptive flexibility that neither can provide alone. Together, they open a path to otherwise unreachable individual and collective achievements.”

Orchids raised in the right environment accelerate evolutionary progress and adaptation.

The takeaway? Parenting is crucial.

“With a bad environment and poor parenting, orchid children can end up depressed, drug-addicted, or in jail — but with the right environment and good parenting, they can grow up to be society’s most creative, successful, and happy people.”

H/T to @switchedonmom.

Other posts about the Orchid Hypothesis:

Following the Orchid and Dandelion Discussion,
More on Orchid and Dandelion Children,
New Research Supports Orchid Hypothesis

Jennifer Kolari answers a question from a parent who suspects that her daughter may be gifted at My Child Feels:

Jennifer explains that in gifted children, the left brain, which is logical, mathematical and reasonable, understands too much. The right side of the brain, which regulates emotion, can’t cope with it all. To help gifted children learn to manage their big emotions, Jennifer advises using the CALM technique she discusses in the Connected Parenting book (which includes a section devoted to gifted children). Try to understand your child’s feelings, even if those feelings seem unreasonable, as well as spending extra time cuddling and connecting.

Read Jennifer’s full response at My Child Feels.