Overexcitability

Overexcitability is a term introduced to psychology by Polish psychiatrist and psychologist Kazimierz Dąbrowski (1902–1980) as part of his Theory of Positive Disintegration (TPD). It is a rough translation of the Polish word nadpobudliwość, which more accurately translates as "superstimulatability." Dąbrowski used the terms "hyperexcitability," "increased excitability," "overexcitability," and simply "excitability" interchangeably, often equating them with nervousness.

Definition and Conceptual Basis

Overexcitability refers to a heightened physiological experience of stimuli resulting from increased neuronal sensitivities. Dąbrowski described individuals with hyperexcitability as showing "strength and perseveration of reactions incommensurate to their stimuli." Michael M. Piechowski noted that Dąbrowski used the term "psychic overexcitability" to "underline the enhancement and intensification of mental activity much beyond the ordinary." The prefix "over" attached to "excitability" indicates that reactions of excitation are above average in intensity, duration, and frequency.

Within TPD, overexcitability is considered a component of developmental potential (DP)—the constitutional endowment that determines the character and extent of mental growth possible for an individual. DP includes three main features: (1) special abilities and talents, (2) the five forms of overexcitability, and (3) autonomous inner forces (dynamisms) that cultivate growth.

The Five Forms of Overexcitability

Dąbrowski distinguished five forms of psychic overexcitability:

1. Psychomotor Overexcitability (P): A heightened excitability of the neuromuscular system, manifesting as a surplus of energy, love of movement, rapid speech, intense physical activity, impulsiveness, competitiveness, and nervous habits (e.g., tics, nail biting). Emotional tension may be translated into psychomotor activity.

2. Sensual Overexcitability (S): An intensified experience of sensory pleasure or displeasure from sight, smell, touch, taste, and hearing. It manifests as heightened aesthetic appreciation (music, language, art), delight in sensory experiences, and, conversely, extreme discomfort from unpleasant sensations. Sensual outlets for emotional tension may include overeating or seeking the limelight.

3. Intellectual Overexcitability (T): An intensified activity of the mind characterized by a marked need to seek understanding and truth, gain knowledge, and analyze and synthesize information. It includes avid reading, keen observation, reflective thought (thinking about thinking), love of theory and logic, moral thinking, independence of thought, and tenacity in problem solving.

4. Imaginational Overexcitability (M): A heightened play of the imagination with rich association of images and impressions, frequent use of image and metaphor, facility for invention and fantasy, detailed visualization, elaborate dreams, animistic and magical thinking, and a tendency toward daydreaming and distraction.

5. Emotional Overexcitability (E): Heightened, intense feelings and extremes of complex emotions. It includes strong attachments to persons, living things, or places; identification with others' feelings; strong somatic expressions (e.g., stomachaches, blushing); strong affective memory; concern with death; fears, anxieties, and depressions; and well-differentiated feelings toward self (inner dialogue and self-judgment).

Developmental Significance

According to Dąbrowski, emotional, imaginational, and intellectual overexcitability are the "richer" forms and are essential for advanced personality development. When these three appear together, they provide rich possibilities for development and creativity. Psychomotor and sensual overexcitability, by themselves, are considered less conducive to multilevel development, though they can be enriched and transformed when combined with the other three forms.

Dąbrowski viewed overexcitability as a positive trait that allows individuals to see reality "in a different, stronger and more multisided manner." It generates inner conflicts and tension that, when channeled through positive disintegration, can lead to advanced personality development, creativity, and the formation of an autonomous hierarchy of values.

Relationship to Giftedness

A body of research has explored the association between overexcitability and giftedness. Studies using the Overexcitability Questionnaire (OEQ) and the Overexcitability Questionnaire-Two (OEQ-II) have found that gifted individuals tend to score higher on certain forms of overexcitability—particularly intellectual, emotional, and imaginational—compared to nongifted populations. However, some researchers have questioned whether the five-factor model of personality, specifically openness to experience, better explains these heightened behaviors.

Assessment Instruments

The primary instruments for measuring overexcitability are:

• Overexcitability Questionnaire (OEQ): A 21-item open-ended questionnaire developed by Lysy and Piechowski (1983), requiring trained raters to score responses.
• Overexcitability Questionnaire-Two (OEQ-II): A 50-item Likert-scale self-report questionnaire developed by Falk, Lind, Miller, Piechowski, and Silverman (1999).

Key References

• Dąbrowski, K. (1964). Positive Disintegration. Boston: Little, Brown.
• Dąbrowski, K. (1967). Personality-shaping through Positive Disintegration. Boston: Little, Brown.
• Dąbrowski, K. (1972). Psychoneurosis is Not an Illness. London: Gryf.
• Dąbrowski, K., & Piechowski, M. M. (1977). Theory of Levels of Emotional Development (Vols. 1 & 2). Oceanside, NY: Dabor Science.
• Piechowski, M. M. (1979). "Developmental potential." In N. Colangelo & R. T. Zaffrann (Eds.), New Voices in Counseling the Gifted (pp. 25–57). Dubuque, IA: Kendall/Hunt.
• Piechowski, M. M., & Daniels, S. (Eds.) (2009). Living with Intensity: Understanding the Sensitivity, Excitability, and Emotional Development of Gifted Children, Adolescents, and Adults. Great Potential Press.