Creativity: A new kind of intellect? (original) (raw)
The Relationship Between Diverse Components of Intelligence and Creativity
Intelligence and creativity are accounted for in terms of two different mental operations referred to as 'convergent thinking' and 'divergent thinking', respectively. Nevertheless, psychometric evidence on the relationship between intelligence and creativity has been controversial. To clarify their relationship, we characterized the relationship between diverse components of intelligence and creativity through the administration of psychometric tests on a large sample (WAIS, RPM, and TTCT-figural: n = 215; TTCT-verbal: n = 137). The general intelligence factor (g) score showed significant correlations with both TTCT-figural and TTCT-verbal scores. However, sub-dimensional analysis demonstrated that their association was attributable to the specific components of both TTCTs (TTCT-figural: Abstractness of Titles, Elaboration, and Resistance to Premature Closure; TTCT-verbal: Flexibility) rather than to their common components (Fluency and Originality). Among the intelligence sub-dimensions, crystallized intelligence (gC) played a pivotal role in the association between g and the specific components of both TTCTs. When the total sample was divided into two IQ groups, these phenomena were more evident in the average IQ group than in the high IQ group. These results suggest that the mental operation of creativity may be different from that of intelligence, but gC may be used as a resource for the mental operation of creativity.
Creativity: It’s Components Relative to Intelligence
2021
In this article, the author discusses and reviews the relevant needed aspects of intelligence relative to creativity, the creative process and the creative product. Further, there are elements of personality which also need to be examined. Some suggestions for future research are described.
Interrelationships Among Three Standardized Creativity Tests and IQ
1971
This study evaluated interrelationships among the scores of 51 high school seniors on the ?emote Associates Test (PAT), verbal suhtests of the Torrance Tests, the Alrha Biographical inventory (API), and IO. For all subjt:.ts, RAT scores, TO, and the ABI Academic Sticcess score comprised an interrelated "intelligence cluster." With males, none of the scores in the intelligence cluster correlated well with the Torrance Test scores nor with the API Creativity score. Further, for males the Torrance scores were unrelated to ART Creativity. With females, individual tests in t1)(,, intelligence cluster especially TO and ABI Academic) correlated significantly with Torrance Test and tRI Creativity scores. Also with females, Torrance Test and API Creativity scores were significantly related. Using as an "outside" validating criterion ART items v1;.ch provide self-ratings of creativity and originality and self-reports of art, writing, and science activities, Torrance Test scores proved to be the best predictor (except for the AEI Creativity score itself, which was partly based upon the criterion items). Recommendations are made for assersing creative potential in hiah school and in earlier grades. (Author)
Creativity, intelligence, and personality: A critical review of the scattered literature
2006
The authors examined the relations among intelligence, personality, and creativity. They consider the concept and definition of creativity in conjunction with the qualifications that researchers in the field have suggested. The present authors briefly refer to historiometric studies but focus on psychometric intelligence and its relations to tests of divergent thinking (DT) and ratings of creativity.
Correlates of Creativity: An Association Between Creativity, Personality, and Intelligence
2021
The present study aimed to explore the association between creativity, intelligence, and personality. Sixty dextral healthy volunteers in the age range of 20-40 years were recruited for the study and administered tests for fluid intelligence (Raven’s Standard Progressive Matrices), personality (Big Five NEO-FFI), and divergent thinking (Wallach & Kogan Creativity Test). Findings revealed that intelligence and openness to experience were significantly and positively correlated with fluency, flexibility, and originality dimensions of creativity. The multiple regression analysis suggested openness and fluid intelligence as significant predictors for creativity which entails that individuals who are more open to new experiences continue integrating new and diverse information to their subsisting repertoire of experiences, when intelligently assimilated with contextual and emotional stimuli could provide more varied and novel responses to divergent thinking tasks.
Intelligence, general knowledge and personality as predictors of creativity
Learning and Individual Differences, 2010
This study sought to examine the contribution of fluid intelligence, general knowledge and Big Five personality traits in predicting four indices of creativity: Divergent Thinking (DT) fluency, Rated DT, Creative Achievement and Self-Rated creativity and a combined Total Creativity variable. When creativity was assessed by DT test, the consistent predictor was fluid intelligence. When creativity was assessed in terms of achievement or self-rating, personality variables were consistently predictive.
Frontiers in psychology, 2017
This paper discusses the importance of three features of psychometric tests for cognition research: construct definition, problem space, and knowledge domain. Definition of constructs, e.g., intelligence or creativity, forms the theoretical basis for test construction. Problem space, being well or ill-defined, is determined by the cognitive abilities considered to belong to the constructs, e.g., convergent thinking to intelligence, divergent thinking to creativity. Knowledge domain and the possibilities it offers cognition are reflected in test results. We argue that (a) comparing results of tests with different problem spaces is more informative when cognition operates in both tests on an identical knowledge domain, and (b) intertwining of abilities related to both constructs can only be expected in tests developed to instigate such a process. Test features should guarantee that abilities can contribute to self-generated and goal-directed processes bringing forth solutions that are...
Finding Creative Potential on Intelligence Tests via Divergent Production
Canadian Journal of School Psychology, 2011
Assessing creative potential using a comprehensive battery of standardized tests requires a focus on how and why an individual responds in addition to how well they respond. Using the "intelligent testing" philosophy of focusing on the person being tested rather than the measure itself helps psychologists form a more complete picture of an examinee, which may include information about his or her creative potential. Although most aspects of creativity are not present in current individually based IQ and achievement tests, one exception is divergent production. Although still poorly represented, some subtests show great potential for tapping into divergent production, and hence provide some insight into creativity. The research on the relationship between measures of intelligence and creativity is discussed in this article. The authors also propose a way to use individually administered cognitive and achievement batteries to extract information about an individual's divergent production and general creative potential.
A Research on the Structure of Intelligence and Creativity, and Creativity Style
The relationship between intelligence and creativity may be linked to the difficulties in defining and measuring methodology. Threshold theory is one of the theories which is used to explain the relationship between them. The aim of this study is to investigate the structures which the creative thinking ability of the gifted students and their intellectual structure is grouped and the structure which their creative thinking ability are alone. Data was gathered using Wechsler Intelligence Scale for Children-R and Torrance Thinking Creativity Test (TTCT). Confirmatory factor analyses were conducted with data from 278 gifted primary school students which contained the grade range of 1 to 3. The results indicate that the TTCT subscores consist of 2 factors called adaptive and innovative rather than a single factor. Besides, the results of the analyses provide support that creativity and intelligence are independent from each other.