Differential effects of cognitive inhibition and intelligence on creativity

Benedek, Mathias; Franz, Fabiola; Heene, Moritz; Neubauer, Aljoscha C.

doi:10.1016/j.paid.2012.04.014

Cited by 303 publications

(266 citation statements)

References 34 publications

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“…Although it was comparable to correlations found in other studies (see Kim, 2008 for a meta-analysis), it was lower than in some recent studies that used broader measures of both intelligence and creativity (e.g. Benedek, Franz, Heene, & Neubauer, 2012;Silvia, 2008). More research is needed to investigate the possible dependency between creativity and intelligence, and how this may influence mathematics.…”

Section: Discussionsupporting

confidence: 69%

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Kroesbergen¹,

Schoevers²

2017

J. Numer. Cogn.

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In this study, it was investigated how domain-specific (number sense) and domain-general (working memory, creativity) factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old participated. Several tests to measure math ability, mathematical creativity, number sense, verbal and visual spatial working memory and creativity were administered. Data were analyzed with a series of correlation and regression analyses. Number sense, working memory and creativity were all found to be important predictors of academic and creative mathematical ability. Furthermore, groups with math learning disabilities (MLD) and mathematical giftedness (MG) were compared to a typically developing (TD) group. The results show that the MLD group scored lower on number line estimation and visual spatial working memory than the TD group, while the MG group differed from the TD group on visual spatial working memory and creativity. It is concluded that creativity plays a significant role in mathematics, above working memory and number sense. Research on individual differences in the development of mathematical cognition has pointed to two main underlying cognitive factors: number sense and working memory (e.g., Fuchs, Geary, Compton, Fuchs, Hamlett, & Bryant, 2010;Geary, 2010). Number sense (NS) could be seen as the domain-specific precursor of mathematics. Working memory is a domain-general predictor, not only in mathematical development but also in other academic areas. Although several other cognitive factors have been related to math, such as processing speed (e.g., Peterson et al., 2017;Willcutt et al., 2013), or phonological skills (e.g., Barnes et al., 2014;Slot, Van Viersen, De Bree, & Kroesbergen, 2016), working memory and number sense together explain a substantial part of the variance in mathematics (e.g., 48-50% in Kroesbergen & Van Dijk, 2015; 24-28% in Toll, Kroesbergen, & Van Luit, 2016). These two factors are not only related to mathematics in typically developing (TD) children, but they have also repeatedly been found to explain differences between children with mathematical learning disabilities (MLD) and TD children (e.g., Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007;Mazzocco, Feigenson, & Halberda, 2011;Mussolin, Mejias, & Noël, 2010;Piazza et al., 2010; Raghubar, jnc.psychopen.eu | 2363-8761 Barnes, & Hecht, 2010Schuchardt, Maehler, & Hasselhorn, 2008). However, from another body of research, on mathematically gifted (MG) children, another domain-general factor appears that may influence mathematics as well: Creativity (e.g., Leikin, Koichu, & Berman, 2009;Mann, 2006;Sriraman, 2005). However, studies investigating the role of creativity in mathematics have taken neither working memory nor number sense into account. The goal of the current study is to compare the role of working memory and number sense with that of creativity in the mathematical abilities of both TD children as well as children with MLD and MG children in fourth grade....

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Section: Discussionsupporting

confidence: 69%

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Kroesbergen¹,

Schoevers²

2017

J. Numer. Cogn.

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“…As recent research offers growing evidence that creativity involves executive processes (Benedek, Franz, Heene, & Neubaeur, 2012), an interpretation for this result is to consider that individuals with high verbal abilities can handle the cognitive load focused on the treatment of verbal information (semantic memory, syntax, and inhibition) and are therefore more available to develop verbal creative expression. Furthermore, the findings observed in Table 2 Correlations between EPoC and WISC-IV scores for the whole sample (n = 338), the intellectually gifted sample (total IQ ≥ 130, n = 118) and the non-gifted sample (total IQ b 130, n = 220).…”

Section: Relationships Between Creative Potential and Intellectual Abmentioning

confidence: 99%

Relationships between intelligence and creativity in gifted and non-gifted children

Guignard

Kermarrec

Tordjman

2016

Learning and Individual Differences

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“…The relationship between intelligence and creative potential may be mediated by biologically-based executive mechanisms. Such mechanisms may include cognitive inhibition and task-switching (Benedek, Franz, Heene, & Neubauer, 2012). …”

Section: Introductionmentioning

confidence: 99%

Genetic and environmental influences on applied creativity: A reared-apart twin study

Velázquez

Segal

Horwitz

2015

Personality and Individual Differences

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Applied creativity involves bringing innovation to real-life activities. The first reared-apart twin study assessing genetic and environmental origins of applied creativity, via Draw-a-House (DAH) and Draw-a-Person (DAP) tasks, is presented. Participants included 69 MZA and 53 DZA twin pairs from the Minnesota Study of Twins Reared Apart. Drawings were evaluated by four artists and four non-artists. Genetic effects were demonstrated for the DAP (.38–.47), but not for the DAH. Creative personality showed genetic effects (.50), and modest, but significant correlations with scores on the two drawings (rs = .17–.26). Both genetic and nonshared environmental influences underlie variance in applied creativity. Individuals concerned with enhancing creativity among students and others may better understand individual differences in performance and training.

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Differential effects of cognitive inhibition and intelligence on creativity

Cited by 303 publications

References 34 publications

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Relationships between intelligence and creativity in gifted and non-gifted children

Genetic and environmental influences on applied creativity: A reared-apart twin study

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