Divergent Thinking and Ability: is there a threshold?

Child, Dennis; Croucher, Audrey

doi:10.1080/0305569770030201

Cited by 6 publications

(5 citation statements)

References 12 publications

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“…Thus, our results from the composite IQ measure suggest that the threshold effect may indeed be due to a statistical artifact. They are consistent with the results of Child and Croucher (1977), who, in contrast to Guilford (1967), found no systematic increase in the scatter of creativity scores with increasing IQ.…”

Section: Averagesupporting

confidence: 91%

“…The notion that different aspects of IQ might relate differently to creativity is not new. Some researchers, for example, have shown that measures of verbal IQ support the threshold hypothesis better than do measures of nonverbal IQ (e.g., Child & Croucher, 1977). However, no researchers have yet identi-fied aspects of IQ that show such different patterns across IQ groups that crystallized and fluid IQ showed in the present study.…”

Section: Averagecontrasting

confidence: 54%

“…Because restricted variance directly affects the magnitude of the correlation coefficient, much of the support for the threshold hypothesis could be due to a statistical artifact and nothing more. There has been some concern expressed in the literature over this issue, but it still has not been addressed adequately (see Child & Croucher, 1977, for a discussion). In a few studies, researchers attempted to address the issue by setting up narrow IQ bands for comparison, such that the standard deviations for creativity and IQ were similar in all bands (e.g., Runco & Albert, 1986;Yamamoto, 1965).…”

Section: Relation Of Creativity To Fluid and Crystallized Intelligencementioning

confidence: 99%

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Relation of Creativity to Fluid and Crystallized Intelligence

Sligh¹,

Conners²,

Roskos–Ewoldsen³

2005

The Journal of Creative Behavior

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The threshold hypothesis regarding creativity and intelligence suggests that these two constructs are positively correlated except at the higher end of the IQ distribution, where they are unrelated. Much of the support for this hypothesis comes from comparisons of correlations within average and high‐IQ groups. However, a common methodological flaw in these comparisons is that the high IQ group is smaller in variance than the average IQ group. In the present study we equated variances for a better test of the threshold hypothesis. College students in two IQ groups completed tests of creativity and intelligence. IQ and creativity correlated at least as strongly in the high IQ group as in the average IQ group, generally failing to support the threshold hypothesis. However, breakdown of composite IQ into fluid and crystallized IQ indicated minimal support for the threshold hypothesis with crystallized IQ, but support for an inverse threshold effect with fluid IQ. Fluid IQ correlated significantly with creativity in the high IQ group but not in the average IQ group, and this pattern was corroborated by regression analyses. Possible explanations for the pattern of results are offered.

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Section: Averagesupporting

confidence: 91%

Section: Averagecontrasting

confidence: 54%

Section: Relation Of Creativity To Fluid and Crystallized Intelligencementioning

confidence: 99%

See 1 more Smart Citation

Relation of Creativity to Fluid and Crystallized Intelligence

Sligh¹,

Conners²,

Roskos–Ewoldsen³

2005

The Journal of Creative Behavior

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“…Because Preckel et al (2006) mainly measured reasoning or working memory in the intelligence test and Fluency in the creativity test, this may have led to different results as compared to prior studies. Child and Croucher (1977) consistently showed that the associations between the verbal intelligence test and both Fluency and Originality were stronger in the lower intelligence range than in the higher intelligence range, whereas the associations between the reasoning test and both Fluency and Originality did not show such an association.…”

Section: Discussionmentioning

confidence: 90%

The Relationship Between Diverse Components of Intelligence and Creativity

Cho

Nijenhuis

Vianen

et al. 2010

Journal of Creative Behavior

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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 (TTCTfigural: 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.

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“…As the intelligence level of individuals increases, their creativity does not increase. While there is a high correlation between creativity and intelligence 120 IQ score, there is a low correlation above it (Child & Croucher, 1977; Getzels & Jackson, 1962; Shaw & DeMers, 1986; Torrance, 1962). People with very high IQs may have low creativity tests, while people with slightly above average intelligence can do very well on creativity tests.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Intelligence and Creativity Within the Threshold Theory Among Gifted and Bright Secondary School Students in Turkey

Çetinkaya

2023

Sage Open

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This study examines the relationship between the intelligence and creativity scores of gifted and bright students according to the Threshold Theory.1155 students participated in the study. Students are at the secondary school level. There are seven different regions in Turkey. The sample consists of participants from the largest provinces of the regions. The Wisc-R intelligence test and Torrance Creative Thinking Test (TTCT) were used. Data were collected over a decade between 2012 and 2022. The obtained data were tested according to the Threshold Theory. The relationship between intelligence and creativity was studied based on different intelligence score ranges. A significant relationship was found between the intelligence and creativity scores of the bright students. It was determined that there is a positive and significant ( r = .725, p < .001) correlation between intelligence and creativity scores of children ( n = 432) with bright intelligence (120–129). In the findings obtained, no significant correlation was found between giftedness and creativity scores of the gifted and profoundly gifted students. No significant correlation was found between intelligence and creativity scores ( r = .051, p > .05) of gifted children ( n = 581). No significant correlation was found between intelligence and creativity scores ( r = .062, p > .05) of children ( n = 142) with profoundly gifted intelligence (146–160). The result of this study confirmed the Threshold Theory.

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Divergent Thinking and Ability: is there a threshold?

Cited by 6 publications

References 12 publications

Relation of Creativity to Fluid and Crystallized Intelligence

Relation of Creativity to Fluid and Crystallized Intelligence

The Relationship Between Diverse Components of Intelligence and Creativity

The Relationship Between Intelligence and Creativity Within the Threshold Theory Among Gifted and Bright Secondary School Students in Turkey

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