Relation of Creativity to Fluid and Crystallized Intelligence

Sligh, Allison C.; Conners, Frances A.; Roskos–Ewoldsen, Beverly

doi:10.1002/j.2162-6057.2005.tb01254.x

Cited by 96 publications

(70 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In assuming the RCPM test to be a measurement related to fluid intelligence, it is possible to verify in the literature studies which found strong correlations with creativity in this type of intelligence, as found in the present study, in making use of the non-case sample (Batey, Chamorro-Premuzic, & Furnham, 2009;Preckel et al, 2006;Sligh, Conners, & Roskos-Ewoldsen, 2005). Nevertheless, as was also found here, studies were observed in the literature which indicated weak correlations between creativity and this type of intelligence (Furnham, Batey, Anand, & Manfield, 2008;Reuter et al, 2005).…”

Section: Discussionsupporting

confidence: 85%

Creativity and Intelligence in Children With and Without Developmental Dyslexia1

Alves

Nakano

2014

Paidéia (Ribeirão Preto)

View full text Add to dashboard Cite

This study aimed to verify if the creativity of children with Developmental Dyslexia (CG; n = 13) differs from children without difficulties in reading and writing (NG; n = 13). Furthermore, we sought to verify how creativity could be related to intelligence. The Raven Colored Progressive Matrices Test and the Child Figural Creativity Test were applied in both groups. High correlations were found between intelligence and creativity in both groups, and variable correlations for the same type of analysis were found in the literature. There were no significant intergroup differences for creativity, although the NG had a higher overall average in creativity and the CG, the highest averages in most evaluated creative characteristics. The possible involvement of psychological/neuropsychological constructs with creativity, such as spatial processing and emotion, was discussed.

show abstract

Section: Discussionsupporting

confidence: 85%

Creativity and Intelligence in Children With and Without Developmental Dyslexia1

Alves

Nakano

2014

Paidéia (Ribeirão Preto)

View full text Add to dashboard Cite

show abstract

“…Moreover, Gr would seem to be important, given that creating a good metaphor involves scanning and manipulating stored semantic knowledge, from simple vocabulary to conceptual knowledge of possible topics and vehicles. Some studies have found an important role for Gc in creative thought (e.g., Greengross et al, 2012 andSligh et al, 2005), but for the most part research on intelligence and creativity hasn't examined the range of CHC cognitive abilities. Including Gf, Gc, and Gr in the same study could clarify their unique contributions to creative metaphor production, and it would allow the estimation of a higherorder g factor and its effects.…”

Section: Discussionmentioning

confidence: 99%

Making creative metaphors: The importance of fluid intelligence for creative thought

2012

View full text Add to dashboard Cite

The relationship between intelligence and creativity remains controversial. The present research explored this issue by studying the role of fluid intelligence (Gf) in the generation of creative metaphors. Participants (n = 132 young adults) completed six nonverbal tests of Gf (primarily tests of inductive reasoning) and were then asked to create metaphors that described a past emotional experience. The metaphors were rated for creative quality. Latent variable models found that Gf explained approximately 24% of the variance in metaphor quality (standardized beta = .49), consistent with the view that creative ideation engages executive processes and abilities. The effect of Gf remained substantial after including personality (the Big Five factors) in the model. The discussion considers implications for the debate over intelligence and creativity as well as for the cognitive abilities involved in metaphor production. Are intelligent people more creative, or are intelligence and creativity independent abilities? This question is one of the enduring controversies in the psychology of creativity (Kaufman, 2009 andWallach andKogan, 1965). In the present work, we take a new slant on this problem by examining the role of fluid intelligence (Gf) in the production of creative metaphors. This work extends studies of creative cognition to a new domain, provides further support for our view that intelligence is central to creative thought (Nusbaum & Silvia, 2011a), and contributes to the emerging literature on how people make metaphors (Chiappe & Chiappe, 2007). The creativity-and-intelligence controversy

show abstract

“…Wechsler Intelligence Scale for Children). The majority of the contemporary research views intelligence and creativity as distinct constructs that are only weakly related (Batey & Furnham, 2006;Kaufman, 2009;Kim, 2005;Kim, Cramond, & VanTassel-Baska, 2010;Preckel, Holling, & Wiese, 2006;Runco, 2007;Sligh, Conners, & Roskos-Ewoldsen, 2005;Sternberg & O'Hara, 1999). For example, Kim's (2005) meta-analytic study found the mean correlation coefficient between these two traits to be small (r = .17).…”

Section: The Relationship Between Creativity and Processing Speed Formentioning

confidence: 99%

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Bahar¹,

Öztürk²

2018

IES

View full text Add to dashboard Cite

This study explored the relationship between processing speed and five dimensions of creativity, which were fluency, originality, elaboration, abstractness of titles, and resistance to premature closure (RPC). It is the first empirical study that examines this relationship, also relating it to gender and level of giftedness. Data came from 133 gifted students at grades one through four in three private schools in Istanbul, Turkey. Creativity was measured through the Torrance Test of Creative Thinking -Figural. Scores from the Coding subtest of the Wechsler Intelligence Scale for Children were used as the data on processing speed. The findings showed that girls had significantly higher scores in processing speed, elaboration, abstractness of titles, and RPC. There were no significant differences in fluency and originality. While fluency and originality were the only two subscores correlated with processing speed for boys (both positively correlated), four subscores were correlated with processing speed for girls (all four negatively correlated). Girls had higher processing speed scores in the group of low giftedness, but not in the group of high giftedness. A distinct finding about the boys of high giftedness was the high positive interrelationships among originality, fluency, and processing speed, which were not there for boys of low giftedness or girls of high giftedness. With its findings, the study supports some of the previous explanations around the topic, and generates new hypotheses to be tested experimentally.

show abstract

Relation of Creativity to Fluid and Crystallized Intelligence

Cited by 96 publications

References 15 publications

Creativity and Intelligence in Children With and Without Developmental Dyslexia1

Creativity and Intelligence in Children With and Without Developmental Dyslexia1

Making creative metaphors: The importance of fluid intelligence for creative thought

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Contact Info

Product

Resources

About