The Relationship Between Diverse Components of Intelligence and Creativity

Abstract

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.

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

“…In support of this hypothesis, Yamamoto (1964) investigated secondary school children and found a significant correlation between intelligence and creative potential of r = .30, but no significant correlations for gifted children. More recently, Cho, Nijenhuis, van Vianen, Kim, and Lee (2010) tested the threshold hypothesis in a sample of adolescents and adults and found similar results.…”

The effectiveness of mentoring strategy for developing the creative potential of the gifted and non-gifted students

“…Preckel et al, 2006Getzel & Jackson, 1962, cit. Jauk et al, 2013, another group present a conclusion that if the intelligence level gets higher, the relationship gets decreased or disappears (Cho et al, 2010;Hamivand, 2012;Kim, 2005;Preckel et al, 2006;Runco & Albert, 1986;Ş ahin, 2014b;Virgolim, 2005). In one of the studies of Jausovec (2000), it was stated that creativity and intelligence are different abilities that also differ in the neurological activity displayed by individuals while solving open or closed problems.…”

“…These questions and similar ones are discussed by the scientists (e.g. Karwowski & Gralewski, 2013;Runco, 2007) and many studies have been conducted to examine the relationship between intelligence and creativity (Cho, Nijenhuis, VanVianen, Kim, & Lee, 2010;Hamivand, 2012;Getzel & Jackson, 1962, Yamamato, 1966, cit. Jauk, Benedek, Dunst, & Neubauer, 2013Jausovec, 1996Jausovec, , 2000Kim, 2005;Preckel, Holling, & Wiese, 2006;Runco & Albert, 1986;Barron, 1963, 1969, cit.…”

The Predictive Level of Emotional Intelligence for the Domain-specific Creativity: A Study on Gifted Students

“…Bu hipoteze göre, bireyin yaratıcı performans sergileyebilmesi için en az orta düzey bir zekaya sahip olması gerektiği varsayılır ve 120 IQ puanı altında zeka ve yaratıcılık arasındaki ilişkinin 120 IQ puanı üstünde bireylere göre daha yüksek olarak ortaya çıkması beklenmektedir (Kim, Cramond ve VanTassel-Baska, 2010;Runco, 2007). Bir grup araştırmada hipotezi destekleyen (Cho, Nijenhuis, VanVianen, Kim ve Lee, 2010;Fuchs-Beauchamp, Karnes ve Johnson, 1993;Şahin, 2014), bir kısmında ise tam tersi bulgular ortaya çıkmıştır (Kim, 2005;Runco ve Albert, 1986;Runco, Millar, Acar ve Cramond, 2010;Preckel, Holling ve Wiese, 2006;Sligh, Conners ve Roskos-Ewoldsen, 2005).…”