Creativity and Intelligence: Explorations with Gifted Students

Getzels, J. W.; Jackson, Philip W.

doi:10.2307/40223437

Cited by 197 publications

(198 citation statements)

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“…There are now indications, however that this drop in five-year-olds is man-made or cultural rather than a natural phenomenon. Getzels and Jackson (1962) found that teachers prefer high I.Q. students to highly creative students.…”

Section: Chapter II Review Of Literaturementioning

confidence: 99%

“…score, as it is now procured, measures expected or convergent thinking, whereas, creativity is most characterized by divergent thinking (Eisner, 1963). Getzels and Jackson (1962) found that intelligence was far from a reliable predictor of creativity. Eisner (1963) asserted that the distinction between creativity and intelligence is artificial.…”

Section: Chapter II Review Of Literaturementioning

confidence: 99%

“…and is 'not a reliable predictor of creativity (Getzels and Jackson, , 1962). Among the, nearly 60 dimensions of the mind discovered to date, more than 50 are nonintellectual in nature (C. W~ Taylor, 1961) and can not be measured by standard I.Q.…”

Section: Score As It Is Now Obtained Measures Expected or Convergenmentioning

confidence: 99%

“…Highly creative behavior is unrewarded by teachers and peers who are more comfortable with highly intelligent students ,than highly creative students (Mukerji, 1965;Getzels and Jackson, 1962)·. The beneficial aspects of spontaneous \.._…”

Section: Score As It Is Now Obtained Measures Expected or Convergenmentioning

confidence: 99%

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The Relationship of Birth Order and Socioeconomic Status to the Creativity of Preschool Children

Lichtenwalner¹,

Maxwell²

1969

Child Development

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Section: Chapter II Review Of Literaturementioning

confidence: 99%

Section: Chapter II Review Of Literaturementioning

confidence: 99%

Section: Score As It Is Now Obtained Measures Expected or Convergenmentioning

confidence: 99%

Section: Score As It Is Now Obtained Measures Expected or Convergenmentioning

confidence: 99%

See 2 more Smart Citations

The Relationship of Birth Order and Socioeconomic Status to the Creativity of Preschool Children

Lichtenwalner¹,

Maxwell²

1969

Child Development

View full text Add to dashboard Cite

“…Biographical data has also been used to study everyday creativity for example, through lists of creative accomplishments (King, McKee-Walker, & Broyles, 1996), or questions about past creative performance (Hocevar, 1979;Taylor & Ellison, 1966). (Getzels & Jackson, 1962;Wallach & Kogan, 1965). Finke, Ward, and Smith (1992) developed a slightly different approach.…”

Section: Measurement Of Creativitymentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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Critics of psychological tests: Basic assumptions: How good?

Dunnette¹

1964

Psychol. Schs.

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Creativity and Intelligence: Explorations with Gifted Students

Cited by 197 publications

References 0 publications

The Relationship of Birth Order and Socioeconomic Status to the Creativity of Preschool Children

The Relationship of Birth Order and Socioeconomic Status to the Creativity of Preschool Children

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Critics of psychological tests: Basic assumptions: How good?

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