Creativity, Intelligence, and Values: A Study of Relationships

Herr, Edwin L.; Moore, Gilbert D.; Hansen, James C.; Castelli, Charles

doi:10.1177/001440296503200210

Cited by 22 publications

(5 citation statements)

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“…The impact of the relational mind-set induced by generating solutions for far analogies was observed even when we controlled for fluid intelligence, overall accuracy, and response time in the verbal analogy task. Our findings support previous research demonstrating a dissociation between IQ and creativity (Herr et al, 1965; Hocevar, 1980; Kim, 2005). At the same time, fluid intelligence is also closely linked to analogical reasoning.…”

Section: Discussionsupporting

confidence: 92%

“…Analogical reasoning is closely connected not only to creativity but also to individual differences in IQ, particularly the component of fluid intelligence (Snow, Kyllonen, & Marshalek, 1984). Although IQ and creativity can be dissociated as separate traits (Herr, Moore, & Hansen, 1965; Hocevar, 1980; Kim, 2005), analogical reasoning appears to bridge them (Holyoak, 2012). In particular, it has been proposed that cross-domain analogies tap into creative processing (Barnett & Ceci, 2002; Bowdle & Gentner, 2005; Holyoak & Thagard, 1995).…”

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confidence: 99%

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Far-Out Thinking

Vendetti

Holyoak

2014

Psychol Sci

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Is it possible to induce a mind-set that will affect relational thinking in a subsequent reasoning task involving unrelated materials? We investigated whether evaluating the validity of verbal analogies (Experiment 1a) or generating solutions for them (Experiment 1b) could induce a relational mind-set that would transfer to an unrelated picture-mapping task. The verbal analogies were based on either near or far semantic relations. We found that generating (but not evaluating) solutions for semantically distant analogies increased the proportion of relational mappings on the transfer task, even after we controlled for fluid intelligence and response time. Solving near analogies did not produce transfer. Generation of solutions to far analogies appears to provide a potent method for triggering a mind-set that can enhance relational thinking in a different task.

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 99%

Far-Out Thinking

Vendetti

Holyoak

2014

Psychol Sci

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“…A correlation of .3 was found by Yamamoto (1964b) between Torrance creativity test scores of creative adolescents and the Lorge-Thorndike measure. Investigating scientifically oriented, bright students, Herr, Moore, and Hansen (1965) did not find any relationship between the Guilford tests of creativity and scores on the Lorge-Thorndike, Watson-Glaser Critical Thinking Appraisal, and Terman Concept Mastery measures. Using seven creativity instruments and taking the Getzels and Jackson study as his starting point, Flescher (1963) reported the average correlation with California Test of Mental Maturity scores was .04 for his sample of 110 sixth graders, suggesting definite independence of creativity indices from intelligence.…”

Section: Creativity and Intelligencementioning

confidence: 67%

Identification of creativity: The individual.

Dellas

Gaier²

1970

Psychological Bulletin

203

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The present paper reviews creativity research within the cognitive and personological investigative orientations on five parameters of creativity as they affect the individual: (a) intellectual factors and cognitive styles associated with creativity, (b) creativity as related/unrelated to intelligence, (c) personality aspects of creativity, (d) the potential creative, and (e) motivational characteristics associated with creativity. Despite differences in age, cultural background, area of operation or eminence, a particular consistent constellation of psychological traits emerges. These persons also appear distinguished more by interests, attitudes, and drives, rather than by intellectual abilities. The assessment of creative potential should include not only singular intellectual characteristics but also cognitive styles and personality variables. Creativity research pursued on the basis of compound criteria from disparate psychological levels holds promise for more valid findings which may, in addition, contribute toward the resolution of conceptual dilemmas.

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“…In another study, students with an IQ above 120 and students with lower scores were compared, and no significant correlation was found between the intelligence levels and creativity scores of all participants (Kim, 2005; Preckel et al, 2006; Runco & Albert, 1986). Herr et al (1965), Cropley (1968), and Simonton (1994) found that the correlation between creativity and intelligence is weak. Haensly and Reynolds (1989) state that there is a limited relationship between intelligence and creativity.…”

Section: Discussionmentioning

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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Creativity, Intelligence, and Values: A Study of Relationships

Cited by 22 publications

References 0 publications

Far-Out Thinking

Far-Out Thinking

Identification of creativity: The individual.

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

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