Incidental memory and problem-solving.

Blind variation and selective retentions in creative thought as in other knowledge processes.

“…In organic evolution, the variation process of mutation and the preservation of gains through genetic rigidity are at odds, with an increase in either being at the expense of the other, and with some degree of compromise being optimum. Just so we might expect that a very pure measure of innovative range in thought and a very pure measure of rote memory might be even negatively correlated, as Saugstad (1952) seems to have found, and similarly for innovative range and selective precision. Such considerations suggest complementary combinations of talent in creative teams, although the uninhibited idea-man and the compulsive edit-and-record type are notoriously incompatible office mates.…”

Recent research on human problem solving.

“…However, several studies cited elsewhere in this paper also included comparisons, usually via correlation, among subject variables, among different response measures, among response measures and various standardized tests, etc. A few of these comparisons were mentioned earlier; others, which are too varied to be summarized here, appear in Battig (1957); Frick and Guilford (1957); ; Marks (1951); McNemar (1955); Saugstad (1952); and Staats (1957).…”

“…Hilgard et al (1954) found high school boys superior to girls on Katona card problems. Saugstad (1952) used five complex problems to test his hypothesis that incidental memory should correlate negatively with ability to solve such difficult problems. Significant negative correlations were found for boys but not for girls.…”

A theory of the creativity-intelligence interaction: an environmental suppressor variable

“…In his own analysis of existing data, Barron (1969) estimated that the average correlation was .25 between IQ and i.rnaginativeness or originality. In our own revi~~ of obtained intelligence-creativity correlations, few ex ceptions to the expected ranges of ~20-.30 have been f01xnd (for typi cal examples, see : Saugstad, 1952;Schlicht, Anderson, Helin, Hippe, Listiak, Moser, and Walker, 1966;and Getze1s & Jackson, 1962).…”

“…Highly intelligent subjects seem. to have a tendency toward holistic organiza tion of perceptions, and this kh1d of organization is known to be conduo ive to memorization in anyone (Gardner, Jackson, &Messick, 1958;Beck, 1968;Saugstad, 1952). All that is known for certain is that individual capacity for reca~ of associations is a critical factor in intelligence, and basic to all human problem solving (Guilford, 1967) We now move on to our second major area of concern: creativity.…”