Specific Domains of Creativity and Their Relationship with Intelligence: A Study in Primary Education

Abstract

This study focuses on the relationships between creativity and intelligence. The main objectives of this study are to know the relationship between creativity and intelligence manifested in individuals aged 9 to 12 and to predict the creativity scores from IQ scores. The design of this study is non-experimental with a correlational, cross-sectional, quantitative approach. In order to achieve the stated objectives, several education centres located in Murcia were selected, in which 323 students took part in a creativity test (PIC-N) and a test about intelligence, depending on the educational level (BADYG/E2r or BADYG/E3r). The results obtained were that intelligence (IQ) was related to general creativity and narrative creativity, but not to the specific domain of graphic creativity. In addition, the analyses indicate that scores on general creativity (F (1,321) = 14.302, p < 0.01) and narrative creativity (F (1,321) = 14.114, p < 0.01) can be predicted from the IQ. At the educational level, language is a determining factor in narrative creativity and, in turn, language is consolidated as children’s cognitive development proceeds.

Influence of performance in Spanish language and literature on physical education and music grades

“…Sala and Gobet (2020), for example, concluded that researchers' optimism about the benefits of music training is unwarranted and possibly stems from a misinterpretation of empirical data. In addition, the idea of the positive influence of creativity (which is inherent to music according to Serrano, 2009) in the teaching-learning process, as well as its subsequent impact on the academic performance of students, seems to have already been confirmed (Alonso et al, 2015;Bernabeu and De la Peña, 2021;López-Martínez and Lorca, 2021;Manetti et al, 2022). On the other hand, Martín López and León del Barco (2009) showed that there are positive correlations between the music grade and the understanding of emotional states, on the one hand, and, on the other, that students with low musical performance, that is, those who failed in music, also obtained the lowest scores in the expression, understanding and regulation of their emotions.…”