The Relationships between Intelligence, Personality and Creativity under Two Conditions of Stress

Abstract

The experiment set out to determine whether responses to creativity tests are iniluenced by the personality of the subjects and by the amount of stress imposed by different testing procedures. 106 children aged 9, 11 and 13 years were given an intelligence test and tests of extraversion and anxiety according to test manual directions and three verbal, creativity tests were given in a relaxed atmosphere to half of the children and in a moderately stressful manner to the remainder. The results indicate that the number and origin&@ of responses is greater in the stressful condition and that there is a disordinal interaction of both extraversion and anxiety with stress.

The Relationship Between Communication Apprehension and Learning Preferences in an Organizational Setting

“…Most relevant to this study, Furnham found that individuals with an extraverted orientation demonstrate a preference for the converger learning style while those with an introverted orientation prefer the accommodator learning style. These findings corroborate research by Leith (1972) who found that extraverts learn more effectively than introverts with discovery-based instructional methods, while introverts learn more effectively with direct (reception) instructional methods.…”

The development of personality and its relation to learning

“…The learning task was a programme on vectors from which rules were abstracted and given either before or after sections of the programme containing practice examples. Leith, 1972a. In general, the evidence favoured superiority of rules following practice, but there was also a significant interaction with personality. Both post-and transfer tests showed that this occurred because the 'rules before' was significantly poorer than the 'rules after' condition for extraverts of both above and below average ability, while there was no significant difference between the treatments for introverts.…”

“…As another example of the interaction between personality, achievement, and conditions of learning and testing, consider an experiment performed by Leith (1972a) on 106 children who were given an intelligence test, tests of extraversion and neuroticism, and three verbal creativity tests. 3 Half the children Personality and Learning were given the creativity tests in a relaxed atmosphere, the other half were given the creativity tests in a moderately stressful manner (induced by instructions to 'do their best', to avoid delays, and by statements about the relation of the tests to academic ability).…”

Kreativitet Och Ålder

“…Han fann, att testatmosfaren var viktigare an avsaknaden av tidsbegransning i motsats till Van Mondfrans (1971), som ansag tiden viktigare an atmosfaren. Nagra undersokningar har visat, att en formell testatmosfar okar forsokspersonernas poling bade pa divergenta och konvergenta test (Leith, 1972;Channon, 1974;Renner, 1978). Forsokspersonerna har i samtliga undersokningar varit skolbarn.…”

“…Liknande resultat fick Storandt (1977) da hon administrerade WAIS till en grupp aldringar. Dock har mild stress framkallad genom tidsbegrlinsning och en formell testatmosflir visat sig vara gynnsam for kreativ produktion hos barn (Williams & Fleming, 1969;Kogan & Morgan, 1969;Leith, 1972;Channon, 1974;Renner, 1978).…”