Abstract
This paper presents a meta-analysis of the links between intelligence test scores and creative achievement. A three-level meta-analysis of 117 correlation coefficients from 30 studies found a correlation of r = .16 (95% CI: .12, .19), closely mirroring previous meta-analytic findings. The estimated effects were stronger for overall creative achievement and achievement in scientific domains than for correlations between intelligence scores and creative achievement in the arts and everyday creativity. No signs of publication bias were found. We discuss theoretical implications and provide recommendations for future studies.
Highlights
Both intelligence and creative thinking are critical for solving problems people face and dealing with uncertainty
We focus on a cognitive factor that has been considered vital for creative achievement
In this paper and the meta-analysis we present below, we are interested in the relationship between intelligence and creative achievement that is conceptually closest to little-c and Pro-c creativity levels
Summary
Both intelligence and creative thinking are critical for solving problems people face and dealing with uncertainty. We focus on a cognitive factor that has been considered vital for creative achievement (see, e.g., Cox 1926). Intelligence tests have been demonstrated to hold robust reliability and validity, including predictive validity, for a broad range of outcomes, including school results (Kuncel et al 2005; Zaboski et al 2018) and success in work (Hunter and Hunter 1984; Kuncel et al 2004). Do they predict creative achievements as effectively? We discuss the nuances and complexities of the main constructs we focus on
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