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

Olivia López-Martínez,Antonio José Lorca Garrido

doi:10.3390/su13084228

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.

Highlights

Creativity is one of the social demands of the 21st century, and the improvement of creative thinking is a competence that is at the level of literacy or digitalization [1]
With regard to the specific objective, number one was investigating the performance of the verbal factor, numerical factor and spatial factor of the participants
In the fourth class, where the information comes from the BADYG/E2r, the score obtained by the students in the numerical factor is the highest of the three factors, while the score of the spatial factor is the lowest

Summary

Introduction

Creativity is one of the social demands of the 21st century, and the improvement of creative thinking is a competence that is at the level of literacy or digitalization [1]. Creativity and intelligence have several factors in common, such as knowledge, memory, divergent production, convergent production and evaluation [2]. Intelligence is a context-dependent element requiring goal-oriented effectiveness, while the dynamic definition of creativity is assumed as a context-related element (cultural and social environment) requiring potential originality and effectiveness [4]. The relationships between creativity and intelligence have been studied for years there is no consensus on them. This controversy is due to the great amount of empirical studies on this subject that have been contradictory, because there are different strategies to evaluate creativity based on different definitions of it [6]. One of the main areas of research into creativity is the relationship of intelligence to divergent thinking [8]. Intelligence is discussed in a study on creativity because in order to achieve creative achievement, intelligence needs to be put into action to convert competencies into remarkable creative achievements [9]

Objectives

Methods

Results

Discussion

Conclusion