Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-c47g7 Total loading time: 0 Render date: 2024-04-19T13:41:31.460Z Has data issue: false hasContentIssue false

16 - The Relation of Creativity to Intelligence and Wisdom

from Individual Differences in Creativity

Published online by Cambridge University Press:  12 April 2019

James C. Kaufman
Affiliation:
University of Connecticut
Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

In this chapter, we discuss the relations between creativity, on the one hand, and intelligence and wisdom, on the other. First, we discuss what is to be learned from studies of implicit (folk) theories of these constructs. Then, we review five explicit theories: Structure of Intellect (SOI) Theory, Cattell–Horn–Carroll (CHC) Theory, Planning Attention Simultaneous Sequential (PASS) Model, Multiple Intelligences, and Wisdom, Intelligence, and Creativity Synthesized (WICS).
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Avitia, M. J. & Kaufman, J. C. (2014). Beyond g and c: The relationship of rated creativity to long-term storage and retrieval (Glr). Psychology of Aesthetics, Creativity, and the Arts, 8(3), 293302. http://dx.doi.org/10.1037/a0036772CrossRefGoogle Scholar
Barron, F. & Harrington, D. M. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439476.CrossRefGoogle Scholar
Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2010). Individual differences in ideational behavior: Can the big five and psychometric intelligence predict creativity scores? Creativity Research Journal, 22(1), 9097.CrossRefGoogle Scholar
Batey, M. & Furnham, A. (2006). Creativity, intelligence and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132, 355429.CrossRefGoogle ScholarPubMed
Batey, M., Furnham, A., & Safiullina, X. (2010). Intelligence, general knowledge and personality as predictors of creativity. Learning and Individual Differences, 20(5), 532535.CrossRefGoogle Scholar
Beghetto, R. A. & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1, 7379.CrossRefGoogle Scholar
Benedek, M., Kӧnen, T., & Neubauer, A. C. (2012). Associative abilities underlying creativity. Psychology of Aesthetics, Creativity, and the Arts, 6, 273281.CrossRefGoogle Scholar
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Cho, S. H., Nijenhuis, J. T., Vianen, A. E., Kim, H. B., & Lee, K. H. (2010). The relationship between diverse components of intelligence and creativity. Journal of Creative Behavior, 44, 125137.CrossRefGoogle Scholar
Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive processes: The PASS theory of intelligence. Boston, MA: Allyn & Bacon.Google Scholar
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Google Scholar
Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77, 200209.Google Scholar
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. New York: Basic Books.Google Scholar
Gardner, H. (2011a). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York, NY: Basic Books.Google Scholar
Gardner, H. (2011b). Frames of mind: The theory of multiple intelligences (rev. edn). New York: Basic Books.Google Scholar
Getzels, J. W. & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. New York: Wiley.Google Scholar
Gottfredson, L. S. (2016). A g theorist on why Kovacs and Conway’s Process Overlap Theory amplifies, not opposes, g theory. Psychological Inquiry, 27, 210217.CrossRefGoogle Scholar
Gottfredson, L. S. (2003). Dissecting practical intelligence theory: Its claims and evidence. Intelligence, 31, 347397.CrossRefGoogle Scholar
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.Google Scholar
Guilford, J. P. (1982). Cognitive psychology’s ambiguities: Some suggested remedies. Psychological Review, 89, 4859.CrossRefGoogle Scholar
Guilford, J. P. Guilford, J. P. & Hoepfner, R. (1971). The analysis of intelligence. New York: McGraw-Hill.Google Scholar
Haier, R. J. (2016). The neuroscience of intelligence. New York: Cambridge University Press.CrossRefGoogle Scholar
Horn, J. L. (1967). On subjectivity in factor analysis. Educational and Psychological Measurement, 27, 811820.CrossRefGoogle Scholar
Horn, J. L. & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology, 57, 253270.CrossRefGoogle Scholar
Horn, J. L. & Knapp, J. R. (1973). On the subjective character of the empirical base of Guilford’s structure-of-intellect model. Psychological Bulletin, 80, 3343.CrossRefGoogle Scholar
Kaufman, J. C. (2010). Using creativity to reduce ethnic bias in college admissions. Review of General Psychology, 14, 189203.CrossRefGoogle Scholar
Kaufman, J. C. (2015). Why creativity isn’t in IQ tests, why it matters, and why it won’t change anytime soon … probably. Journal of Intelligence 3, 5972.CrossRefGoogle Scholar
Kaufman, J. C. (2016). Creativity 101 (2nd edn). New York: Springer.CrossRefGoogle Scholar
Kaufman, J. C. & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13(1), 112.CrossRefGoogle Scholar
Kaufman, J. C., Kaufman, S. B., & Lichtenberger, E. O. (2011). Finding creativity on intelligence tests via divergent production. Canadian Journal of School Psychology, 26, 83106.CrossRefGoogle Scholar
Kaufman, J. C., Kaufman, S. B., & Plucker, J. A. (2013). Contemporary theories of intelligence. In Reisberg, D. (ed.), The Oxford handbook of cognitive psychology (pp. 811822). New York: Oxford University Press.Google Scholar
Kaufman, J. C. & Plucker, J. A. (2011). Intelligence and creativity. In Sternberg, R. J. & Kaufman, S. B. (eds.), The Cambridge handbook of intelligence (pp. 771783). New York: Cambridge University Press.CrossRefGoogle Scholar
Kaufman, J. C. & Sternberg, R. J. (eds.). (2010). The Cambridge handbook of creativity. New York: Cambridge University Press.CrossRefGoogle Scholar
Kim, K. H. (2006). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education, 16, 5766.CrossRefGoogle Scholar
Kim, Y. J. & Shute, V. J. (2015). Opportunities and challenges in assessing and supporting creativity in video games. In Green, G. P. & Kaufman, J. C. (eds.), Videogames and creativity (pp. 101123). San Diego, CA: Academic Press.Google Scholar
Luria, A. R. (1970). The functional organization of the brain. Scientific American, 222, 6678.CrossRefGoogle ScholarPubMed
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion, 3(1), 97105. http://dx.doi.org/10.1037/1528-3542.3.1.97CrossRefGoogle ScholarPubMed
McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37, 110.CrossRefGoogle Scholar
Mednick, S. A. (1962). The associative basis of the creative process. Psychological Review, 69, 220232.CrossRefGoogle ScholarPubMed
Mooneyham, B. W. & Schooler, J. W. (2013). The costs and benefits of mind-wandering: A review. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 67, 1118.CrossRefGoogle ScholarPubMed
Naglieri, J. A. & Kaufman, J. C. (2001). Understanding intelligence, giftedness, and creativity using PASS theory. Roeper Review, 23, 151156.CrossRefGoogle Scholar
Niu, W. & Sternberg, R. J. (2003). Societal and school influences on student creativity: The case of China. Psychology in the Schools, 1( 40 ), 103114.CrossRefGoogle Scholar
Plucker, J. A., Esping, A., Kaufman, J. C., & Avitia, M. J. (2014). Creativity and intelligence. In Goldstein, S., Princiotta, D., & Naglieri, J. A. (eds.), Handbook of intelligence (pp. 283294). New York: Springer.Google Scholar
Redmond, M. R., Mumford, M. D., & Teach, R. (1993). Putting creativity to work: Effects of leader behavior on subordinate creativity. Organizational Behavior and Human Decision Processes, 55, 120151.CrossRefGoogle Scholar
Ree, M. J., Earles, J. A., & Teachout, M. S. (1994). Predicting job performance: Not much more than g. Journal of Applied Psychology, 79, 518524.CrossRefGoogle Scholar
Schneider, W. J. & McGrew, K. S. (2012). The Cattell-Horn-Carroll model of intelligence. In Flanagan, D. P. & Harrison, P. L. (eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 99144). New York: Guilford Press.Google Scholar
Shute, V. J. & Ventura, M. (2013). Measuring and supporting learning in games: Stealth assessment. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Silvia, P. J., Beaty, R. E., & Nusbaum, E. C. (2013). Verbal fluency and creativity: General and specific contributions of broad retrieval ability (Gr) factors to divergent thinking. Intelligence, 41, 328340.CrossRefGoogle Scholar
Spearman, C. (1904). “General Intelligence,” objectively determined and measured. The American Journal of Psychology, 15, 201292.CrossRefGoogle Scholar
Spear–Swerling, L. & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27(2), 91103.CrossRefGoogle Scholar
Sternberg, R. J. (1984). Toward a triarchic theory of human intelligence. Behavioral and Brain Sciences, 7, 269287.CrossRefGoogle Scholar
Sternberg, R. J. (1985a). Human intelligence: The model is the message. Science, 230, 11111118.CrossRefGoogle ScholarPubMed
Sternberg, R. J. (1985b). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49(3), 607627.CrossRefGoogle Scholar
Sternberg, R. J. (1985c). Teaching critical thinking, Part 1: Are we making critical mistakes? Phi Delta Kappan, 67, 194198.Google Scholar
Sternberg, R. J. (1986). Inside intelligence. American Scientist, 74, 137143.Google Scholar
Sternberg, R. J. (1997). Managerial intelligence: Why IQ isn’t enough. Journal of Management, 23(3), 463475.CrossRefGoogle Scholar
Sternberg, R. J. (1998). A balance theory of wisdom. Review of General Psychology, 2, 347365.CrossRefGoogle Scholar
Sternberg, R. J. (2000). Creativity is a decision. In Costa, A. L. (ed.), Teaching for intelligence II (pp. 85106). Arlington Heights, IL: Skylight Training and Publishing.Google Scholar
Sternberg, R. J. (2001a). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36(4), 227245.CrossRefGoogle Scholar
Sternberg, R. J. (2001b). Wisdom and education. Perspectives in Education, 19(4), 116.Google Scholar
Sternberg, R. J. (2003a). WICS: A model for leadership in organizations. Academy of Management Learning & Education, 2, 386401.CrossRefGoogle Scholar
Sternberg, R. J. (2003b). WICS as a model of giftedness. High Ability Studies, 14(2), 109137.CrossRefGoogle Scholar
Sternberg, R. J. (2003c). Wisdom, intelligence, and creativity synthesized. New York: Cambridge University Press.CrossRefGoogle Scholar
Sternberg, R. J. (2005a). Teaching college students that creativity is a decision. Guidance & Counselling, 19(4), 196200.Google Scholar
Sternberg, R. J. (2005b). WICS: A model of giftedness in leadership. Roeper Review, 28(1), 3744.CrossRefGoogle Scholar
Sternberg, R. J. (2007). A systems model of leadership: WICS. American Psychologist, 62(1), 3442.CrossRefGoogle ScholarPubMed
Sternberg, R. J. (2008). Schools should nurture wisdom. In Presseisen, B. Z. (eds.), Teaching for intelligence (2nd edn, pp. 6188). Thousand Oaks, CA: Corwin.Google Scholar
Sternberg, R. J. (2009). WICS: A new model for liberal education. Liberal Education, 95(4), 2025.Google Scholar
Sternberg, R. J. (2010). College admissions for the 21st century. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Sternberg, R. J. (2018). A triangular theory of creativity. Psychology of Aesthetics, Creativity, and the Arts, 12, 5067.CrossRefGoogle Scholar
Sternberg, R. J. & Davidson, J. E. (1982). The mind of the puzzler. Psychology Today, 16, 3744.Google Scholar
Sternberg, R. J. & Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143160.CrossRefGoogle Scholar
Sternberg, R. J. & Jordan, J. (eds.). (2005). Handbook of wisdom: Psychological perspectives. New York: Cambridge University Press.CrossRefGoogle Scholar
Sternberg, R. J. & Kaufman, S. B. (eds.). (2011). The Cambridge handbook of intelligence. New York: Cambridge University Press.CrossRefGoogle Scholar
Sternberg, R. J. & O’Hara, L. A. (1999). Creativity and intelligence. In Sternberg, R. J. (ed.), Handbook of creativity (pp. 251272). New York: Cambridge University Press.Google Scholar
Sternberg, R. J. & the Rainbow Project Collaborators (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical and creative skills. Intelligence, 34(4), 321350.CrossRefGoogle Scholar
Sternberg, R. J. & Smith, C. (1985). Social intelligence and decoding skills in nonverbal communication. Social Cognition, 2, 168192.CrossRefGoogle Scholar
van Aken, L., van der Heijden, P. T., Oomens, W., Kessels, R. P. C., & Egger, J. I. M. (2017). Predictive value of traditional measures of executive function on broad abilities of the Cattell-Horn-Carroll theory of cognitive abilities. Assessment, 1, 111.Google Scholar
Vartanian, O., Martindale, C., & Kwiatkowski, J. (2007). Creative potential, attention, and speed of information processing. Personality and Individual Differences, 43, 14701480.CrossRefGoogle Scholar
Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). Beyond g: Putting multiple intelligence theory to the test. Intelligence, 34, 487502.CrossRefGoogle Scholar
Wallach, M. A. & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. New York: Holt, Rinehart & Winston.Google Scholar
Willis, J. O., Dumont, R., & Kaufman, A. S. (2011). Factor-analytic models of intelligence. In Sternberg, R. J., & Kaufman, S. B. (eds.), The Cambridge handbook of intelligence (pp.4445). New York: Cambridge University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×