INTELLIGENCE &
CREATIVITY
UNIT - 4
INTELLIGENCE & CREATIVITY
Intelligence: Meaning, definitions and types
Theories of Intelligence:
Two factor
Thurston’s Group factor
Thorndike’s Multi-factor
Guilford’s Structure of Intellect
Gardner’s Multiple Intelligence
Intelligence Quotient (IQ)
Assessment of Intelligence
Creativity: Concept, factors and process
Strategies for fostering creativity
Intelligence - Meaning
Higher level abilities (such as abstract reasoning,
mental representation, problem solving, and
decision making), the ability to learn, emotional
knowledge, creativity, and adaptation to meet the
demands of the environment effectively.
Intelligence - Definition
Psychologist Robert Sternberg defined
intelligence as "the mental abilities necessary for
adaptation to, as well as shaping and selection of,
any environmental context (1997)
Types of Intelligence
Two factor
Thurston’s Group factor
Thorndike’s Multi-factor
Guilford’s Structure of Intellect
Gardner’s Multiple Intelligence
THEORIES OF INTELLIGENCE
Spearman’s Two-Factor Theory
(or) Eclectic Theory
The English psychologist, Charles Spearman (1863-1945), in 1904
proposed his theory of intelligence called two-factor theory.
Intellectual abilities are comprised of two factors, namely; the
general ability known as G-factor and specific Abilities known as
S-factors.
The performance by the individual is determined by the G-factor
and the S-factors.
The total intelligence of the individual = G-factor + S-factors.
The performance of a particular task depends on the ‘G’ factor or
general ability and the particular ‘S’ factor or specific ability.
Spearman’s Two-Factor Theory
Characteristics of ‘G’ Factor
It is universal inborn ability.
It is general mental energy.
It is constant.
The amount of ‘g’ differs from individual to individual.
It is used in every activity of life.
Greater the ‘g’ in an individual, greater is his success
in life.
Characteristics of ‘S’ Factor
It is learned and acquired in the environment.
It varies from activity to activity in the same
individual.
Individuals differ in the amount of ‘S’ ability.
Thurston’s Group Factor Theory
Louis Thurston (1937) came out with the group factor theory
Intelligence is a cluster of abilities.
These mental operations then constitute a group.
A second group of mental operations has its own unifying
Primary factor;
a third group has a third Primary factor and so on.
Each of them has its own primary factor.
Each of these primary factors is said to be relatively
independent of others.
Thurston’s Group Factor Theory
There were Seven Primary Mental Abilities and later on added two
more.
Verbal comprehension Factor
Verbal fluency Factor
Numerical Factor
Perceptual speed Factor
Inductive reasoning Factor
Spatial visualization Factor
Memory Factor
Deductive Reasoning (P)
Problem solving ability factor (PS)
Thurston’s Group Factor Theory
Thurstone has given the following six primary factors :
(i) The Number Factor (N)
(ii) The Verbal Factor (V)
(iii) The Space Factor (S)
(iv) Memory (M)
(v) Word Fluency Factor (W)
(vi) The Reasoning Factor (R)
Based on these factors Thurstone constructed a new test of intelligence
known as ‘‘Test of Primary Mental Abilities (PMA).’’
Thorndike’s Multi-factor Theory
Thorndike believed that there was nothing like General Ability.
Each mental activity requires an aggregate of different set of
abilities.
He distinguished the following four attributes of intelligence :
(a) Level—refers to the level of difficulty of a task that can
be solved.
(b) Range—refers to a number of tasks at any given degree
of difficulty.
(c) Area—means the total number of situations at each level
to which the individual is able to respond.
(d) Speed—is the rapidity with which we can respond to the
items.
Guilford’s Structure of Intellect
Guilford (1967, 1985, 1988) proposed a three dimensional
structure of intellect model.
According to Guilford every intellectual task can be classified
according to it’s
content,
the mental operation involved and
the product resulting from the operation.
Guilford’s Structure of Intellect
He further classified content into five categories, namely,
Visual, Auditory, Symbolic, Semantic and Behavioral.
He classified operations into six categories, namely,
Cognition, Memory retention, Memory recording, Divergent
production, Convergent production and evaluation.
He classified products into six categories, namely,
Units, Classes, Relations, Systems, Transformations and
Implications.
Guildford’s Structure of Intellect
Gardner’s Multiple Intelligence
Howard Gardner in his book ‘‘Frames of Mind, The Theory of
Multiple Intelligence’’ (1983), puts forth a new and different view
of human intellectual competencies.
He argues boldly and cogently that we are all born with potential
to develop a multiplicity of Intelligence, most of which have been
overlooked in our testing society, and all of which can be drawn
upon to make us competent individuals.
Intelligence Quotient (IQ)
IQ, or intelligence quotient, is a measure of your ability to reason and solve
problems.
It essentially reflects how well you did on a specific test as compared to other
people of your age group.
IQ is a measurement of your intelligence and is expressed in a number.
A person's IQ can be calculated by having the person take an intelligence test. The average IQ
is 100. If you achieve a score higher than 100, you are smarter than the average person, and a
lower score means you are (somewhat) less smart.
History of IQ
The scales designed by Binet and Simon were the first intelligent tests that became
widely accepted at the beginning of the 20th century.
The Alpha and Beta army tests, that were used in World war I to assess military
personnel, became very popular.
In recent years, the Wechsler scales are the most widely used instruments in the field
of psychology for measuring intelligence.
The designer of these tests, Wechsler, published his first scale in the 1930s.
He used material from the Binet Alpha and Beta tests to make his test.
An important feature of his test was, that when calculating the IQ, this test took age
into account.
In other words, in the computation of the IQ, an age-correction takes place. Because
of this feature, the IQ stays constant over the life span.
How Intelligence Is Measured
Intelligence tests are designed to measure crystallized and fluid intelligence.
Crystallized intelligence involves your knowledge and skills you have acquired
throughout your life while fluid intelligence is your ability to reason, problem-
solve and make sense of abstract information.
Fluid intelligence is considered independent of learning and tends to decline in
later adulthood. Crystallized intelligence, on the other hand, is directly related
to learning and experience and tends to increase as people grow older.
IQ tests are administered by licensed psychologists. There are different kinds
of intelligence tests, but many involve a series of subtests that are designed to
measure mathematical abilities, language skills, memory, reasoning skills, and
information-processing speed.
Scores on these subtests are then combined to form an overall IQ score
How Intelligence Is Measured
A few of the most common IQ tests in use today include:
• The Wechsler Adult Intelligence Scale for Adults
• The Wechsler Intelligence Scale for Children
• The Stanford-Binet Intelligence Scales
• The Kaufman Assessment Battery for Children
• The Cognitive Assessment System
• The Differential Ability Scales
• The Woodcock-Johnson Tests of Cognitive Abilities
It is important to note that while people often talk about average,
low and genius IQs, there is no single IQ test.
Average IQ Score Means
It means you have average reasoning and problem-solving
skills.
An average IQ score might not tell the whole story about
what you are capable of.
IQ scores are not necessarily set in stone
Some experts suggest that EQ might matter even more
than IQ.
Creativity
Creativity refers to the ability to produce work in a novel, original
and unexpected way in an appropriately useful manner.
It explores how the constraints can be overcome and value to the
society.
Creativity is a synonym to idea, invention, or breakthrough.
Creativity refers to production of novel and useful ideas in every
domain whereas innovation involves successful implementation of
creative ideas within an organization.
Creativity needs to be manifested in all the steps in the decision-
making process namely identifying problems and opportunities,
gathering information, generating new ideas, and exploring the
validity of those ideas.
Creativity is the starting point for innovation.
Creativity - Definition
Creativity is derived from the word ‘creo’ meaning – ‘to create’
or ‘to make’.
Spearman (1931)
“Creativity is the power of human mind to create new contents by
transforming relations and generating new correlates”.
Drevdahl (1956):
“Creativity is the capacity of a person to produce compositions,
products or ideas which are essentially new or novel and
previously unknown to the producer”.
Guilford (1959):
“Creativity is the capacity to produce ideas that are both new and
useful through divergent thinking”.
Components of Creativity
Two of the primary components of creativity include:
1. Originality: The idea should be something new that is not simply
an extension of something else that already exists.
2. Functionality: The idea needs to actually work or possess some
degree of usefulness.
Factors
Torrance, the “Father of Creativity”
Torrance talk about four elements to creativity:
Fluency (of ideas),
Flexibility (variety of ideas),
Originality (uniqueness of ideas), and
Elaboration (details of ideas).
5 Stages of the Creative Process
Preparation stage
Incubation stage
Illumination stage
Verification/implementation stage
Strategies for fostering
creativity
Create a compassionate, accepting environment
Be present with students’ ideas
Encourage autonomy
Re-word assignments to promote creative thinking
Give students direct feedback on their creativity
Help students know when it’s appropriate to be creative
Use creative instructional strategies, models, and methods
Channel the creativity impulses in “misbehaviour.”
Protect and support your students’ intrinsic motivation
Make it clear to students that creativity requires effort
Explicitly discuss creativity myths and stereotypes with your students
Experiment with activities where students can practice creative
thinking
