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Individual Differences, Intelligence and Creativity

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Individual Differences, Intelligence and Creativity

Intelligence and creativity are abilities the brain utilizes in solving a problem. Though

intelligence can be measured using intelligence quotient (IQ), it is not easy to measure creativity.

Researchers have established a correlation between persons with more IQ and creativity (Dunst

et al., 2013). Other studies suggest that this relationship overlaps skills or capabilities rather than

reliance on one another. For instance, when a person employs creativity to solve an issue, one is

likely to use intelligence in the future if faced with the same problem due to the brain’s

familiarity. However, connections between intelligence and creativity are still controversial

among researchers. Intelligence and creativity play a critical role in achieving an aim or purpose

since they can apply in schoolwork, personal life, the business world, or entrepreneurship.

Classification of Intelligence

The definition of intelligence has been modified over the years. It refers to an ability to

reason, comprehend, self-consciousness, learn, control emotions, plan, or solve problems.

According to Schneider and Newman (2015), intelligence comprises one major factor known as

g, which is measurable and can be compared among persons. He emphasized commonalities

among different intellectual abilities, analyzing what made each distinct. Other scholars believe

that intelligence consists of several unique capabilities rather than a single major factor (Drigas

& Popoutsi, 2018). Thorsen, Gustafsson and Cliffordson (2014) classified intelligence into two

dimensions; crystallized and fluid intelligence. He argues that crystallized intelligence can be

obtained through learning, and the learner can use it at any time they remember. In contrast, fluid

intelligence is the ability to note complex patterns and use the information in solving problems.

While fluid intelligence is employed when tackling complex and abstract issues, crystallized

intelligence helps to solve straightforward problems.

Other theories try to explain the concept of intelligence. Sternberg (2018) developed a

different intelligence theory, known as triarchic theory. It proposes that intelligence consists of

practical, creative, and analytical intelligence. Triarchic theory is one of the pioneers of the

psychometric approach, which is an ability to quantify measurement to intelligence. The

approach takes a cognitive approach and focuses on how a person experiences and adapts to

changes in the surrounding. Though Sternberg explains that the fundamental information

processing aspects of the three sub-categories of intelligence are similar, various contexts and

tasks necessitate different types of intelligence. Analytical intelligence refers to the ability to

solve problems that require analysis. Creative intelligence measures how well one can perform a

specific task. In contrast, practical intelligence entails brain activity that helps one find a fit in a

situation one finds himself in.

Classification of Creativity

Creativity is the ability to generate or innovate new ideas and solutions. Creative persons

are knowledgeable about the subject, which can be attributed to experience after working on the

subject for years. Though creativity is mainly associated with art, it is a necessary form of

intelligence and plays a critical role for most individuals working in different disciplines. Thus,

creativity is found in every aspect of life, from decoration to understanding complex concepts.

Creativity is mostly evaluated as a function of a person’s ability to employ divergent thinking

(Runco & Jaeger, 2012). The process helps a person reach distinct and several solutions to a

particular problem. Convergent thinking, on the hand, is the ability to give a well-thought answer

or solution to an issue. Creativity provides an opportunity to solve problems with innovation.

The Relationship between Intelligence and Creativity

The relationship between creativity and intelligence has attracted significant research for

centuries since the start of psychological science. While intelligence is measured using

“convergent thinking,” creativity is measured using “divergent thinking.” Creativity refers to

one’s ability to create novel and valuable ideas. On the other hand, intelligence is a person’s

ability to learn, think, and adapt to their surroundings. Studies have examined the relationship

between creativity and intelligence, with the findings indicating that creativity has a nonlinear

effect on intelligence, for instance, the threshold theory (Gerwig et al., 2021). In other words,

creativity improves cognitive functioning for persons with a lower intelligence quotient of less

than 120 (Nazidizaji, Tome & Regateiro, 2015). Nasidizaji et al. (2015) further found no

correlation between creativity and intelligence quotient for persons with more than 120 IQ.

According to Runco and Jaeger (2012), creativity is the ability to generate a unique and helpful

idea. Runco and Jaeger’s definition is primarily applicable to assessing a single piece of work or

concepts considered unique and essential. Research has established a positive correlation

between intelligence and creativity (Jauk et al., 2014). Meta-analytic research found that the

mean correlation between manifestations of the two attributes is modest. However, latent

variables indicated strong correlations between the two traits (Jauk et al., 2014). Intelligence

demonstrates high correlations with thinking indicators of creativity (divergent reasoning

capability) compared to self-report measurement of creativity, creative acts, or achievements.

Creativity and intelligence are not dependent variables but an overlap of skills. As a

result, an intelligent person can be creative but not vice versa. Some scholars have proved that

knowledgeable people tend to be more creative than those with lower intelligence (Jauk et al.

2014). Creativity differs from intelligence as highly creative people are not always intelligent

since creativity skills are far beyond intelligence. Jauk et al. (2014) argue that intelligence
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predetermines creativity up to a certain level; however, an increase in intelligence beyond the

threshold effect has no meaningful impact on creativity. Research by Jauk et al. (2013) found

that the intelligence threshold is high for demanding indicators of creativity, especially for a

complex indicator like a creative achievement. The researchers did not observe any notable

differences beyond a certain threshold which means intelligence impacts creativity up to a

certain degree.

Theory and research on the relationship between creativity and intelligence are unclear.

For instance, the threshold theory postulates that intelligence is essential but not enough

condition of creativity. In contrast, the certification theory emphasizes the physical factors that

provide an opportunity for persons to showcase creativity and intelligence. According to this

theory, an individual can only be creative if one has a job that provides an opportunity to

demonstrate creativity. Creative careers such as architecture, among others, necessitate advanced

degrees. Since school performance is associated with an intelligence quotient, it is assumed that a

high IQ is required for creativity (Ortega et al., 2021). To help in clarifying the relationship

between creativity and intelligence, Sternberg (2018) proposed means of classifying the

relationship between intelligence and creativity. In other words, creativity as part of intelligence,

intelligence as a part of creativity, concepts as overlapping sets, coincident sets, both as disjoint

sets.

Influence on success

The common perception of creativity and intelligence is that they influence success since

they are used to measure performance in most institutions. According to Hansenne & Legrad

(2012), creativity predicted school performance, supporting previous literature, arguing that

academic performance is associated with creativity. Even so, for admissions into institutions of
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higher learning, students have to prove that they performed well in all subjects and are also

creative, which reflects promising students. Such institutions believe that a creative and

intelligent student will be a successful person after school. In the business world, both

intelligence and creativity play a critical role in the organization’s success. Innovative companies

depend on the creativity of their stakeholders and employees to grow and expand their

organizations. Analysis and application of historical data necessitate using intelligence because it

requires applying logical reasoning and discovering patterns in data, which is crucial in the

decision-making process.

Both intelligence and creativity play a critical role in success since they project attributes

such as self-awareness, tolerance and emotional intelligence. Intelligence and creativity are

correlated and work together when solving problems. However, intelligence above a specific

threshold has no impact on creativity. Intelligence is vital towards completing tasks, including

personal, school work, or business issues. Furthermore, intelligence and creativity can help one

become more tolerant and understanding by controlling one’s emotions. Creativity also

contributes to becoming more self-aware. Creative individuals find unique solutions to issues,

and thus creativity provides an avenue for success. Persons considered creative have limitless

abilities and exceptional imaginations and can easily find alternative solutions to problems.

Similarly, intelligence helps individuals apply logic when finding answers to the issues that

contribute to success in business or academic work.

References

Drigas, A. S., & Papoutsi, C. (2018). A new layered model on emotional

intelligence. Behavioral Sciences, 8(5), 45.

Gerwig, A., Miroshnik, K., Forthmann, B., Benedek, M., Karwowski, M., & Holling, H. (2021).

The relationship between intelligence and divergent thinking—A meta-analytic

update. Journal of Intelligence, 9(2), 23.

Hansenne, M., & Legrand, J. (2012). Creativity, emotional intelligence, and school performance

in children. International Journal of Educational Research, 53, 264-268.

Jauk, E., Benedek, M., & Neubauer, A. C. (2014). The road to creative achievement: A latent

variable model of ability and personality predictors. European journal of

personality, 28(1), 95-105.

Jauk, E., Benedek, M., Dunst, B., & Neubauer, A. C. (2013). The relationship between

intelligence and creativity: New support for the threshold hypothesis by means of

empirical breakpoint detection. Intelligence, 41(4), 212-221.

Nazidizaji, S., Tomé, A., & Regateiro, F. (2015). Does the smartest designer design better?

Effect of intelligence quotient on students’ design skills in architectural design

studio. Frontiers of Architectural Research, 4(4), 318-329.

Quilez-Robres, A., González-Andrade, A., Ortega, Z., & Santiago-Ramajo, S. (2021).

Intelligence quotient, short-term memory and study habits as academic achievement

predictors of elementary school: A follow-up study. Studies in Educational

Evaluation, 70, 101020.

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity research

journal, 24(1), 92-96.
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Sawyer, R. K. (2011). Explaining creativity: The science of human innovation. Oxford

university press.

Schneider, W. J., & Newman, D. A. (2015). Intelligence is multidimensional: Theoretical

review and implications of specific cognitive abilities. Human Resource Management

Review, 25(1), 12-27.

Sternberg, R. J. (2018). The triarchic theory of successful intelligence. The Guilford Press.

Thorsen, C., Gustafsson, J. E., & Cliffordson, C. (2014). The influence of fluid and crystallized

intelligence on the development of knowledge and skills. British Journal of Educational

Psychology, 84(4), 556-570.