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What is the relationship between creativity and intelligence essay
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Intelligence is the ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment. This is one of the many definitions of intelligence, everyone has a different opinion on what intelligence actually is. In Western cultures, it is crucial to have excellent mental abilities which can contribute to doing better in higher level jobs and schools. This in fact can be applicable as individuals with good mental skills do better in school and jobs. However, if we view intelligence in a wider perspective we can see that it is a socially established notion.
People can differ in relation to their learning abilities and methods, does that necessarily mean that some people are more intelligent than others? If so can these differences be
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Creative potential is the ability to create something novel and valuable, whereas creative achievement is accomplishing something real like discovering something scientific. Creative potential can be measures by tests that measure thinking processes (Runco 2010), for example the Torrance test of Creativity. Divergent thinking can be defined as ‘the kind that goes off to different directions’ (Guilford 1959 p381). Divergent thinking tests can include open thinking questions that lead to different solutions. Whereas creative achievement can be assessed by self-reports such as biographical questionnaires where participants state their achievements throughout diverse situations (music, art). For example, the Creative Achievement Questionnaire (Carson et al, 2005). This questionnaire and other related measures were able to find a relationship between intelligence and creativity and it is suggested that CAQ could predict intelligence levels. In addition, meta-analytic findings show that there is in fact a correlation between creative potential and intelligence and it is usually around
DESCRIPTION. Good examiner's manual, the Profile of Creative Capabilities (PCA) was created mainly to recognize 'gifted students around creative thinking' (p. 7). Alternate uses include monitoring progress in creative-thinking classes and undertaking research. The items inside the PCA include two subtests of divergent thinking and two rating scales (Home and School). The rating scales have identical products. The examiner's manual instructs a college mental medical adviser or any other qualified test administrator the easiest method to administer and score some measures define the PCA. Tables running the manual let the user to alter raw scores to standard scores and percentile ranks, and to derive a standardized 'creativity index' from combined total scores in regards to the two divergent-thinking subtests.
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
People can achieve intelligent by learning or by following their passion in whatever they love. If someone loves fixing cars there is a chance he will become a mechanic, so he will be intelligent in that careers. That is how someone becomes intelligent because they learned everything they can about their profession in book or by what they learn on the streets. To become a intelligent person is important in society because that sets a standard for us and we try to learn everything we can to be the best in our jobs and careers, so we can be the best in our field.
Howard Gardner used to define intelligence as “the ability to solve problems or to create products that are valued within one or more cultural settings” (Gardner 33). The modern day human being would most likely include the words “smart” and “dumb” in their definition of intelligence. Gardner questioned the belief of only one intelligence so he created his own theory that involved seven different discoveries. He didn’t want to call these discoveries “skills” or “talents” or gifts” because those all suggested a drawback so he decided on the word “intelligence,” creating his theory of multiple intelligences (Gardner 33). Gardner’s theory of multiple intelligences including, linguistic, logical/mathematical, musical, bodily-kinesthetic, spatial, intrapersonal and interpersonal, has many implications for modern education and culture.
Webster's Collegiate Dictionary defines intelligence as the capacity to apprehend facts and propositions, to reason about them, and the ability to understand them and their relations to each other. A. M. Turing had this definition in mind when he made his predictions and designed his test, commonly known as the Turing test. His test is, in principle, simple. A group of judges converse with different entities, some computers and some human, without knowledge of which is which. The job of the judges is to discern which entity is a computer. Judges may ask them any question they like, "Are you a computer?" excepted, and the participants may answer with anything they like, and in turn, ask questions of the judges. The concept of the test is not difficult, but creating an entity capable of passing the test with current technology is virtually impossible.
Most researchers believe that we are born with a certain intelligence or potential intelligence. They also believe that the intelligence we are born with is difficult to change. Psychologists use short-answer tests to assess one’s intelligence (Gardner papers). It was believed that intelligence was a single inherited thing. Human beings start out initially as a blank slate and could be trained to learn anything, provided that it was presented in an appropriate way (Multiple Intelligences and Education). Currently an “increasing number of researchers believe the opposite. Gardner defined intelligence as: “the ability to create an effective product or offer a service that is valued in culture; a set ...
In conclusion to some up this essay the term ‘creativity’ will always cause a debate in the educational system as. There will always be difficulty defining it as many use the term too loosely to have a definitive meaning. It requires risk taking, it is difficult to portray creativity when schools are so obsessed with right or wrong answers for ways of doing things. Society teaches us the risks are bad because the government and its policies interfere with our own choices and decisions.
One of the most definitive things ever said regarding the nature of intelligence was that intelligence is whatever IQ tests measure. The IQ test has been in use throughout the 20th century and serves as an accepted measure of a person’s intelligence. It is used by institutions such as schools and the army to screen people’s level of intelligence and decisions are made based on that. The IQ test consists of a series of questions regarding certain skills such as vocabulary, mathematics, spatial relations. The scores that a person gets on these tests depend on the amount of questions that a person answers correctly. The actual score that a person gets is dependant on how others in that age group do on those particular questions.
Rossman, B. B., & Gollob, H. F. (1975). Comparison of social judgments of creativity and intelligence. Journal of Personality and Social Psychology, 31(2), 271-281.
Dictionaries add still more definitions: Funk & Wagnall’s defines intelligence as “The faculty of perceiving and comprehending meaning; mental quickness; active intellect; understanding” , while Webster’s defines it as “the ability to learn or understand or to deal with new or trying situations; the skilled use of reason.” While some of these definitions are similar, none of them are exactly the same.
Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.
Creativity is a key component of success in later adulthood for problem-solving and cognitive abilities (Plucker, 2010).
In a school environment a student may use the term to describe academic excellence, in other occupational environments it may be used to describe someone’s knowledge in that area of expertise either from past experiences or an education. ‘Smart’ is a reference to one’s intelligence. Intelligence is defined as “the ability to learn or understand things or to deal with new or difficult situations” or a person’s ability to reason. Upon first reading the claim, it may seem fitting to make
The movie, Crash By Paul Haggis, shows different way that race and racism is portrayed using many different people in different social groups. This movie touches upon the many aspects of life that people go though everyday to make a living and to show how in our society, humans tend to have a certain mindset that leads them into having ignorant or being close minded. Crash does not only talk about the car accident but how this car accident affects the lives of people around them and how they are all connected. This movie addresses the different problems of society and violence of people towards each other and to other people of different races and cultures. This relates to our country because this country is made up of different cultures, races,
In psychology intelligence if often debated, but there are many different views on what intelligence is. Some say you have to have a wide range of abilities. Other opinions are intelligence is strictly based on upon the knowledge of subjects. For example Charles Spearman and Louis Thurstone had different views on the topic.