Relationship Between Intelligence and Creativity

Relationship Between Intelligence and Creativity For a long time, creativity has been a neglected subject in psychological research. This is mainly because it has always been widely believed that it has mystical influences or a divine nature. Plato said that the poet is only able to create what the Muse dictates and most often than not, even nowadays, writers or inventors often mention the presence of a spiritual nature that switches their perspective to a revelatory one. However, at the beginning of the 20th century, those interested in the human mind found a new interest in the matter. This generated countless theories regarding the nature of creativity, but probably the most puzzling question was whether one has to be intelligent to create something never seen before or to discover a never before explored perspective. This essay will present a few of the most famous opinions on the matter. Most of the research in this area, up until the 1960s, was based on the idea that creativity and intelligence are coincide. Cox and Terman(1926) proposed that highly creative individuals are also exceptionally intelligent and they tried to estimate the IQ of 301 of the most eminent people who lived between 1450 and 1850.The study was severely criticized because of the unreliability of the data collected from letters, records and writings, but also because of the subjectivity involved in approximating IQs. The results were inconclusive, showing that high, but not the highest, intelligence combined with great persistence can achieve greater eminence than those of highest intelligence did. A study, by Getzels and Jackson(1962), was the first to somewhat prove that creativity and intelligence were independent concepts. They selected a high sample of students ranging from 6th grade to the end of high school and they asked them to complete one IQ test and five alleged creative tests. Their results showed an insignificant correlation between the scores. However, Wallach and Kogan(1965) reanalyzed the data and concluded that four of the creativity tests were significantly correlated to IQ for girls and all five of them for boys. They theorized that results continued to show that intelligence and creativity share a conceptual basic because the way tests were administered was very similar to the methods used for IQ testing. It was suggested that the presentation of tests and the frame of reference of the subject are important in determining whether there is a connection between intelligence and creativity. Boersma and O’Bryan (1968) decided to test this with 46 element ary school students. All of them were given the Lorge-Thorndike Nonverbal and Verbal Intelligence tests under strict teacher supervision, in the classroom. Afterwards, they were randomly assigned into two groups: group A and group B. One day after taking the intelligence tests, group A were given Torrance’s Figure Completion(TFC) test of nonverbal creativity and Unusual Uses test, under the same conditions. Group B were administered the same tests except they were informed, one day after taking the intelligence tests, that they were free from school that morning. They were then invited to visit the University of Alberta, where an examiner took them in a gymnasium where several boxes with toys had been placed. The boys were told they could play, but after 60 minutes the examiner asked them if they would like to try â€Å"something someone made up†. He then placed a box containing the TFC tests. The tests had no instructions on them, the examiner saying they should inclu de as many different ideas as they wished. Ten minutes later, the examiner asked if they wanted to go to the pool and instructed them to put the tests back in the box with their names written on them. 25 minutes later, the examiner presented them with a soft toy dog and asked them to find as many uses for it, other than that of a toy. The final results showed that Group B scored significantly higher on the creativity tests and displayed a less significant correlation between intelligence and creative variables. These results support Wallach and Kogan’s suggestions, but, at the same time, it must be noted that the definition of creativity used by the experimenters was quite general, and, since the participants were all children, it could be that the creativity they displayed was simply age specific. Supporters of the cognitive approaches generally assumed that the study of creativity was simply an extension of that of intelligence, mostly because it was thought that both involved the same main mental processes. Norbert JauÃ… ¡ovec (2000) conducted a study that investigated the differences in cognitive processes related to creativity and intelligence with the help of EEG coherence and power measures in the lower and upper alpha band. The participants were 49 students and teachers taking a course in psychology. They were divided into four groups, based on the results in intelligence (WAIS) and creativity (Torrance) tests: gifted- high IQ and high creativity; creative- high creativity and average IQ; intelligent- high IQ and average creativity; average- average IQ and average creativity. Afterwards, they were asked to solve two problems with two levels of complexity, which could be considered closed problems with closed solution situations, and later, they had to solve four creativ ity problems, some similar to those on creativity tests, and others related to their everyday lives. Both tasks were completed while the individual’s EEG was being measured. Results showed that for the first task, highly intelligent individuals displayed less mental activity (which would translate to less effort) and greater cooperation between brain areas than average intelligence individuals. In the completion of the second task, highly creative individuals displayed less mental activity than the average creativity participants. At the same time, creative individuals showed better connections between brain areas than gifted individuals. The results suggested that creativity and intelligence are different concepts and abilities that differ in the neurological activities shown by individuals while solving open and closed problems. Results also imply that creativity has a less pronounced influence on solving closed problems, as well as intelligence on solving open problems. Another prominent hypothesis was developed by Guilford (1967) and is widely known as the threshold theory, which assumes that above-average intelligence is a necessary condition for high-level creativity. This is commonly tested by dividing a sample to a threshold (e.g. 120 IQ) and determining correlations for lower and upper IQ range (Sternberg, 2003). This method has been criticized because there is no apparent reason to set the threshold at a given IQ score. In an attempt to overcome this problem, a study was conducted in 2013 (Jauk et. al) to investigate the relationship between intelligence and different indicators of creative potential (ability to generate something novel and useful) and creative achievement (actual realization of this potential in real-life accomplishments). This was done using segmented regression analysis in a sample of 297 individuals, which facilitates the detection of threshold in data by means of iterative computational algorithms. Participants were requ ired to complete four subtests of the Intelligence Structure Battery (figural-inductive reasoning, verbal short-term memory, arithmetic flexibility, word meaning) for general intelligence, an alternative uses test for creative potential and the Inventory of Creative Achievements. In the end, a threshold was found for creative potential, but not for creative achievement, which suggests that while intelligence and creative potential are highly related up to a point where they have no influence on each other, there is no apparent relationship between intelligence and the actual fulfilment of that potential. It should be noted that the study had limitations such as the size of the sample and the IQ range of the participants. In response to the fact that most contemporary research focuses on the idea that creativity and intelligence are unrelated, Nusbaum and Silvia (2011) conducted a study based on improved approaches to creativity measurement, which proposes that fluid and executive cognition is actually central to creative thought. The participants were 178 women and 48 men, all of them university students. In the first phase of the experiment, the effect of fluid intelligence on creativity was observed by giving the individuals divergent thinking tasks and measuring their executive switching (the number of times people switched idea categories). In the second phase, half the sample were told what strategy they should use in an Unusual Uses test, which was then administered to the entire sample. People with high fluid thinking did better when they knew the strategy, which was consistent with their ability to access and use it in spite of interference, while for the people with lower fluid thinking, the strategy tended to slip. By combining the results of the two phases, the experimenters suggested that creativity is probably more convergent than modern theories assume. In conclusion, views on the relationship between intelligence and creativity are extremely varied and there is evidence to be found for each of them. Probably the greatest problem of this area of research is finding a suitable definition for the abstract concept of creativity, but maybe there is a need for a new and creative perspective on the matter to finally decipher it.

Thomson Highways The Rez Sisters Essay -- Thomson Highway Rez Sisters

Thomson Highway's The Rez Sisters Works Cited Not Included The play The Rez Sisters is written by one of Canada's most celebrated playwrights, Tomson Highway. Highway was born in 1951 in northwestern Manitoba. He went on to study at the University of Manitoba and graduated from the University of Western Ontario, with honors in Music and English. Native Literature is inspired by 'contemporary social problems facing native Canadians today; alcohol and drug abuse, suicide, wife battering, family violence, the racism of the justice system, loneliness, rejection, youth awareness, as well as modern-day environmental issues.';(P. 172 Native Literature in Canada.) Highway once said, 'We grew up with myths. They're the core of our identity as people.';(P. 172 Native Literature in Canada.) I am going to focus on the image and identity of Native people as seen through the play The Rez Sisters. Identity is 'how you view yourself and your life.'; (p. 12 Knots in a String.) Your identity helps you determine where you think you fit in, in your life. It is 'a rich complexity of images, ideas and associations.';(p. 12 Knots in a String.) It is given that as we go through our lives and encounter different experiences our identity of yourselves and where we belong may change. As this happens we may gain or relinquish new values and from this identity and image our influenced. 'A bad self-image and low self-esteem may form part of identity?but often the cause is not a loss of identity itself so much as a loss of belonging.'; Social psychologists suggest that identity is closely related to our culture. Native people today have been faced with this challenge against their identity as they are increasingly faced with a non-native society. I will prove that the play The Rez Sisters showed this loss of identity and loss of belonging. When a native person leaves the reservation to go and start a new life in a city they are forced to adapt to a lifestyle they are not accustomed to. They do not feel as though they fit in or belong to any particular culture. They are faced with extreme racism and stereotypes from other people in the nonreservational society. 'The Rez Sisters won the Dora Mavor Moore award for the best play in 1986-87 and later went on to earn extravagant praise at the Edinburgh Festival.'; (P. 172 Native Literature in Canada.) The play is full of comedy, trag... ...rs, '?was one of the most toughing exuberant, cleverly crafted and utterly entrancing plays?';(Cover The Rez Sisters.) Tomson Highway did a great job at giving the reader an idea of what reserve life is about. He gave us the opportunity to experience the hardships of native people and some insight to how they form their identity.   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After reading this wonderfully written play I do believe that our culture plays a very important role in how we as people form our identity and determines where we feel we belong. Nanabush had a great deal to do with the women keeping their current identities and since of belonging. I feel that if we believe in a spirit and surrender or lives to them they will take care of us just as Nanabush did in this play. We all need to belong somewhere and feel comfort in our lives. We as human beings need to open our eyes and see we can all belong together and live in one society without dropping our culture but before this can happen we need to end racism and stereotyping. These are the two main factors that push people, more commonly native people, into the loss of belonging the loss of their culture and the loss of the core of their identity.

Statement of Educational Goals and Philosophy :: Philosophy of Education Teaching Teachers Essays

Statement of Educational Goals and Philosophy I think being a teacher is one of the most interesting positions there are because you are able to see children grow and learn from day to day. You are able to help them reach understanding of curriculum that they had never heard of before. Also when you get tied up in all the stresses of life, children help you stay young mentally by their care free child world of play, laughter, and smiles. I love to be around children because they are full of life, comical, unpredictable, and help you to be more positive through life’s twists and turns. I desire to be a teacher so I can help children reach their highest potential and encourage them to keep reaching higher. I want to be able to teach children in an interesting, fun, and progressive way. I plan to be a teacher of eclecticism because I feel in order to help children be well rounded individuals we need to give them a well rounded education, that is one structured with various activities. First, I want to teach from some aspects of the progressivism style which focuses on respect for individuality, high regard for science, and learning from experience. I want to teach the children in my classroom to have respect for each other. This is a quality that will help them to be successful in society because if they respect others, then others will have respect for them. Having respect for others also shows that they have respect for themselves. I also want children to learn by hands-on activities. I will direct them from step to step and demonstrate how to do each step in the activities they perform. These activities make learning more interesting for the children because the children are able to get involved instead of just always watching the teacher do everything. Speaking of the children getting involved, they can really get involved when learning in a different atmosphere when on field trips. I feel taking children on field trips is an effective learning experience for them because it allows children to get out of the classroom setting and learn from a different perspective. In addition I want to focus on sciences because they are an important area in the knowledge of children. I think this growing area of our society should be focused on thoroughly because science advances and improves everyday and I feel children should be aware of their changing world.

education in society :: essays research papers fc

With so many problems surrounding public schooling, it is difficult to understand where public school is headed. In the article â€Å"Taking Sides,† William J. Bennett and Forrest J. Troy tackle the problem from two opposing views. Both sides present a compelling case, while at the same time helping readers to understand the difficulty of creating a program that functions the fullest potential. The article examines one major topic; â€Å"Have Public Schools Failed Society?† I hope to answer this question while taking a look at both sides of the coin. As the former secretary of education, William J. Bennet has a good understanding of what could possibly be right and wrong with public schooling. After placing â€Å"goals† schools the United States realized, years later, that they have fallen into a lull. In other words, Bennet believes that the United States has reached a point where the schooling system cannot improve based on the goals they put in place fifteen years ago. This makes perfect sense. Why would a nation as powerful as the United States place â€Å"limitations,† on what schools can and cannot do? Learning is constantly growing. With this being said, I believe that the direction that the United States public schools are heading is failure. Teachers and students understand this more than anyone. Each student is completely different, in their own right. To make a blanket statement for the every school and setting the same goals is ridiculous. There are many critics to this status quo idea. They believe that â€Å"young Americans are not learning enough for their own or their nation’s good, that international comparisons rank the U.S. academic performance from the middle to the bottom year after year, and that many employers say that they cannot find people who have the necessary skills, knowledge, attitudes, and habits to do the work.† (Noll 173) If education is supposed to aid in the development of an entire nation, then why do so many people disagree with the system the United States have in place at the moment? If the country continues on this path there will never be room for improvement. I think what Bennet is trying to say is that the world is ever changing, so in the same regard so should education. Chester E. Finn takes the criticism of education in another direction. Instead of focusing on the downfalls of the education system he believe that the problems stem from society. education in society :: essays research papers fc With so many problems surrounding public schooling, it is difficult to understand where public school is headed. In the article â€Å"Taking Sides,† William J. Bennett and Forrest J. Troy tackle the problem from two opposing views. Both sides present a compelling case, while at the same time helping readers to understand the difficulty of creating a program that functions the fullest potential. The article examines one major topic; â€Å"Have Public Schools Failed Society?† I hope to answer this question while taking a look at both sides of the coin. As the former secretary of education, William J. Bennet has a good understanding of what could possibly be right and wrong with public schooling. After placing â€Å"goals† schools the United States realized, years later, that they have fallen into a lull. In other words, Bennet believes that the United States has reached a point where the schooling system cannot improve based on the goals they put in place fifteen years ago. This makes perfect sense. Why would a nation as powerful as the United States place â€Å"limitations,† on what schools can and cannot do? Learning is constantly growing. With this being said, I believe that the direction that the United States public schools are heading is failure. Teachers and students understand this more than anyone. Each student is completely different, in their own right. To make a blanket statement for the every school and setting the same goals is ridiculous. There are many critics to this status quo idea. They believe that â€Å"young Americans are not learning enough for their own or their nation’s good, that international comparisons rank the U.S. academic performance from the middle to the bottom year after year, and that many employers say that they cannot find people who have the necessary skills, knowledge, attitudes, and habits to do the work.† (Noll 173) If education is supposed to aid in the development of an entire nation, then why do so many people disagree with the system the United States have in place at the moment? If the country continues on this path there will never be room for improvement. I think what Bennet is trying to say is that the world is ever changing, so in the same regard so should education. Chester E. Finn takes the criticism of education in another direction. Instead of focusing on the downfalls of the education system he believe that the problems stem from society.

Moral Recovery Program

Moral Recovery Program, An Overview Proclamation No. 62 dated 30 September 1992 declared a Moral Recovery Program in response to the need to strengthen the moral resources of the Filipino people rooted in Filipino culture, values and ideals that are pro God, pro people, pro country and pro nature. This Moral Recovery Program (MRP) refers to the national campaign for moral renewal which includes the objectives, strategies and cumulative experiences generated in the course of implementing Presidential Proclamation No. 62.It’s vision is to help the Filipino nation to become God-centered, people-empowered, prosperous national community living in unity, justice, freedom, love and peace governed by a visionary government that is democratic, responsive and effective, graft-free, transparent and self-corrective with a community of civil and military servants who are professional, competent, disciplined and trustworthy. It is about time that our political and religious leaders work han d in hand to bring about moral order in Philippine society.Freedom of worship and religion must be guaranteed. The family must be strengthened as the basic unit of society. Promote the values of integrity, excellence and service starting from the home, school, church and communities. There must be zero tolerance against violence, corruption and exploitation. Bring back the BAYANIHAN SPIRIT in order to instill civic consciousness and sense of patriotism among citizenry. Reaction Paper:According to the definition on the first page, Moral Recovery Program or MRP refers to the national campaign for moral renewal in response to the need to strengthen the moral resources of the Filipino people rooted in Filipino culture, values and ideals that are pro God, pro people, pro country and pro nature. In the definition, I can say that this program is very good not only for Filipinos but also to other people around the world.We know that all people have problems and as I observe, some people now adays experiencing problems don’t seek to God to ask help or ask guidance but instead they make money as their personal savior. And as for Filipinos, this national campaign for moral renewal can really help to restore and establish the Filipino culture not only in the Philippines but also to other countries. Maybe through this program, Filipinos will now learn to love their culture. Filipinos now will not waste their money buying imported things from abroad instead they will spend all their money to buy their country’s product.And also, some Filipinos who are not proud of their culture will now be proud and they will also promote it to other countries. This national campaign for renewal also helps nurture and preserves Mother Earth. Through this campaign, some people will now avoid cutting trees, do â€Å"kaingin†, killing endangered species and many more. And through this campaign people will learn that Mother Earth is very important to us and we must save our beloved Mother Earth from our wrong activities while it’s not too late.

Information vs Knowledge Essay

1. The community chosen is the community of economists. Some sources they rely on include academic journals, the news (on print, online, television, radio, and others), country reports, economic data, and financial market analyses. 2. One of the sources that could be taken as pure information is the economic data. Economic data sets of data that describe a single economy or the international economy. These data sets are gathered through quantitative information that are collected and computed statistically to give an accurate picture of the economy being studied. Economic data, in their raw form, is not analyzed, and even the analysis that accompany them are usually there to interpret the numbers to make them more understandable to the reader. This is information because it is the basis of knowledge that people create since they are considered facts from which knowledge can be gained. Economists use economic data to gather information about the topic that they are exploring and connect them with other data and past knowledge to form ideas, theories, recommendations, etc. hat would be helpful to their colleagues, policymakers, businesses, economics students, and even the common person. While some economic data agree with one another, there are those that don’t, depending on which organization does the statistic. The differences could confuse the readers as much as those that agree help them in gaining more knowledge about the particular economy they are studying. 3. Among these, the source that is actually knowledge is the academic journal.  Academic journals are works by experts on the field of focus of the journal (in this case, economics), and are peer reviewed by other experts on the field. These sources often become forums for academicians and experts since the authors of the articles in the journal introduce and present new research that critique existing research. Experts, then scrutinize the writings of authors who churn out their original research, review articles and even book reviews and it becomes a hub of theories, ideas, debate, etc. It then becomes easy to see why this is knowledge. Based on Lanier’s understanding of knowledge, that it is â€Å"created through a person’s interaction with her environment, her community, her social class, her history, her job, etc. Knowledge cannot be created in a neutral or objective way that exists outside of our real life situations. † Journals reflect a person’s ideas and experiences in relation to the information they have and are often opinions based on facts.vThe correlation between a person’s worldview and understanding in explaining and the information that they have printed in a journal makes the medium a hub of knowledge from different economists. 4. I believe that the community of economists, especially those in the upper echelons of the field, are already aware of the difference between knowledge and information in their field since information for them is usually hard quantitative data. But if they have not considered the difference, the problem that they can overcome in delineating one from the other is that they would be able to think more critically. Knowing that what they have is knowledge, they could accept it and draw their own conclusions. Upon the knowledge that the source that they have is knowledge, they could add such sources in their own minds and create their own conclusions based on different perspectives and could either accept one and reject the other and just not let what they read overwhelm them.

Corporate Identity: the Concept, Its Measurement and Management

â€Å"Corporate identity: the concept, its measurement and management† by van Riel, Cees B. M. and John M. T. Balmer (1997) tries to clarify the complex concept of corporate identity. The authors review three main developments in the topic that are graphic design paradigm, integrated communication paradigm and interdisciplinary paradigm. The article also describes corporate identity management and various methods that can be used to reveal the actual corporate identity such as laddering technique and the Rotterdam Organizational Identification Test. However, according to the authors, the problem in establishing the desired corporate identity is that available methods were developed for the positioning of product brands rather than the corporate brand. The authors conclude that a favorable corporate identity is one of an organization’s most important assets and for that reason is worthy of constant management attention. I think a great example of how important the corporate identity is for the overall organizational success is the Muzak case in Argenti’s book Chapter 4. In 1997 the company was so insecure about its own identity that its business cards and trucks often looked more like the vendors’ identities than its own. Feature article about  Production Management Also the brand looked different in every region and even between franchisees and sales offices. The company was losing cash, had horrible corporate culture and negative growth. Developing a unifying symbol for the company (that went on everything from business cards to trade shows and sales materials) and bringing Muzak’s brand message to a new level, helped the company to restore its confidence, to change public perception, to grow financially and to attract both new clients and new talented employees. I think that the case illustrates how an appropriate or outdated corporate identity can damage firm’s financial performance and company’s success. Thus, management should not overlook the importance of the corporate identity but rather learn how to shape and manage company’s identity and differentiate the company through it.