Creativity and Intelligence in Children:
Related Abilities?
Keywords:
Creativity, Intelligence, Assessment, Elementary schoolAbstract
Considering the questions that still remain concerning the relationship between creativity and intelligence, this study aimed to investigate these constructs in children. A sample of 90 elementary school students (44 girls and 46 boys) with ages between 7 and 12 years responded to a nonverbal test of cognitive development (Human Figure Drawing Test) and a creativity test (Test of Figural Creativity for Children). Results on the cognitive test showed a significant correlation with the outcome of the creativity test (r=0.47, p<0.01), indicating that, in the present study, creativity and intelligence are related. As expected, creativity and cognitive development were shown to be characteristics that increase according to age. On neither of the tests significant differences between boys and girls were observed.
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References
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Barros, D. P., Primi, R., Miguel, F. K., Almeida, L., & Oliveira, E. P. (2010). Metaphor creation: A measure of creativity or intelligence? European Journal of Education and Psychology, 3(1), 103-115.
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Boden, M. A. (1999). Dimensões da criatividade. Porto Alegre: Artes Médicas.
Brunner, M., Krauss, S., & Kunter, M. (2008). Gender differences in mathematics: Does the story need to be rewritten?.Intelligence, 36, 403”“421.
Camarata, S., & Woodcock, R. (2006). Sex differences in processing speed: Developmental effects in males and females.Intelligence, 34(3), 231−252.
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Dai, X., Ryan, J.J., Paolo, A.M. & Harrington, R.G. (1991). Sex differences on the Wechsler Adult Intelligence Scale- Revised for China. Psychological Assessment, 3 (2), 282-284.
De La Torre, S. (2005). Dialogando com a criatividade. São Paulo: Madras.
Edwards, M. P., & Tyler, L. E. (1965). Intelligence, creativity and achievement in nonselective public junior high school. Journal of Educational Psychology, 56(2), 96-99.
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Hattie, J., & Rogers, H. J. (1986). Factor models for assessing the relation between creativity and intelligence. Journal of Educational Psychology, 78(6), 482-485.
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Jarosewich, T., Pfeiffer, S. I., & Morris, J. (2002). Identifying gifted students using teacher rating scales: a review of existing instruments. Journal of Psychoeducational Assessment, 20, 322-336.
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Kershner, J. R., & Ledger, G. (1985). Effect of sex, intelligence, and style of thinking on creativity: A comparison of gifted and average IQ children. Journal of Personality and Social Psychology, 48(4), 1033-1040.
Kim, K. H., Cramond, B., & Bandalos, D. L. (2006). The latent structure and measurement invariance of scores on the Torrance tests of Creative Thinking-Figural. Educational and Psychological Measurement, 66(3), 459-477.
Kneller, G. F. (1971). Arte e ciência da criatividade. São Paulo: Ibrasa.
Lubart, T. (2007). Psicologia da criatividade. Porto Alegre: ArtMed.
Lundsteen, S. W. (1966). Book reviews: Modes of thinking in young children: a study of creativity-intelligence distinction by Michael A. Wallach and Nathan Kogan. Educational and Psychological Measurement, 26, 523-527.
Maia-Pinto, R. R., & Fleith, D. S. (2004). Avaliação das práticas educacionais de um programa de atendimento a alunos superdotados e talentosos. Psicologia Escolar e Educacional, 8(1), 55-66.
Montuori, A., & Purser, R. E. (1995). Deconstructing the lone genius myth: Toward a contextual view of creativity. Journal of Humanistic Pyschology, 35(3), 69-112.
Mouchiroud, C., & Lubart, T. (2002). Social creativity: A cross-sectional study of 6 to 11 year-old children. International Journal of Behavioral Development, 26(1), 60-69.
Nakano, T. C. (2003). Criatividade Figural: proposta de um instrumento de avaliação. Dissertação de Mestrado, Pontifícia Universidade Católica de Campinas. Campinas, SP.
Nakano, T. C., & Brito, M. E. (no prelo). Avaliação da criatividade a partir do controle do nível de inteligência em uma amostra de crianças.
Nakano, T. C., & Wechsler, S. M. (2006a). Teste Brasileiro de Criatividade Figural: proposta de instrumento. Revista Interamericana de Psicologia, 40, 103-110.
Nakano, T. C., & Wechsler, S. M. (2006b). Teste Brasileiro de Criatividade Figural: proposta de normas. Avaliação Psicológica, 5(2), 159-170.
Nakano, T.C., Wechsler, S. M., & Primi, R. (2011). Teste de Criatividade Figural Infantil. São Paulo: Vetor.
Nisbett, R.E,, Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D.F. & Turkheimer, E. (2012). Intelligence: findings and theoretical developments. American Psychologist, 67 (2), 130-159.
Nogueira, S. M., & Pereira, M. (2008). Estratégias promotoras da criatividade. In M. F. Morais e S. Bahia (Eds.), Criatividade: conceito, necessidades e intervenção (pp. 253-278). Braga, Portugal: Psiquilibrios.
Nusbaum, E. C., & Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes, and strategy use in divergent thinking. Intelligence, 39, 36-45.
Preckel, F., Holling, H., & Wiese, M. (2006). Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory. Personality and Individual Differences, 40, 159-170.
Primi, R. (2003). Inteligência: avanços nos modelos teóricos e nos instrumentos de medida. Avaliação Psicológica, 2(1), 67-77.
Rammstedt, B. & Rammsayer, T.H. (2002). Self-estimated intelligence: gender differences, relationship to psychometric intelligence and moderating effects of level of education. European Psychologist, 7 (4), 275-284.
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Rindermann, H., & Neubauer, A. C. (2004). Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models. Intelligence, 32, 573”“589.
Runko, M. A., & Mraz, W. (1992). Scoring divergent thinking tests using total ideational output and a creativity index. Educational and Psychological Measurement, 52, 213-221.
Russo, C. F. (2004). Comparative study of creativity and cognitive-solving strategies of high-IQ and average students. Gifted Child Quarterly, 48(3), 179-190.
Ruth, J., & Birren, J. (1985), Creativity in adulthood and old age: Relations to intelligence, sex and mode of testing. International Journal of Behavioral Development, 8, 99-109.
Santos, A. A. A., Noronha, A. P. P., & Sisto, F. F. (2005). Teste de inteligência R1-forma B e G36: Evidência de validade convergente. Estudos de Psicologia (Natal), 10(2), 191-197.
Savage-McGlynn, E. (2012). Sex differences in intelligence in younger and older participants of the Raven’s standard progressive matrices plus. Personality and Individual Differences, 53, 137-141.
Shaffer, D. R. (2005). Psicologia do desenvolvimento. São Paulo: Editora Thomson Learning.
Silvia, P. J. (2008a). Another look at creativity and intelligence: Exploring higher-order models and probable confounds. Personality and Individual Differences, 44, 1012-1021.
Silvia, P. J. (2008b). Creativity and intelligence revisited: A latent variable analysis of Wallach and Kogan (1965). Creativity Research Journal, 20(1), 34-39.
Sternberg, R. J. (1984). What should intelligence tests test? Implications of a triarchic theory of intelligence for intelligence testing. Educational Researcher, 13, 5-15.
Sternberg, R. J. (2001). What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychological Association, 56(4), 360-362.
Sternberg, R. J. (2006). Creating a vision of creativity: The first 25 years. Psychology of Aesthetics, Creativity, and the Arts, S(1), 2-12.
Sternberg, R. J., & Grigorenko, E. L. (2001). Guilford’s structure of intellect model and model of creativity: contributions and limitations. Creativity Research Journal, 13(3/4), 309-316.
Sternberg, R. J., & O’Hara, L. A. (2000). Intelligence and creativity. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 611-630). New York: Cambridge University Press.
Torrance, E. P. (1976). Criatividade: medidas, testes e avaliações. São Paulo: Ibrasa.
Torrance, E. P. (1980). Creative intelligence and “an agenda for the 80’s.” Art Education, 33, 8-14.
Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart & Winston.
Wechsler, S. M. (2003). DFH III: O desenho da figura humana: avaliação do desenvolvimento cognitivo infantil (3ª edição ampliada e atualizada). Campinas: Impressão Digital do Brasil.
Wechsler, S. M. (2008). Criatividade: descobrindo e encorajando. São Paulo: Editora Psy.
Wechsler, S. M., Nunes, M. F. O., Schelini, P. W., Ferreira, A. A., & Pereira, D. A. P. (2010). Criatividade e inteligência: analisando semelhanças e discrepâncias no desenvolvimento. Estudos de Psicologia (Natal), 5(3), 243-250.
Wechsler, S. M., & Richmond, B. (1984). Influências da dotação intelectual e criativa no ajustamento em sala de aula. Arquivos Brasileiros de Psicologia, 36(2), 138-147.
Wechsler, S. M., & Schelini, P. W. (2006). Bateria de habilidades cognitivas Woodcock-Johnson III: validade de construto. Psicologia: Teoria e Pesquisa, 22(3), 287-296.
Aranha, M. A. R. C. (1997). Creativity in students and its relation to intelligence and peer perception. Revista Interamericana de Psicologia, 31(2), 309-313.
Bandeira, D. R., Costa, A., & Arteche, A. (2008). Estudo de validade do DFH como medida de desenvolvimento cognitivo infantil. Psicologia Reflexão e Crítica, 21, 332-337.
Barros, D. P., Primi, R., Miguel, F. K., Almeida, L., & Oliveira, E. P. (2010). Metaphor creation: A measure of creativity or intelligence? European Journal of Education and Psychology, 3(1), 103-115.
Batey, M., Furnham, A., & Safiullina, X. (2010). Intelligence, general knowledge and personality. Learning and Individual Differences, 20, 532”“535.
Boden, M. A. (1999). Dimensões da criatividade. Porto Alegre: Artes Médicas.
Brunner, M., Krauss, S., & Kunter, M. (2008). Gender differences in mathematics: Does the story need to be rewritten?.Intelligence, 36, 403”“421.
Camarata, S., & Woodcock, R. (2006). Sex differences in processing speed: Developmental effects in males and females.Intelligence, 34(3), 231−252.
Candeias, A. A. (2008). Criatividade: Perspectiva integrativa sobre o conceito e a sua avaliação. In M. F. Morais & S. Bahia (Eds.), Criatividade: Conceito, necessidades e intervenção (pp. 41-64). Braga, Portugal: Psiquilíbrios.
Chiodi, M. G., Nakano, T. C., & Wechsler, S. M. (2011a). Estudo de correlação entre criatividade e habilidades intelectuais. Trabalho apresentado no I Congresso Internacional de Criatividade. Inovação, Manaus, Amazonas.
Chiodi, M. G., Nakano, T. C., & Wechsler, S. M. (2011b). Inteligência e criatividade: um estudo correlacional. Anais do I Congresso Internacional de Criatividade. Inovação. Trabalho apresentado no I Congresso Internacional de Criatividade. Inovação, Manaus, Amazonas.
Cropley, A. J. (1972). A five-year longitudinal study of the validity of creativity tests. Developmental Psychology, 6(1), 119-124.
Dai, X., Ryan, J.J., Paolo, A.M. & Harrington, R.G. (1991). Sex differences on the Wechsler Adult Intelligence Scale- Revised for China. Psychological Assessment, 3 (2), 282-284.
De La Torre, S. (2005). Dialogando com a criatividade. São Paulo: Madras.
Edwards, M. P., & Tyler, L. E. (1965). Intelligence, creativity and achievement in nonselective public junior high school. Journal of Educational Psychology, 56(2), 96-99.
Elisondo, R. C., & Donolo, D. S. (2010). ¿Creatividad o inteligencia? That is not the question. Anales de Psicología, 26(2), 220-225.
Eysenck, H. (1999). As formas de medir a criatividade. In M. A. Boden (Ed.), Dimensões da criatividade (pp. 203-225). Porto Alegre: Artes Médicas.
Feldman, D. H. (2000). The development of creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 169-189). Cambridge: Cambridge University Press.
Gagné, F. (2005). From gifted to talents: The DMGT as a developmental model. In R. J. Sternberg, & J. E. Davidson (Eds.), Conceptions of Giftdeness (pp. 98-120). New York: Cambridge University Press.
Getzels, J. W., & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. New York: John Wiley & Sons.
Goldbeck, L., Daseking, M., Hellwig-Brida, S., Waldmann, H.C. & Petermann, F. (2010). Sex differences on the German Wechsler Intelligence Test for Children (WISC-IV). Journal of Individual Differences, 31(1), 22”“28.
Hattie, J., & Rogers, H. J. (1986). Factor models for assessing the relation between creativity and intelligence. Journal of Educational Psychology, 78(6), 482-485.
Irwing, P. (2012). Sex differences in g: an analysis of the US standardization sample of the Wais-III. Personality and Individual Differences, 53, 126-131.
Jarosewich, T., Pfeiffer, S. I., & Morris, J. (2002). Identifying gifted students using teacher rating scales: a review of existing instruments. Journal of Psychoeducational Assessment, 20, 322-336.
Kaufman, S. B. & Sternberg, R. J. (2008). Conceptions of giftedness. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psycho-educational theory, research and best practices. (pp. 71-91). New York: Springer.
Kershner, J. R., & Ledger, G. (1985). Effect of sex, intelligence, and style of thinking on creativity: A comparison of gifted and average IQ children. Journal of Personality and Social Psychology, 48(4), 1033-1040.
Kim, K. H., Cramond, B., & Bandalos, D. L. (2006). The latent structure and measurement invariance of scores on the Torrance tests of Creative Thinking-Figural. Educational and Psychological Measurement, 66(3), 459-477.
Kneller, G. F. (1971). Arte e ciência da criatividade. São Paulo: Ibrasa.
Lubart, T. (2007). Psicologia da criatividade. Porto Alegre: ArtMed.
Lundsteen, S. W. (1966). Book reviews: Modes of thinking in young children: a study of creativity-intelligence distinction by Michael A. Wallach and Nathan Kogan. Educational and Psychological Measurement, 26, 523-527.
Maia-Pinto, R. R., & Fleith, D. S. (2004). Avaliação das práticas educacionais de um programa de atendimento a alunos superdotados e talentosos. Psicologia Escolar e Educacional, 8(1), 55-66.
Montuori, A., & Purser, R. E. (1995). Deconstructing the lone genius myth: Toward a contextual view of creativity. Journal of Humanistic Pyschology, 35(3), 69-112.
Mouchiroud, C., & Lubart, T. (2002). Social creativity: A cross-sectional study of 6 to 11 year-old children. International Journal of Behavioral Development, 26(1), 60-69.
Nakano, T. C. (2003). Criatividade Figural: proposta de um instrumento de avaliação. Dissertação de Mestrado, Pontifícia Universidade Católica de Campinas. Campinas, SP.
Nakano, T. C., & Brito, M. E. (no prelo). Avaliação da criatividade a partir do controle do nível de inteligência em uma amostra de crianças.
Nakano, T. C., & Wechsler, S. M. (2006a). Teste Brasileiro de Criatividade Figural: proposta de instrumento. Revista Interamericana de Psicologia, 40, 103-110.
Nakano, T. C., & Wechsler, S. M. (2006b). Teste Brasileiro de Criatividade Figural: proposta de normas. Avaliação Psicológica, 5(2), 159-170.
Nakano, T.C., Wechsler, S. M., & Primi, R. (2011). Teste de Criatividade Figural Infantil. São Paulo: Vetor.
Nisbett, R.E,, Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D.F. & Turkheimer, E. (2012). Intelligence: findings and theoretical developments. American Psychologist, 67 (2), 130-159.
Nogueira, S. M., & Pereira, M. (2008). Estratégias promotoras da criatividade. In M. F. Morais e S. Bahia (Eds.), Criatividade: conceito, necessidades e intervenção (pp. 253-278). Braga, Portugal: Psiquilibrios.
Nusbaum, E. C., & Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes, and strategy use in divergent thinking. Intelligence, 39, 36-45.
Preckel, F., Holling, H., & Wiese, M. (2006). Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory. Personality and Individual Differences, 40, 159-170.
Primi, R. (2003). Inteligência: avanços nos modelos teóricos e nos instrumentos de medida. Avaliação Psicológica, 2(1), 67-77.
Rammstedt, B. & Rammsayer, T.H. (2002). Self-estimated intelligence: gender differences, relationship to psychometric intelligence and moderating effects of level of education. European Psychologist, 7 (4), 275-284.
Renzulli, J. S. (2008). La educación del sobredotado y el desarrollo del talento para todos. Revista de Psicologia (Lima), 26(1), 25-44.
Rindermann, H., & Neubauer, A. C. (2004). Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models. Intelligence, 32, 573”“589.
Runko, M. A., & Mraz, W. (1992). Scoring divergent thinking tests using total ideational output and a creativity index. Educational and Psychological Measurement, 52, 213-221.
Russo, C. F. (2004). Comparative study of creativity and cognitive-solving strategies of high-IQ and average students. Gifted Child Quarterly, 48(3), 179-190.
Ruth, J., & Birren, J. (1985), Creativity in adulthood and old age: Relations to intelligence, sex and mode of testing. International Journal of Behavioral Development, 8, 99-109.
Santos, A. A. A., Noronha, A. P. P., & Sisto, F. F. (2005). Teste de inteligência R1-forma B e G36: Evidência de validade convergente. Estudos de Psicologia (Natal), 10(2), 191-197.
Savage-McGlynn, E. (2012). Sex differences in intelligence in younger and older participants of the Raven’s standard progressive matrices plus. Personality and Individual Differences, 53, 137-141.
Shaffer, D. R. (2005). Psicologia do desenvolvimento. São Paulo: Editora Thomson Learning.
Silvia, P. J. (2008a). Another look at creativity and intelligence: Exploring higher-order models and probable confounds. Personality and Individual Differences, 44, 1012-1021.
Silvia, P. J. (2008b). Creativity and intelligence revisited: A latent variable analysis of Wallach and Kogan (1965). Creativity Research Journal, 20(1), 34-39.
Sternberg, R. J. (1984). What should intelligence tests test? Implications of a triarchic theory of intelligence for intelligence testing. Educational Researcher, 13, 5-15.
Sternberg, R. J. (2001). What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychological Association, 56(4), 360-362.
Sternberg, R. J. (2006). Creating a vision of creativity: The first 25 years. Psychology of Aesthetics, Creativity, and the Arts, S(1), 2-12.
Sternberg, R. J., & Grigorenko, E. L. (2001). Guilford’s structure of intellect model and model of creativity: contributions and limitations. Creativity Research Journal, 13(3/4), 309-316.
Sternberg, R. J., & O’Hara, L. A. (2000). Intelligence and creativity. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 611-630). New York: Cambridge University Press.
Torrance, E. P. (1976). Criatividade: medidas, testes e avaliações. São Paulo: Ibrasa.
Torrance, E. P. (1980). Creative intelligence and “an agenda for the 80’s.” Art Education, 33, 8-14.
Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart & Winston.
Wechsler, S. M. (2003). DFH III: O desenho da figura humana: avaliação do desenvolvimento cognitivo infantil (3ª edição ampliada e atualizada). Campinas: Impressão Digital do Brasil.
Wechsler, S. M. (2008). Criatividade: descobrindo e encorajando. São Paulo: Editora Psy.
Wechsler, S. M., Nunes, M. F. O., Schelini, P. W., Ferreira, A. A., & Pereira, D. A. P. (2010). Criatividade e inteligência: analisando semelhanças e discrepâncias no desenvolvimento. Estudos de Psicologia (Natal), 5(3), 243-250.
Wechsler, S. M., & Richmond, B. (1984). Influências da dotação intelectual e criativa no ajustamento em sala de aula. Arquivos Brasileiros de Psicologia, 36(2), 138-147.
Wechsler, S. M., & Schelini, P. W. (2006). Bateria de habilidades cognitivas Woodcock-Johnson III: validade de construto. Psicologia: Teoria e Pesquisa, 22(3), 287-296.
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Published
2012-07-02
How to Cite
Nakano, T. de C. (2012). Creativity and Intelligence in Children:: Related Abilities?. Psicologia: Teoria E Pesquisa, 28(2), 149–159. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17563
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Estudos Empíricos
