Human intelligence and creativity

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider
Chapter 9

Intelligence and Creativity

Chapter 9

Chapter 9 – Intelligence and Creativity
• What is intelligence?
– Adaptive thinking or
behavior (Piaget)
– Ability to think
abstractly, solve RAISED RAISED
TOGETHER APART
problems?
(Sternberg)
IDENTICAL
TWINS .86 .72
• Genetics x Environment
FRATERNAL
(interaction) TWINS .60 .52

Chapter 9

Theories and Tests of Intelligence

• IQ tests
– Intelligence quotient (IQ) tests attempt to
measure an individual’s probable
performance in school and similar settings.

Binet (1857-1911) and Simon created 1st IQ
← test in 1905

Chapter 9


• The Stanford-Binet test
– The Stanford-Binet test - V (2-85)
– The mean or average IQ score for all age
groups is designated as 100 ± 15 (85-115).
– Given individually

Chapter 9

Normal Distribution
Normal Distribution

Chapter 9

Chapter 9

Individual Intelligence Tests
The Wechsler Scales

Overall IQ and also verbal and performance IQs.
(WPPSI-III) Wechsler Preschool and Primary
Scale of Intelligence-Revised. Ages 2 ½ to 7
years, 3 months
(WISC-IV) Wechsler Intelligence Scale for
Children-Revised. Ages 6 to 16 years, 11 months
(WAIS-III) Wechsler Adult Intelligence Scale-
Revised
Ages 16-89

Chapter 9

WPPSI-III
WPPSI

Chapter 9

WISC-IV
• Word Reasoning—measures reasoning with verbal material; child
identifies underlying concept given successive clues.
• Matrix Reasoning—measures fluid reasoning a (highly reliable subtest
on WAIS® –III and WPPSI™–III); child is presented with a partially filled
grid and asked to select the item that properly completes the matrix.
• Picture Concepts—measures fluid reasoning, perceptual organization,
and categorization (requires categorical reasoning without a verbal
response); from each of two or three rows of objects, child selects
objects that go together based on an underlying concept.
• Letter-Number Sequencing—measures working memory (adapted
from WAIS–III); child is presented a mixed series of numbers and letters
and repeats them numbers first (in numerical order), then letters (in
alphabetical order).
• Cancellation—measures processing speed using random and
structured animal target forms (foils are common non-animal objects).

Chapter 9


• Raven’s Progressive Matrices
– Psychologists created “culture-reduced” tests
without language. It tests abstract reasoning
ability (non-verbal intelligence or performance IQ)

Chapter 9

Figure 9.2 Items similar to those in Raven’s Progressive Matrices test. The instructions
are: “Each pattern has a piece missing. From the eight choices provided, select the one
that completes the pattern, both going across and going down.” (You can check your
answers against answer A on page 339.)

Chapter 9

The Psychometric Approach

Intelligence -
• A single attribute?
– Spearman (1863-1945)
2 – factor theory of intelligence

“g” = general ability
“s” = special abilities

Chapter 9

Figure 9.3 According to Spearman (1904), all intelligent abilities have an area of overlap,
which he called (for “general”). Each ability also depends partly on an s (for “specific”)
factor.

Chapter 9

Figure 9.4a Measurements of sprinting, high jumping, and long jumping correlate with
one another because they all depend on the same leg muscles. Similarly, the g factor
that emerges in IQ testing could reflect a single ability that all tests tap.

Chapter 9

• Many attributes?
– Thurstone: 7 primary mental abilities
• Spatial ability, perceptual speed,
numeric reasoning, verbal meaning,
word fluency, memory, inductive
reasoning

Chapter 9

What is Intelligence?
• Fluid intelligence and crystallized intelligence
– Cattell & Horn believed that the “g” factor has
two components:
- Fluid intelligence is the power of reasoning,
solving unfamiliar problems, seeing relationships
and gaining new knowledge

- Crystallized intelligence is acquired knowledge
and the application of that knowledge to
experience.

Chapter 9

Concept Check:

A 16-year-old is learning to play chess and is
becoming proficient enough to be accepted into
the school’s chess club. Is this fluid or
crystallized intelligence?

Chapter 9

Concept Check:

• Ten years later, the chess player achieves
grandmaster status. Is this a result of fluid or
crystallized intelligence?

Chapter 9

Gardner’s Multiple Intelligences

Chapter 9

 Savant Syndrome
 condition in which a person otherwise limited in mental
ability has an exceptional specific skill
 Calculation abilities
 Drawing
 Musical

Chapter 9

Sternberg’s Triarchic Theory
• Contextual Component (“street smarts or practical”)
– Adapting to the environment

• Experiential Component: (creative)
– Response to novelty
– Automatization

• Componential Component (“academic or analytical”)
– Information processing
– Efficiency of strategies

Chapter 9

Figure 9.2

Chapter 9

TABLE 9.2 Four theories of intelligence

Chapter 9

The Infant

• Developmental Quotients (DQ)
– Bayley Scales: Ages 2-30 months
– Correlations with Child IQ – low to 0
– Useful for diagnostic purposes
• *Best predictors
– From measures of information processing
– E.g., attention, speed of habituation,
preference for novelty

Chapter 9

The Child
AGE OF CORREL- CORREL-
CHILD ATIONS ATION
• DQ does not predict WITH IQ
AT AGE 9
WITH IQ
AT AGE 12
later IQ
• IQ gains
– Parents foster
4 .46 .42
achievement
– Neither strict nor lax
parenting
7 .81 .69
• IQ drops: Poverty
– Cumulative deficit
hypothesis 9 ---- .80

Chapter 9

The Adolescent
• Brain growth spurt at age 11/12 (puberty)
– Formal operational thinking
– Improved memory and processing skills
– Stability of IQ evident
• IQ score a good predictor of school
achievement
• +.50 correlation between IQ score and grades
• Adolescents with high IQ less likely to drop out
of high school and more likely to go to college

Chapter 9

The Adult

• Strong relationships between
– IQ and occupational prestige
– IQ and job performance
– IQ and good health/longevity

Chapter 9

Mental Retardation

• Below-average intellectual functioning: IQ 75
• Limited adaptive behavior: before age 18
– Self-care and social skills
• Below age-appropriate expectations
• Causes
– Organic: e.g., Down syndrome
– Cultural-familial: genes & environment

Chapter 9

The Dynamics of Intelligence

Chapter 9

Creativity

• Adams: “The combination of seemingly disparate parts into a functioning,
useful whole.”
• Picasso: “Every act of creation is an act of destruction” and “art is a lie that
makes us realize the truth.”
• Einstein: “Imagination is more important than knowledge.”

Chapter 9

Three Creativity Elements

• Expertise: In-depth knowledge about a field
• Creative Skills: Problem-solving skills, creative process skills
• Intrinsic Task Motivation: Intrinsic rewards: Love of the work,
the process involved, not extrinsic reward such as money,
awards *

Chapter 9

Creativity Blocks

• Accepting conventional wisdom
• Not taking time to investigate or elaborate
• Seeking only to satisfy the perceived needs of bosses
• Having tunnel vision, compartmentalizing problems
• Looking for quick, yes-no answers

Chapter 9

Creativity Blocks

• Fearing rejection of ideas
• Being afraid of making mistakes
• Expecting others to be creative
• Being unwilling to question others
• Being unwilling to accept others’ input
• Being unwilling to collaborate
– Darwin: “...those who learned to collaborate and
improvise...prevailed.”

Chapter 9

Creativity Enhancers

• Assume every experience can stimulate personal growth.
– Look for positives, growth, opportunities:
Chinese character, “crisis.”
• Clearly visualize a positive outcome.
• Don’t react too quickly. Give yourself time (incubation), have
patience.

Chapter 9

Methods For Killing Creativity

• Evaluation
– Fear of evaluation kills the love of creative activity.
• Surveillance
– Looking over creative people’s shoulder or policing them
de-motivates them.

Chapter 9


• Reward
– Extrinsic rewards lower motivation.
– Reward creative people with autonomy, the opportunity to
learn.
• Competition
– Win-lose competition kills creativity.
– In a competitive environment, people think about how not
to lose instead of how to win.

Chapter 9


• Restricted Choice
– Making choices for creative people or severely limiting
their options lowers creative output.
• Extrinsic Orientation
– External rewards such as prizes and money hurt
creativity.
– Creative people love the intrinsic rewards of doing the job.

Chapter 9

Resources

• “How To Manage Creative People”
– www.charleswarner.us/indexppr.html
• Creative Whack Pack cards:
– http://www.amazon.com/Creative-Whack-Pack-Roger-Oech/dp/08

• Drive: The Surprising Truth About What Motivates Us, Daniel
H. Pink, Riverhead Books, New York, 2009.

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