Module 3, Thinking and Intelligence: 7.4 What are Intelligence and Creativity?

Learning Objectives

• By the end of this section, you will be able to:

  • Define intelligence

  • Explain the triarchic theory of intelligence

  • Identify the difference between intelligence theories

  • Explain emotional intelligence

  • Define creativity

Introduction

• A vignette illustrates a four-and-a-half-year-old boy reading aloud to his father, prompting contemplation about intelligence.

• This scenario raises questions regarding the nature of intelligence and how to measure it.

Classifying Intelligence

Definition of Intelligence

• Intelligence is a concept that has been defined and redefined throughout the evolution of psychology.

  • Charles Spearman's Theory:

  • Proposed that intelligence consists of one general factor known as g.

  • Focused on commonalities among intellectual abilities, minimizing the uniqueness of each ability.

  • Ancient philosophers like Aristotle held a similar view.

Distinct Abilities Framework

• Some psychologists propose that intelligence comprises distinct abilities.

  • Raymond Cattell's Theory:

  • Introduced a division of intelligence into crystallized intelligence and fluid intelligence (Cattell, 1963).

  • Crystallized Intelligence:

    • Defined as acquired knowledge and the ability to retrieve it.

    • Example: Knowledge demonstrated in coursework through recall of information.

  • Fluid Intelligence:

    • Defined as the capability to see complex relationships and solve problems.

    • Example: Navigating unfamiliar routes requires fluid intelligence.

Practical Definition of Intelligence

• Other theorists emphasize defining intelligence in practical terms, asking:

  • What behaviors lead to success?

  • Which skills contribute to advancement in life?

Robert Sternberg's Triarchic Theory of Intelligence

• Developed by Robert Sternberg, this theory posits three types of intelligence (Sternberg, 1988):

  • Practical Intelligence:

    • Often compared to "street smarts."

    • Involves the ability to apply knowledge based on experiences, solve problems that arise in daily life, and adapt to different environments.

    • Example: Finding your way home after a public transit strike.

  • Analytical Intelligence:

    • Often compared to academic problem-solving and computations.

    • Involves the ability to analyze, evaluate, judge, compare, and contrast information.

    • This type of intelligence is typically measured by standardized tests.

    • Example: Solving a complex mathematical equation.

  • Creative Intelligence:

    • Often compared to imaginative and innovative problem-solving.

    • Involves the ability to invent, discover, imagine, and suppose.

    • It is about generating novel ideas and solutions to problems.

    • Example: Developing a new software application or composing a piece of music.

Emotional Intelligence

• Emotional Intelligence (EQ):

  • First introduced by Salovey and Mayer in 1990 and later popularized by Daniel Goleman in 1995.

  • Refers to the ability to understand one's own and others' emotions and motivations.

  • Encompasses several key abilities:

    • Perceiving emotions (recognizing emotions in faces, music, stories).

    • Using emotions to facilitate thought (knowing how to capitalize on moods to perform certain tasks).

    • Understanding emotions (comprehending emotional language and the relationships among emotions).

    • Managing emotions (regulating emotions and responding appropriately to others' emotions).

  • It is thought to be a better predictor of success in life than traditional IQ tests.

Defining Creativity

• Creativity:

  • The ability to generate, create, or discover new ideas, solutions, and possibilities.

  • It is not just about artistic expression but also about problem-solving in various domains.

  • Often linked with divergent thinking, which is the ability to generate multiple solutions to a problem.

  • Divergent Thinking: The process of exploring many possible solutions or ideas, often leading to novel and unconventional approaches. It is characterized by flexibility, fluency, originality, and elaboration.

  • Convergent Thinking: The process of narrowing down ideas to find a single, best solution to a problem. It involves logical steps, evaluation, and critical assessment to arrive at a correct or conventional answer.

  • Creativity often involves a balance of both divergent and convergent thinking; divergent thinking for idea generation and convergent thinking for evaluating and refining those ideas. 

  
  

  • Components often associated with creativity include:

    • Originality: Producing ideas that are novel and unique.

    • Usefulness/Appropriateness: Producing ideas that are relevant and valuable.