Chapter 9 Intelligence and Creativity

Defining Intelligence and Creativity

Our understanding of intelligence has changed since the first intelligence tests were created in
the late 19th century
There is still no single, universally accepted definition of intelligence
In the psychometric approach, intelligence is a trait or set of traits that characterize some
people to a greater extent than others
Goal is to identify the traits precisely and to measure them so that differences among
individuals can be described

In 1927, Spearman proposed a two-factor theory of intelligence

General mental ability (g) that contributes to performance on a variety of tasks
Special abilities (s) that are specific to particular tasks

Cattell and Horn proposed two broad dimensions of intellect

Fluid intelligence, the ability to use the mind actively to solve novel problems
Crystallized intelligence, the use of knowledge acquired through school and life
experiences

Current consensus emerging from research is that intelligence is a hierarchy that includes
At the top, a general ability factor that influences how well people do on a range of
cognitive tasks
In the middle, a few broad dimensions, such as fluid intelligence, crystallized
intelligence, memory capacity, and processing speed
At the bottom, specific abilities such as numerical reasoning, spatial discrimination, and
word comprehension that also influence how well a person performs cognitive
tasks that tap these specific abilities

Early version of IQ test was developed by Alfred Binet and Theodore Simon
Permitted testers to describe a child’s mental age, the level of age-graded problems a
child could solve
Binet’s test became the Stanford-Binet Intelligence Scale
Allowed the calculation of intelligence quotient: a child’s mental age (MA) ÷ a child’s
chronological age (CA) = IQ
An IQ of 100 indicates average intelligence
Wechsler’s intelligence tests – Wechsler Scales – are also in wide use
Wechsler tests yield a verbal IQ score and a performance IQ score
Gardner’s Theory of Multiple Intelligences
Gardner argues there are at least 9 distinct intellectual abilities:
Linguistic – language skills
Logical-mathematical – abstract thinking and problem-solving
Musical – acute sensitivity to sound patterns
Spatial – accurate perception
Bodily-kinesthetic – skillful use of the body to create, perform, etc.
Interpersonal – social intelligence and skill, sensitivity to the motivations and moods of
others
Intrapersonal – understanding of one’s own feelings and inner life
Naturalist – expertise in the natural world of plants and animals
Existential – sensitivity and capacity to tackle deep questions about human existence
Sternberg’s Triarchic Theory
Sternberg proposed a triarchic theory of intelligence – three components that jointly
contribute to intelligence
1) Practical or contextual component
Varies according to the sociocultural context in which it is displayed
Ability to adapt to the environment
2) Creative component includes
Response to novelty, requires active and conscious information processing
Automization, or increased efficiency of information processing with practice
3) Analytic component
Information-processing skills that are assessed by traditional IQ tests

Sternberg expanded his triarchic theory of intelligence to include the theory of successful
intelligence
People are intelligent “to the extent that they have the abilities needed to succeed in life,
according to their own definition of success within their sociocultural context”
(Sternberg, 2003, p. xvi)
These individuals are strong in all three areas – practical, creative, and analytical
Smart people optimize their strengths and minimize their weaknesses so that they can
succeed