7.4 What Are Intelligence and Creativity? - Psychology 2e

Explain the triarchic theory of intelligence; Identify the difference between intelligence theories; Explain emotional intelligence; Define ... SkiptoContentGotoaccessibilitypageKeyboardshortcutsmenuPsychology2e7.4WhatAreIntelligenceandCreativity?Psychology2e7.4WhatAreIntelligenceandCreativity?CloseMenuContentsContentsHighlightsPrintTableofcontentsPreface1 IntroductiontoPsychologyIntroduction1.1WhatIsPsychology?1.2HistoryofPsychology1.3ContemporaryPsychology1.4CareersinPsychologyKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions2 PsychologicalResearchIntroduction2.1WhyIsResearchImportant?2.2ApproachestoResearch2.3AnalyzingFindings2.4EthicsKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions3 BiopsychologyIntroduction3.1HumanGenetics3.2CellsoftheNervousSystem3.3PartsoftheNervousSystem3.4TheBrainandSpinalCord3.5TheEndocrineSystemKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions4 StatesofConsciousnessIntroduction4.1WhatIsConsciousness?4.2SleepandWhyWeSleep4.3StagesofSleep4.4SleepProblemsandDisorders4.5SubstanceUseandAbuse4.6OtherStatesofConsciousnessKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions5 SensationandPerceptionIntroduction5.1SensationversusPerception5.2WavesandWavelengths5.3Vision5.4Hearing5.5TheOtherSenses5.6GestaltPrinciplesofPerceptionKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions6 LearningIntroduction6.1WhatIsLearning?6.2ClassicalConditioning6.3OperantConditioning6.4ObservationalLearning(Modeling)KeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions7 ThinkingandIntelligenceIntroduction7.1WhatIsCognition?7.2Language7.3ProblemSolving7.4WhatAreIntelligenceandCreativity?7.5MeasuresofIntelligence7.6TheSourceofIntelligenceKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions8 MemoryIntroduction8.1HowMemoryFunctions8.2PartsoftheBrainInvolvedwithMemory8.3ProblemswithMemory8.4WaystoEnhanceMemoryKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions9 LifespanDevelopmentIntroduction9.1WhatIsLifespanDevelopment?9.2LifespanTheories9.3StagesofDevelopment9.4DeathandDyingKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions10 EmotionandMotivationIntroduction10.1Motivation10.2HungerandEating10.3SexualBehavior10.4EmotionKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions11 PersonalityIntroduction11.1WhatIsPersonality?11.2FreudandthePsychodynamicPerspective11.3Neo-Freudians:Adler,Erikson,Jung,andHorney11.4LearningApproaches11.5HumanisticApproaches11.6BiologicalApproaches11.7TraitTheorists11.8CulturalUnderstandingsofPersonality11.9PersonalityAssessmentKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions12 SocialPsychologyIntroduction12.1WhatIsSocialPsychology?12.2Self-presentation12.3AttitudesandPersuasion12.4Conformity,Compliance,andObedience12.5PrejudiceandDiscrimination12.6Aggression12.7ProsocialBehaviorKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions13 Industrial-OrganizationalPsychologyIntroduction13.1WhatIsIndustrialandOrganizationalPsychology?13.2IndustrialPsychology:SelectingandEvaluatingEmployees13.3OrganizationalPsychology:TheSocialDimensionofWork13.4HumanFactorsPsychologyandWorkplaceDesignKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions14 Stress,Lifestyle,andHealthIntroduction14.1WhatIsStress?14.2Stressors14.3StressandIllness14.4RegulationofStress14.5ThePursuitofHappinessKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions15 PsychologicalDisordersIntroduction15.1WhatArePsychologicalDisorders?15.2DiagnosingandClassifyingPsychologicalDisorders15.3PerspectivesonPsychologicalDisorders15.4AnxietyDisorders15.5Obsessive-CompulsiveandRelatedDisorders15.6PosttraumaticStressDisorder15.7MoodandRelatedDisorders15.8Schizophrenia15.9DissociativeDisorders15.10DisordersinChildhood15.11PersonalityDisordersKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestions16 TherapyandTreatmentIntroduction16.1MentalHealthTreatment:PastandPresent16.2TypesofTreatment16.3TreatmentModalities16.4Substance-RelatedandAddictiveDisorders:ASpecialCase16.5TheSocioculturalModelandTherapyUtilizationKeyTermsSummaryReviewQuestionsCriticalThinkingQuestionsPersonalApplicationQuestionsReferencesIndexBytheendofthissection,youwillbeableto: Defineintelligence Explainthetriarchictheoryofintelligence Identifythedifferencebetweenintelligencetheories Explainemotionalintelligence Definecreativity Afour-and-a-half-year-oldboysitsatthekitchentablewithhisfather,whoisreadinganewstoryaloudtohim.Heturnsthepagetocontinuereading,butbeforehecanbegin,theboysays,“Wait,Daddy!”Hepointstothewordsonthenewpageandreadsaloud,“Go,Pig!Go!”Thefatherstopsandlooksathisson.“Canyoureadthat?”heasks.“Yes,Daddy!”Andhepointstothewordsandreadsagain,“Go,Pig!Go!” Thisfatherwasnotactivelyteachinghissontoread,eventhoughthechildconstantlyaskedquestionsaboutletters,words,andsymbolsthattheysaweverywhere:inthecar,inthestore,onthetelevision.Thedadwonderedaboutwhatelsehissonmightunderstandanddecidedtotryanexperiment.Grabbingasheetofblankpaper,hewroteseveralsimplewordsinalist:mom,dad,dog,bird,bed,truck,car,tree.Heputthelistdowninfrontoftheboyandaskedhimtoreadthewords.“Dad,dog,bird,bed,truck,car,tree,”heread,slowingdowntocarefullypronouncebirdandtruck.Then,“DidIdoit,Daddy?”“Yousuredid!Thatisverygood.”Thefathergavehislittleboyawarmhugandcontinuedreadingthestoryaboutthepig,allthewhilewonderingifhisson’sabilitieswereanindicationofexceptionalintelligenceorsimplyanormalpatternoflinguisticdevelopment.Likethefatherinthisexample,psychologistshavewonderedwhatconstitutesintelligenceandhowitcanbemeasured. ClassifyingIntelligence Whatexactlyisintelligence?Thewaythatresearchershavedefinedtheconceptofintelligencehasbeenmodifiedmanytimessincethebirthofpsychology.BritishpsychologistCharlesSpearmanbelievedintelligenceconsistedofonegeneralfactor,calledg,whichcouldbemeasuredandcomparedamongindividuals.Spearmanfocusedonthecommonalitiesamongvariousintellectualabilitiesandde-emphasizedwhatmadeeachunique.Longbeforemodernpsychologydeveloped,however,ancientphilosophers,suchasAristotle,heldasimilarview(Cianciolo&Sternberg,2004). Otherspsychologistsbelievethatinsteadofasinglefactor,intelligenceisacollectionofdistinctabilities.Inthe1940s,RaymondCattellproposedatheoryofintelligencethatdividedgeneralintelligenceintotwocomponents:crystallizedintelligenceandfluidintelligence(Cattell,1963).Crystallizedintelligenceischaracterizedasacquiredknowledgeandtheabilitytoretrieveit.Whenyoulearn,remember,andrecallinformation,youareusingcrystallizedintelligence.Youusecrystallizedintelligenceallthetimeinyourcourseworkbydemonstratingthatyouhavemasteredtheinformationcoveredinthecourse.Fluidintelligenceencompassestheabilitytoseecomplexrelationshipsandsolveproblems.Navigatingyourwayhomeafterbeingdetouredontoanunfamiliarroutebecauseofroadconstructionwoulddrawuponyourfluidintelligence.Fluidintelligencehelpsyoutacklecomplex,abstractchallengesinyourdailylife,whereascrystallizedintelligencehelpsyouovercomeconcrete,straightforwardproblems(Cattell,1963). Othertheoristsandpsychologistsbelievethatintelligenceshouldbedefinedinmorepracticalterms.Forexample,whattypesofbehaviorshelpyougetaheadinlife?Whichskillspromotesuccess?Thinkaboutthisforamoment.Beingabletoreciteall45presidentsoftheUnitedStatesinorderisanexcellentpartytrick,butwillknowingthismakeyouabetterperson? RobertSternbergdevelopedanothertheoryofintelligence,whichhetitledthetriarchictheoryofintelligencebecauseitseesintelligenceascomprisedofthreeparts(Sternberg,1988):practical,creative,andanalyticalintelligence(Figure7.12). Figure 7.12 Sternberg’stheoryidentifiesthreetypesofintelligence:practical,creative,andanalytical. Practicalintelligence,asproposedbySternberg,issometimescomparedto“streetsmarts.”Beingpracticalmeansyoufindsolutionsthatworkinyoureverydaylifebyapplyingknowledgebasedonyourexperiences.ThistypeofintelligenceappearstobeseparatefromtraditionalunderstandingofIQ;individualswhoscorehighinpracticalintelligencemayormaynothavecomparablescoresincreativeandanalyticalintelligence(Sternberg,1988). Analyticalintelligenceiscloselyalignedwithacademicproblemsolvingandcomputations.Sternbergsaysthatanalyticalintelligenceisdemonstratedbyanabilitytoanalyze,evaluate,judge,compare,andcontrast.Whenreadingaclassicnovelforliteratureclass,forexample,itisusuallynecessarytocomparethemotivesofthemaincharactersofthebookoranalyzethehistoricalcontextofthestory.Inasciencecoursesuchasanatomy,youmuststudytheprocessesbywhichthebodyusesvariousmineralsindifferenthumansystems.Indevelopinganunderstandingofthistopic,youareusinganalyticalintelligence.Whensolvingachallengingmathproblem,youwouldapplyanalyticalintelligencetoanalyzedifferentaspectsoftheproblemandthensolveitsectionbysection. Creativeintelligenceismarkedbyinventingorimaginingasolutiontoaproblemorsituation.Creativityinthisrealmcanincludefindinganovelsolutiontoanunexpectedproblemorproducingabeautifulworkofartorawell-developedshortstory.Imagineforamomentthatyouarecampinginthewoodswithsomefriendsandrealizethatyou’veforgottenyourcampcoffeepot.Thepersoninyourgroupwhofiguresoutawaytosuccessfullybrewcoffeeforeveryonewouldbecreditedashavinghighercreativeintelligence. MultipleIntelligencesTheorywasdevelopedbyHowardGardner,aHarvardpsychologistandformerstudentofErikErikson.InGardner’stheory,eachpersonpossessesatleasteightintelligences.Theeightintelligencesarelinguisticintelligence,logical-mathematicalintelligence,musicalintelligence,bodilykinestheticintelligence,spatialintelligence,interpersonalintelligence,intrapersonalintelligence,andnaturalisticintelligence.Amongcognitivepsychologists,Gardner’stheoryhasbeenheavilycriticizedforlackingempiricalevidence.However,educatorscontinuetostudyanduseGardner’stheory,withsomecollegesevendiscussinghowtheyintegrateGardner’stheoryintotheirclassrooms.GottfredsondescribesonepossiblereasonforthecontinueduseofGardner’stheory:“...thattherearemultipleindependentintelligences,suggestingthateveryonecanbesmartinsomeway.Thisis,understandably,averyattractiveideaindemocraticsocieties”(2004).Gardner’sinter-andintrapersonalintelligencesareoftencombinedintoasingletype:emotionalintelligence.Emotionalintelligenceencompassestheabilitytounderstandtheemotionsofyourselfandothers,showempathy,understandsocialrelationshipsandcues,andregulateyourownemotionsandrespondinculturallyappropriateways(Parker,Saklofske,&Stough,2009).Peoplewithhighemotionalintelligencetypicallyhavewell-developedsocialskills.Someresearchers,includingDanielGoleman,theauthorofEmotionalIntelligence:WhyItCanMatterMorethanIQ,arguethatemotionalintelligenceisabetterpredictorofsuccessthantraditionalintelligence(Goleman,1995).However,emotionalintelligencehasbeenwidelydebated,withresearcherspointingoutinconsistenciesinhowitisdefinedanddescribed,aswellasquestioningresultsofstudiesonasubjectthatisdifficulttomeasureandstudyempirically(Locke,2005;Mayer,Salovey,&Caruso,2004)ThemostcomprehensivetheoryofintelligencetodateistheCattell-Horn-Carroll(CHC)theoryofcognitiveabilities(Schneider&McGrew,2018).Inthistheory,abilitiesarerelatedandarrangedinahierarchywithgeneralabilitiesatthetop,broadabilitiesinthemiddle,andnarrow(specific)abilitiesatthebottom.Thenarrowabilitiesaretheonlyonesthatcanbedirectlymeasured;however,theyareintegratedwithintheotherabilities.Atthegenerallevelisgeneralintelligence.Next,thebroadlevelconsistsofgeneralabilitiessuchasfluidreasoning,short-termmemory,andprocessingspeed.Finally,asthehierarchycontinues,thenarrowlevelincludesspecificformsofcognitiveabilities.Forexample,short-termmemorywouldfurtherbreakdownintomemoryspanandworkingmemorycapacity. Intelligencecanalsohavedifferentmeaningsandvaluesindifferentcultures.Ifyouliveonasmallisland,wheremostpeoplegettheirfoodbyfishingfromboats,itwouldbeimportanttoknowhowtofishandhowtorepairaboat.Ifyouwereanexceptionalangler,yourpeerswouldprobablyconsideryouintelligent.Ifyouwerealsoskilledatrepairingboats,yourintelligencemightbeknownacrossthewholeisland.Thinkaboutyourownfamily’sculture.WhatvaluesareimportantforLatinxfamilies?Italianfamilies?InIrishfamilies,hospitalityandtellinganentertainingstoryaremarksoftheculture.Ifyouareaskilledstoryteller,othermembersofIrishculturearelikelytoconsideryouintelligent. Someculturesplaceahighvalueonworkingtogetherasacollective.Inthesecultures,theimportanceofthegroupsupersedestheimportanceofindividualachievement.Whenyouvisitsuchaculture,howwellyourelatetothevaluesofthatcultureexemplifiesyourculturalintelligence,sometimesreferredtoasculturalcompetence. Watchthisvideothatcomparesdifferenttheoriesofintelligencetolearnmore. Creativity Creativityistheabilitytogenerate,create,ordiscovernewideas,solutions,andpossibilities.Verycreativepeopleoftenhaveintenseknowledgeaboutsomething,workonitforyears,lookatnovelsolutions,seekouttheadviceandhelpofotherexperts,andtakerisks.Althoughcreativityisoftenassociatedwiththearts,itisactuallyavitalformofintelligencethatdrivespeopleinmanydisciplinestodiscoversomethingnew.Creativitycanbefoundineveryareaoflife,fromthewayyoudecorateyourresidencetoanewwayofunderstandinghowacellworks. Creativityisoftenconnectedtoaperson’sabilitytoengageindivergentthinking.Divergentthinkingcanbedescribedasthinking“outsidethebox;”itallowsanindividualtoarriveatunique,multiplesolutionstoagivenproblem.Incontrast,convergentthinkingdescribestheabilitytoprovideacorrectorwell-establishedanswerorsolutiontoaproblem(Cropley,2006;Gilford,1967) Creativity Dr.TomSteitz,formerSterlingProfessorofBiochemistryandBiophysicsatYaleUniversity,spenthiscareerlookingatthestructureandspecificaspectsofRNAmoleculesandhowtheirinteractionscouldhelpproduceantibioticsandwardoffdiseases.Asaresultofhislifetimeofwork,hewontheNobelPrizeinChemistryin2009.Hewrote,“Lookingbackoverthedevelopmentandprogressofmycareerinscience,Iamremindedhowvitallyimportantgoodmentorshipisintheearlystagesofone'scareerdevelopmentandconstantface-to-faceconversations,debateanddiscussionswithcolleaguesatallstagesofresearch.Outstandingdiscoveries,insightsanddevelopmentsdonothappeninavacuum”(Steitz,2010,para.39).BasedonSteitz’scomment,itbecomesclearthatsomeone’screativity,althoughanindividualstrength,benefitsfrominteractionswithothers.Thinkofatimewhenyourcreativitywassparkedbyaconversationwithafriendorclassmate.Howdidthatpersoninfluenceyouandwhatproblemdidyousolveusingcreativity? 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Authors:RoseM.Spielman,WilliamJ.Jenkins,MarilynD.Lovett Publisher/website:OpenStax Booktitle:Psychology2e Publicationdate:Apr22,2020 Location:Houston,Texas BookURL:https://openstax.org/books/psychology-2e/pages/1-introduction SectionURL:https://openstax.org/books/psychology-2e/pages/7-4-what-are-intelligence-and-creativity ©May20,2022OpenStax.TextbookcontentproducedbyOpenStaxislicensedunderaCreativeCommonsAttributionLicense.TheOpenStaxname,OpenStaxlogo,OpenStaxbookcovers,OpenStaxCNXname,andOpenStaxCNXlogo arenotsubjecttotheCreativeCommonslicenseandmaynotbereproducedwithoutthepriorandexpresswritten consentofRiceUniversity.