5.3 KiB
| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Creativity | 7/14 | https://en.wikipedia.org/wiki/Creativity | reference | science, encyclopedia | 2026-05-05T07:11:10.173371+00:00 | kb-cron |
=== Social-personality approaches === Researchers have taken a social-personality approach by using personality traits such as independence of judgement, self-confidence, attraction to complexity, aesthetic orientation, and risk-taking as measures of personal creativity. Within the framework of the Big Five personality traits, a consistent few of these traits have emerged as being correlated to creativity. Openness to experience is consistently related to a host of different assessments of creativity. Investigation of the other Big Five traits has demonstrated subtle differences between different domains of creativity. Compared to non-artists, artists tend to have higher levels of openness to experience and lower levels of conscientiousness, while scientists are more open to experience, conscientious, and higher in the confidence-dominance facets of extraversion compared to non-scientists.
=== Self-reporting questionnaires === Biographical methods use quantitative characteristics, such as the number of publications, patents, or artistic performances that can be credited to a person. While this method was originally developed for highly creative personalities, today it is also available as self-report questionnaires supplemented with frequent, less outstanding creative behaviors such as writing a short story or creating recipes. The self-report questionnaire most frequently used in research is the Creative Achievement Questionnaire, a self-report test that measures creative achievement across ten domains, which was described in 2005 and shown to be reliable when compared to other measures of creativity and to independent evaluations of creative output.
== Factors ==
=== Intelligence === The potential relationship between creativity and intelligence has been of interest since the last half of the twentieth century, when many influential studies extensively studied both. This joint focus highlighted both the theoretical and practical importance of the relationship: researchers were interested in not only if the two qualities were related, but also how and why. There are multiple theories accounting for their relationship, with there being three main theories. Threshold theory states that intelligence is a necessary, but not sufficient, condition for creativity, and that there is a moderate positive relationship between creativity and intelligence until IQ ~120. Certification theory states that creativity is not intrinsically related to intelligence. Instead, individuals are required to meet the requisite level of intelligence in order to gain a certain level of education or work, which in turn offers the opportunity to be creative. In this theory, displays of creativity are moderated by intelligence. Interference theory states, in contrast, that extremely high intelligence might interfere with creative ability. Sternberg and O'Hara proposed a different framework of five possible relationships between creativity and intelligence: that creativity was a subset of intelligence; that intelligence was a subset of creativity; that the two constructs overlapped; that they were both part of the same construct (coincident sets); or that they were distinct constructs (disjoint sets).
==== Creativity as a subset of intelligence ==== A number of researchers include creativity, either explicitly or implicitly, as a key component of intelligence, for example:
Sternberg's Theory of Successful Intelligence includes creativity as a main component and comprises three sub-theories: contextual (analytic), contextual (practical), and experiential (creative). Experiential sub-theory—the ability to use pre-existing knowledge and skills to solve new and novel problems—is directly related to creativity. The Cattell–Horn–Carroll theory (CHC) includes creativity as a subset of intelligence, associated with the broad group factor of long-term storage and retrieval (Glr). Glr narrows abilities relating to creativity include ideational fluency, associational fluency, and originality/creativity. Silvia et al. conducted a study to look at the relationship between divergent thinking and verbal fluency tests and reported that both fluency and originality in divergent thinking were significantly affected by the broad-level Glr factor. Martindale extended the CHC-theory by proposing that people who are creative are also selective in their processing speed. Martindale argues that in the creative process, larger amounts of information are processed more slowly in the early stages, and as a person begins to understand the problem, the processing speed is increased. The Dual Process Theory of Intelligence posits a two-factor or type model of intelligence. Type 1 is a conscious process and concerns goal-directed thoughts. Type 2 is an unconscious process, and concerns spontaneous cognition, which encompasses daydreaming and implicit learning ability. Kaufman argues that creativity occurs as a result of Type 1 and Type 2 processes working together in combination. Each type in the creative process can be used to varying degrees.
==== Intelligence as a subset of creativity ==== In this relationship model, intelligence is a key component in the development of creativity, for example: