Creativity and divergent thinking

Creativity is a distinct aspect of intellectual functioning which is for all practical purpose independent of conventional intelligence, was subscribe by Guilford (1950), Torrance (1962), Taylor (1964), Wallach and Kogan (1965). They have claimed that creativity and intelligence are two distinct mental abilities each involving a special cluster of skills.

The quest to quantify the creative process, primarily through the use of divergent thinking batteries, has been a lightning rod for the psychometric study of creativity.

Divergent thinking tests require individuals to produce several response to a specific prompt, in sharp contrast to most standardized tests of achievement or ability that require one correct answer.

Getzels and Jackson (1962) gave more than 500 students, in grades 6 to 12, intelligence tests and five creativity tests:
*A word-association test in which students were asked to give as many definitions as possible for fairly common words.
 
*A test of alternate uses, in which students were asked to think of as many uses as they could for familiar object.

*A hidden-shapes test that required them to find geometric figures hidden in more complex figures.

*A fable test in which they furnished the last line for an unfinished fable.

*A make-up problems test in which they were to make up a variety of mathematical problems from large amount of numerical information.

Scores in these creativity measures and scores in IQ tests correlated very little. Thus creativity seems to be largely independent of general intelligence as defined by IQ tests.

At the same time, highly creative people rarely have below-average required for creativity. Among people with above-average IQ, an individual’s IQ scores cannot predict his or her level of creativity.

Getzels and Jackson changes the dominant views of the relationship between IQ and creativity by postulating, based on their extensive study that creativity was far more independent of IQ than previously believed especially at the upper-IQ levels. This work paved way for the development of modern creativity.
Creativity and divergent thinking

What is Intelligence Quotient?

Intelligent quotient (IQ) is an related measure of intelligence level and described as 100 times the mental age. An intelligence test (IQ test) is by definition, any test that purports to measure intelligence.

The word ‘quotient’ means the result of dividing one quantity by another and definition of intelligence is mental ability or quickness of mind.

Intelligence is the ability to respond adaptively to new situations, to think abstractly and to comprehend complex ideas. Also intelligence can be defined as a person ability to act purposefully, to think rationally and to deal effectively with his environment.

It is not one thing, but a combination of several different abilities tied up in a packaged or the ability to adjust to the problems of life.

Generally such test consist of a graded series of tasks, each of which has been standardized using a large representative population of individuals.

Such procedure establishes the average IQ as 100.

It is generally believed that a person’s rating is hereditary and that the rate of development of a person’s mental age remains constant until about the age of 13 years, after which it slows up.

Alfred Binet developed the first intelligence test for school children in Paris between 1905 and 1911. ‘Intelligence quotient’ was born after hio work was translated into English at Stanford University in America and adapted by psychologist LM Terman as the Stanford-Binet test.
What is Intelligence Quotient?