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Creativity is a phenomenon whereby something new and somehow valuable is formed. The created item may be intangible (such as an idea, a scientific theory, a musical composition, or a joke) or a physical object (such as an invention, a literary work, or a painting).
Scholarly interest in creativity is found in a number of disciplines: engineering, psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, songwriting, and economics, covering the relations between creativity and general intelligence, personality type, mental and neurological processes, mental health, or artificial intelligence; the potential for fostering creativity through education and training; the maximization of creativity for national economic benefit, and the application of creative resources to improve the effectiveness of teaching and learning.
Creativity and intelligence
The potential relationship between creativity and intelligence has been of interest since the late 1900s, when a multitude of influential studies – from Getzels & Jackson, Barron, Wallach & Kogan, and Guilford– focused not only on creativity, but also on intelligence. This joint focus highlights both the theoretical and practical importance of the relationship: researchers are interested not only if the constructs are related, but also how and why.
There are multiple theories accounting for their relationship, with the 3 main theories as follows:
• Threshold Theory – Intelligence is a necessary, but not sufficient condition for creativity. There is a moderate positive relationship between creativity and intelligence until IQ ~120.
• Certification Theory – Creativity is not intrinsically related to intelligence. Instead, individuals are required to meet the requisite level intelligence in order to gain a certain level of education/work, which then in turn offers the opportunity to be creative. Displays of creativity are moderated by intelligence.
• Interference Theory – Extremely high intelligence might interfere with creative ability.
Sternberg and O’Hara proposed a framework of 5 possible relationships between creativity and intelligence:
1. Creativity is a subset of intelligence
2. Intelligence is a subset of creativity
3. Creativity and intelligence are overlapping constructs
4. Creativity and intelligence are part of the same construct (coincident sets)
5. Creativity and intelligence are distinct constructs (disjoint sets)
