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Theories of Creativity Intelligence and Giftedness

Styr- Destiny Meronard

Florida International University

EDP 3004: Educational Psychology

Professor LaRochelle

2/2/2021

Theories of Creativity Intelligence and Giftedness

Abstract

There are various theories of creativity intelligence, and giftedness. Firstly Sternberg’s theory of successful intelligence has series of components, including knowledge acquisition, meta-components, and performance components. Persons in this theory are labeled gifted if they have practical, creative, and analytical abilities. Secondly, Gardener’s multiple intelligence theory involves persons that are creatively intelligent if they are naturalist, intrapersonal, interpersonal, musical, bodily-kinesthetic, spatial, logical, and linguistic. Finally, spearman 2-factor theory comprises two factors called g factors as well as s factors. The g factor is a universal inborn capability, constant, and is utilized in the day to day activities. In contrast, s factor is learned and acquired within the surrounding. Persons with the g factor are labeled gifted depending on their level of IQ.

The connection between creativity and intelligence is mostly debated and discussed, as well as has important insinuations for the workplace, student growth, and education. Therefore creativity and intelligence are a subset of one another or might get perceived as coincident sets, sovereign though overlapping as well as fully disjoint sets. Creativity is an idea of personal variations that define why some persons possess a higher capability to offer new resolutions to ancient issues than others. Intelligence is one’s ability to attain what one desires in life by capitalizing on strengths and correcting weaknesses (Besançon, 2016). The theories of creativity, intelligence, and giftedness include the theory of multiple intelligence, successful intelligence, and the two-factor theory of intelligence. The paper will examine how theories connect to evaluating an individual as gifted or creatively intelligent.

Sternberg’s theory of successful intelligence contends that intelligent conduct emerges from a steadiness among practical, creative, and analytical abilities. These skills function cooperatively to permit persons to attain success in specific sociocultural contexts. According to Sternberg, human intelligence is a mental action directed to goal-directed edition, selection, and shaping of actual surrounding relevant to a person’s life. Thus he perceived intelligence as to how better persons handles the environment transformations through their lifetime. He linked mind processes with series of components, including knowledge acquisition, meta-components, and performance components. Hence meta-components get utilized in decision making and problem solving to manage a person’s mind. Performance components permit people to perform jobs while knowledge acquisition components get utilized in receiving new data.

In this theory, a person is labeled creatively intelligent through various assessments, including analytical intelligence, which is involved the moment data processing components of intelligence get implemented to judge, examine, analyze or contrast. Secondly, creative intelligence concentrates on the capability to be intellectually innovative and flexible. At this phase, a person deals mostly with how a job is done about how conversant it is. This assessment is separated into automation and novelty. In novelty events, persons are labeled creatively since they can find new ways to solve an issue in a way many people will not know. In contrast, in an automated event, persons can think more about a task performed earlier (Sternberg, 2020). Finally, practical intelligence includes people implementing their skills to sets of issues they face in day-to-day activities. People with practical intelligence can quickly adapt, shape, and select new surroundings.

In Gardener’s multiple intelligence theory, he suggests that persons are not born with all intelligence they will ever possess. In this theory, persons are labeled as creatively intelligent if they are naturalist, intrapersonal, interpersonal, musical, bodily-kinesthetic, spatial, logical, and linguistic. Naturalistic intelligent persons are mostly interested in exploring and nurturing environment as well as tune more with nature. Hence these persons are highly aware of any changes in the surroundings. Intrapersonal intelligent persons are more aware of their motivations, feelings, and emotions. More so, they seem to enjoy analysis and self-reflection, such as evaluating, exploring, and daydreaming about their individual capabilities. Interpersonal intelligent persons understand and relate to other people well and have a robust interest in music. Further, persons are said to be intelligent if they are good at physical movement and motor coordination as well as analyze mathematical and problem operations. Finally, such people utilize strong words both when speaking and writing and better at visualizing things.

Finally, spearman’s 2-factor theory and, according to him, intellectual capabilities comprise two factors called g factors and s factors. Hence people in this theory are labeled as creatively intelligent if their performance is determined through ss and g factors. Thus their actions of a specific job rely on the G and S factors. The g factor is a universal inborn capability, constant, and is utilized in the day to day activities. In contrast, s factor is learned and acquired within the surrounding (Frey, 2018). Moreover, persons with the g factor demonstrate native aptitude, and they can respond to many situations. Thus these capabilities permit persons to acquire acquittance and solve issues. The g factor components include working memory, quantitative reasoning, visual-spatial reasoning, knowledge, and fluid reasoning. Persons with the g factor are labeled gifted depending on their level of IQ.

References

Beaujean, A. (2019). General and Specific Intelligence Attributes in the Two-Factor Theory: A Historical Review. https://www.researchgate.net/publication/329179445_General_and_Specific_Intelligence_Attributes_in_the_Two-Factor_Theory_A_Historical_Review

Besançon, M. (2016). Creativity, Giftedness, and Education. https://hal-univ-paris10.archives-ouvertes.fr/hal-01393542/document

Frey, B. B. (2018). Theory of Intelligence. https://dx.doi.org/10.4135/9781506326139.n279

Sternberg, R. J. (2019). The augmented theory of successful intelligence. The Cambridge Handbook of Intelligence, 679-708. https://doi.org/10.1017/9781108770422.029

Sternberg, R. J. (2020). The Theory of Successful Intelligence. DOI: 10.1177/026142940001500103

Durwin, C. C., & Reese-Weber, M. (2018). Edpsych modules. Los Angeles: SAGE.