The Study of Creativity and Intelligence in Theory and Practice

2019 ◽  
Author(s):  
Kenny L. Hicks ◽  
Randall W Engle
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Verbal Fluency ◽  
Divergent Thinking ◽  
Fluid Intelligence ◽  
Higher Order ◽  
Theory And Practice ◽  
Methodological Approaches ◽  
The Relationship

Despite decades of scholarship devoted to its importance, the cognitive drivers of creative behaviors and products remain poorly understood. Although previous research has proposed a relationship between the convergent processes of creativity and higher order cognition, studies investigating the relationship between divergent thinking and fluid intelligence have revealed little to no relationship between the two. In this article, we review the noteworthy scholars and debates in the field of creativity and the various methodological approaches used to define the construct. We propose that previous failures to find a relationship between intelligence and creativity are due, in part, to researchers’ emphasis on the differences between the two constructs instead of focusing on their commonality. In this study, we view the creativity construct through the lens of problem-solving across spatial and verbal domains. Using a simple scoring procedure that rates verbal and spatial creative responses, we show some of the most robust relationships between measures of creativity and intelligence to date. Further, our results demonstrate that creativity, verbal fluency, and fluid intelligence share many of the same cognitive processes.

scholarly journals Comparison of the level of cognitive processing between case-based items and non-case-based items on the Interuniversity Progress Test of Medicine in the Netherlands

2018 ◽  
Vol 15 ◽  
pp. 28 ◽  
Author(s):  
Dario Cecilio-Fernandes ◽  
Wouter Kerdijk ◽  
Andreas Johannes Bremers ◽  
Wytze Aalders ◽  
René Anton Tio
Keyword(s):  
Cognitive Processing ◽  
Cognitive Processes ◽  
Lower Order ◽  
Higher Order ◽  
Progress Test ◽  
Test Taking ◽  
Basic Understanding ◽  
Phi Coefficient ◽  
The Relationship ◽  
Case Based

Purpose: It is assumed that case-based questions require higher-order cognitive processing, whereas questions that are not case-based require lower-order cognitive processing. In this study, we investigated to what extent case-based and non-case-based questions followed this assumption based on Bloom’s taxonomy.Methods: In this article, 4,800 questions from the Interuniversity Progress Test of Medicine were classified based on whether they were case-based and on the level of Bloom’s taxonomy that they involved. Lower-order questions require students to remember or/and have a basic understanding of knowledge. Higher-order questions require students to apply, analyze, or/and evaluate. The phi coefficient was calculated to investigate the relationship between whether questions were case-based and the required level of cognitive processing.Results: Our results demonstrated that 98.1% of case-based questions required higher-level cognitive processing. Of the non-case-based questions, 33.7% required higher-level cognitive processing. The phi coefficient demonstrated a significant, but moderate correlation between the presence of a patient case in a question and its required level of cognitive processing (phi coefficient= 0.55, P< 0.001).Conclusion: Medical instructors should be aware of the association between item format (case-based versus non-case-based) and the cognitive processes they elicit in order to meet the desired balance in a test, taking the learning objectives and the test difficulty into account.

A Three Dimensional Model for the Classification of Cognitive Processes

1986 ◽  
Vol 6 (1) ◽  
pp. 43-54 ◽  
Author(s):  
Isaac Lewin
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Divergent Thinking ◽  
Three Dimensional ◽  
Dimensional Model ◽  
Three Dimensional Model ◽  
Learning Problem ◽  
Semantic Organization ◽  
Conceptual Network

A model is suggested here which describes the theoretical relationships between different cognitive processes. It is hoped that this model will contribute towards a tightening of the scientific conceptual network, mainly on the “soft” side of cognitive processes theorization. Concepts which are hitherto loosely used will gain clearer, distinctive definition; this applies to concepts like imagery, imagination, fantasy, daydreaming, dreaming, divergent thinking, creativity, etc. In this same model the relationships between these concepts and concepts such as learning, problem solving, information processing, thinking, semantic organization, etc., as well as the relationships among the latter concepts to each other, will also become explicit.

scholarly journals Brain, Mind, and the Organization of Knowledge for Effective Recall and Application

2011 ◽  
Vol 5 (1) ◽  
pp. 45-61 ◽  
Author(s):  
O. Roger Anderson
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Higher Order ◽  
Effective Application ◽  
Logical Organization ◽  
Novel Model ◽  
Information Networking

Modern neuroscientific research has confirmed and amplified our understanding of how we learn and subsequently recall information from memory. This paper presents a novel model of information networking in memory based on neurocognitive theory. Implications for teaching and learning are discussed—especially ways of enhancing learning of subject matter that promote its effective recall, logical organization in networks, and effective application to thinking, including problem solving and higher-order cognitive processes.

scholarly journals Embodied Metaphors and Creative “Acts”

2012 ◽  
Vol 23 (5) ◽  
pp. 502-509 ◽  
Author(s):  
Angela K.-y. Leung ◽  
Suntae Kim ◽  
Evan Polman ◽  
Lay See Ong ◽  
Lin Qiu ◽  
...  
Keyword(s):  
Problem Solving ◽  
Embodied Cognition ◽  
Cognitive Processes ◽  
Divergent Thinking ◽  
The Other ◽  
Creative Cognition ◽  
Bodily Experiences ◽  
New Ideas ◽  
Creative Problem ◽  
Prescriptive Advice

Creativity is a highly sought-after skill. Prescriptive advice for inspiring creativity abounds in the form of metaphors: People are encouraged to “think outside the box,” to consider a problem “on one hand, then on the other hand,” and to “put two and two together” to achieve creative breakthroughs. These metaphors suggest a connection between concrete bodily experiences and creative cognition. Inspired by recent advances in the understanding of body-mind linkages in the research on embodied cognition, we explored whether enacting metaphors for creativity enhances creative problem solving. Our findings from five studies revealed that both physical and psychological embodiment of metaphors for creativity promoted convergent thinking and divergent thinking (i.e., fluency, flexibility, or originality) in problem solving. Going beyond prior research, which focused primarily on the kind of embodiment that primes preexisting knowledge, we provide the first evidence that embodiment can also activate cognitive processes that facilitate the generation of new ideas and connections.

Impact of Industry 4.0

2021 ◽  
pp. 89-102
Author(s):  
Paramita Bhattacharya
Keyword(s):  
Human Capital ◽  
Problem Solving ◽  
Learning Process ◽  
Industry 4.0 ◽  
Fluid Intelligence ◽  
Business Environment ◽  
Complex Problem ◽  
Higher Order ◽  
Cognitive Diversity ◽  
Research Findings

Recent research findings indicate the need to transform the way human capital is utilized, given the technological disruption in the current business environment. This chapter aims to discuss the fundamental prerequisites necessary to bring this change, for instance, higher order critical thinking, complex problem solving, focusing on fluid intelligence, and adaptability, among others. The author also provides insights into how these changes can be successfully incorporated through cognitive diversity, hybrid competencies, and understanding millennia's changing values and integrate them in the learning process.

scholarly journals Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

2021 ◽  
Vol 9 (3) ◽  
pp. 421-432
Author(s):  
Finga Fitri Amanda* ◽  
Sutiman Bambang Sumitro ◽  
Sri Rahayu Lestari* ◽  
Ibrohim Ibrohim
Keyword(s):  
Human Physiology ◽  
Problem Solving ◽  
Cognitive Processes ◽  
Sampling Technique ◽  
Higher Order Thinking ◽  
Problem Solving Skills ◽  
Correlational Research ◽  
Concept Mastery ◽  
The Relationship ◽  
Essay Test

21st century learning focuses on problem-solving skills. A higher level of education requires an understanding of a more systematic concept to elaborate problems. Problem-solving skill is one of the fundamental cognitive processes. It involves higher order thinking to discover solutions or ideas. This research aims to analyze the relationship between concept mastery and problem-solving skill of pre-service biology teacher in human physiology courses. This is descriptive correlational research conducted in Sulthan Thaha Saifuddin State Islamic University Jambi. The sample was selected using the purposive sampling technique. Respondents in this study were 33 students in semester VI. The instrument used in the study was an essay test of concept mastery integrated with problem-solving. The results showed that the average scores of the students' concept mastery and problem-solving were 56.8 and 58.0, respectively. Both included in the poor category. It also showed that there was a relationship between students' concept mastery and problem-solving skill. The correlation value was 0.76, with a significance value of p0.05; therefore, it included in the strong category.

scholarly journals Examining the relationship between pre-service mathematics teachers’ mathematical thinking level and attitude towards mathematics courses

2020 ◽  
Vol 13 (2) ◽  
pp. 256-270
Author(s):  
Avni YILDIZ ◽  
Serdal BALTACI ◽  
Büşra KARTAL
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Attitude Scale ◽  
Higher Order ◽  
Package Program ◽  
Teachers Attitudes ◽  
High Level ◽  
The Relationship

Abstract: This study is correlational research and aims to investigate the relationship between preservice mathematics teachers' mathematical thinking levels and attitudes for courses in mathematics. We also examined whether gender, reasons for career choice, and academic achievement lead to significant differences in pre-service teachers' attitudes and mathematical thinking levels. Participants are 109 senior pre-service mathematics teachers from three different state universities that have similar conditions. Participants are selected via convenience sampling. Seventy-nine of the participants are female, and 30 are male. "Attitude scale for courses in mathematics" and "Mathematical Thinking Scale" are used to collect data. Data were analyzed by using SPSS package program. Pre-service teachers are found to have moderate attitudes while their mathematical thinking levels are at a high-level in the sub-domains of higher-order thinking tendency, reasoning, and problem-solving and at a moderate level in the subdomain of mathematical thinking skill. Pre-service teachers' attitudes for courses in mathematics have a significant moderate relationship with higher order thinking tendency, and reasoning and have a significant and weak relationship with problem-solving.

Response initiation and inhibition and the relationship with fluid intelligence across the adult lifespan

2019 ◽  
Author(s):  
A K Martin ◽  
M S Barker ◽  
E C Gibson ◽  
G A Robinson
Keyword(s):  
Executive Functions ◽  
Verbal Fluency ◽  
Fluid Intelligence ◽  
Stroop Test ◽  
Single Measure ◽  
Response Initiation ◽  
Semantic Verbal Fluency ◽  
Age Related ◽  
The Relationship ◽  
Executive Abilities

Abstract Background Cognitive processes associated with frontal lobe functioning are often termed “executive functions.” Two such processes are initiation and inhibition or the starting and stopping of responses. It has recently been claimed dysfunction of executive abilities can be explained by a single measure of fluid intelligence. Here, we test this claim, specifically for the executive abilities of response initiation and inhibition, across the healthy lifespan. Method In a cohort of 336 healthy adults (18–89 years), initiation and inhibition were assessed with the Hayling test, Stroop test, and phonemic and semantic verbal fluency. All participants also completed a measure of fluid intelligence. The relationship between fluid intelligence and executive measures was explored across the lifespan using a continuous approach. Mediation models were computed to assess whether age-related decline across the four initiation/inhibition tasks could be fully explained by a single measure of fluid intelligence. Results Age was negatively correlated with response initiation/inhibition and fluid intelligence. The mediation analyses identified only partial mediation of fluid intelligence for age and Hayling performance. By contrast, fluid intelligence did not mediate performance on the Stroop test or phonemic and semantic verbal fluency. Conclusions Response initiation/inhibition are not able to be explained by fluid intelligence. The results support a multifactorial theory of executive functions and provide evidence for the inclusion of multiple specific executive measures in a thorough neuropsychological assessment of age-related cognitive decline.

scholarly journals Top-Down Computerized Cognitive Remediation in Schizophrenia: A Case Study of an Individual with Impairment in Verbal Fluency

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Marjolaine Masson ◽  
Til Wykes ◽  
Michel Maziade ◽  
Clare Reeder ◽  
Marie-Anne Gariépy ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Verbal Fluency ◽  
Visual Memory ◽  
Specific Effect ◽  
Cognitive Remediation ◽  
Cognitive Domain ◽  
Metacognitive Skills

The objective of this case study was to assess the specific effect of cognitive remediation for schizophrenia on the pattern of cognitive impairments. Case A is a 33-year-old man with a schizophrenia diagnosis and impairments in visual memory, inhibition, problem solving, and verbal fluency. He was provided with a therapist delivered cognitive remediation program involving practice and strategy which was designed to train attention, memory, executive functioning, visual-perceptual processing, and metacognitive skills. Neuropsychological and clinical assessments were administered at baseline and after three months of treatment. At posttest assessment, Case A had improved significantly on targeted (visual memory and problem solving) and nontargeted (verbal fluency) cognitive processes. The results of the current case study suggest that (1) it is possible to improve specific cognitive processes with targeted exercises, as seen by the improvement in visual memory due to training exercises targeting this cognitive domain; (2) cognitive remediation can produce improvements in cognitive processes not targeted during remediation since verbal fluency was improved while there was no training exercise on this specific cognitive process; and (3) including learning strategies in cognitive remediation increases the value of the approach and enhances participant improvement, possibly because strategies using verbalization can lead to improvement in verbal fluency even if it was not practiced.

scholarly journals Teaching Creativity and Inventive Problem Solving in Science

2009 ◽  
Vol 8 (3) ◽  
pp. 172-181 ◽  
Author(s):  
Robert L. DeHaan
Keyword(s):  
Problem Solving ◽  
Cognitive Flexibility ◽  
Cognitive Skills ◽  
Creative Thinking ◽  
Higher Order ◽  
Scientific Problem Solving ◽  
Subject Areas ◽  
Creative Problem ◽  
Problem Solvers ◽  
The Relationship

Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.

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