Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum

This theoretical article proposes a unified framework of analysis for the constructs of intelligence and creativity. General definitions for intelligence and creativity are provided, allowing fair comparisons between the two context-embedded constructs. A novel taxonomy is introduced to classify the contexts in which intelligent and/or creative behavior can be embedded, in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. These two dimensions are used to form what is identified as the space-time continuum, containing four quadrants: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. The intelligence and creativity constructs can be mapped onto the four quadrants and found to overlap more or less, depending on the context characteristics. Measurement methodologies adapted to the four different quadrants are discussed. The article concludes with a discussion about future research directions based on the proposed theoretical framework, in terms of theories and hypotheses on intelligence and creativity, of eminent personalities and personality traits, as well as its consequences for developmental, educational, and professional environments

Niños superdotados y Talentos: Heterogeneidad y diferencias individuales

The article tackles the topic that refers to giftedness beyond academic areas. Specifically, it focuses on musical talent. The work is differentiated into two parts. In the first part the authors expose the case of gifted students' heterogeneity. To do so, they present a previous research focused on the study of different patterns of response of gifted students to the WISC-IV. Such study illustrates the case of gifted students' diversity, showing that higher IQ students present higher inter-variability in their cognitive profiles. The second part of the article focuses on musical talent. In a first moment authors introduce the concept of musical talent and a literature review on the factors that influence that talent. From there, authors question if it could be possible to isolate the variables that differentiate the development of musical talent. To do so, Authors present a retrospective study based on interviews and questionnaires to parents and teacher of 42 non-gifted and 42 students identified as promising talent in music. The questionnaire assessed: Implication of parents, Motivation of the pupil, Work of the pupil and Contribution of the teacher. The authors are able to distinguish between developmental trends in the formation of musical talent, depending on children's age and styles on dealing with their musical assignments and work-load (experience music as a passion vs. as an obligation).El articulo trata el tema referido a la superdotación más allá de las áreas académicas. Específicamente se centra en el talento musical. El trabajo se diferencia en dos partes. En una primera parte los autores exponen la heterogeneidad de los alumnos superdotados. Para ello presentan una investigación previa en el estudio de los patrones de respuesta de alumnos superdotados a la prueba WISC-IV. Dicho estudio ilustra la diversidad entre los alumnos superdotados, mostrando que los alumnos con mayor CI presentan mayor inter-variabilidad en sus perfiles cognitivos. La segunda parte del trabajo se centra en el talento musical. Los autores revisan el concepto de talento musical y revisan las variables que influencian en desarrollo de dicho talento. Los autores se cuestionan si sería posible diferenciar las variables que diferencian el desarrollo del talento musical. Para ello, presentan un estudio retrospectivo basado en entrevistas y cuestionarios a padres y profesores de 42 alumnos no superdotados y 42 alumnos talentos en música. El cuestionario evalúa: Implicación de los padres, Motivación del alumno, Trabajo del alumno y Contribución del profesor. Los autores son capaces de distinguir diferentes tendencias evolutivas en la formación del talento musical dependiendo de la edad del niño y su estilo al tratar con sus deberes musicales (aquellos que experimentan la música como una pasión vs. aquellos que la experimentan como una obligación)

Exploring the Domain Specificity of Creativity in Children: The Relationship between a Non-Verbal Creative Production Test and Creative Problem-Solving Activities

AbstractIn this study, we explored whether creativity was domain specific or domain general. The relationships between students’ scores on three creative problem-solving activities (math, spa-tial artistic, and oral linguistic) in the DIS-COVER assessment (Discovering Intellectual Strengths and Capabilities While Observing Varied Ethnic Responses) and the TCT-DP (Test of Creative Thinking-Drawing Produc-tion), a non-verbal general measure of creativi-ty, were examined. The participants were 135 first and second graders from two schools in the Southwestern United States from linguisti-cally and culturally diverse backgrounds. Pearson correlations, canonical correlations, and multiple regression analyses were calcu-lated to describe the relationship between the TCT-DP and the three DISCOVER creative problem-solving activities. We found that crea-tivity has both domain-specific and domain-general aspects, but that the domain-specific component seemed more prominent. One im-plication of these results is that educators should consider assessing creativity in specific domains to place students in special programs for gifted students rather than relying only on domain-general measures of divergent think-ing or creativity

Parenting style and creative potential of children

These days, individuals must be able to think and produce creatively. Therefore, stimulating creative abilities forms an important objective for educators and professionals. Parenting style that includes daily child-rearing practices, creativity specific parent-child interactions, and perceptions about creativity relates fundamentally to the development of creative potential. These constructs shape children’s understanding of their environment enabling them to form a mindset, personal qualities, traits and skills that help determine attitudes towards creativity. This preliminary study explored the relationship between parenting style and children’s creative potential. Participating parents responded to questionnaires assessing the level of rigidity structure in daily child rearing practices, creativity specific parentchild interactions, and parental perceptions of their children’s creative self-efficacy. Their children completed the Evaluation of Creative Potential (EPoC) instrument that measures convergent and divergent thinking in graphic and verbal domains. Although, we found no statistically significant relationship between parenting style and creative potential, several parentchild interactions correlated significantly with parental perceptions. The more parents encourage novelty, the more they perceive their children to show creative behavior. Additionally, too much support for direct creativity could diminish certain creativity - related behaviors such as fantasizing. These findings support the notion that parental attitudes and interactive behaviors are significant predictors of children’s creative abilities, thus suggesting possible avenues for further research and educational practices to support novel, discovery activities

From social robots to creative humans and back

The research on physically and socially situated artificial agents could complement and enrich computational models of creativity. This paper discusses six perspective lines of inquiry at the intersection of creativity and social robotics. It provides a description of ways in which the field of social robotics may influence (and be influenced by) creativity research in psychology and speculates how human-machine co-creation will affect the notions of both human and artificial creativity. By discussing potential research areas, the authors hope to outline an agenda for future collaboration between creativity scholars in psychology, social robotics, and computer science

What Are the Stages of the Creative Process? What Visual Art Students Are Saying.

Within the literature on creativity in the arts, some authors have focused on the description of the artistic process (Patrick, 1937; Getzels and Csikszentmihalyi, 1976; Mace and Ward, 2002; Yokochi and Okada, 2005) whereas others have focused on the creative process (Wallas, 1926; Osborn, 1953/1963; Runco and Dow, 1999; Howard et al., 2008). These two types of processes may be, however, somewhat distinct from each other because the creative process is not always dedicated to artistic creation, and productive work in the arts may not always involve creativity, in terms of specifically original thinking. Our goal is to identify the specific nature of the artistic creative process, to determine what are the basic stages of this kind of process. This description can then be integrated in a Creative process Report Diary (CRD; Botella et al., 2017) which allows self-observations in situ when participants are creating

Intelligence and creativity in the space-time continuum for education, business, and development

In this paper, we address the relationship between the intelligence and creativity constructs, by providing equal-level definitions and a parsimonious description of context, allowing the identification of situations in which either one or the other construct prevails, as well as situations in which they overlap and collaborate. The description of context is performed by introducing the metaphor of the space-time continuum, crossing the dimensions of conceptual space S and available time span T, each one varying in continuity from extreme tightness to extreme looseness. The usefulness of the space-time continuum is not limited to the pure comparison between intelligence and creativity, but it can be extended to specific domains. We consider here design of education systems, management styles in business, and development of a creative identity and career. In each case, conceptual space S and available time T take on different and specific nuances, allowing for an in-depth analysis of situations as well as the design of novel approaches. Several paths for future research are highlighted

Creative Potential in Science: Conceptual and Measurement Issues

This paper examines the concept of creative potential as it applies in science. First, conceptual issues concerning the definition of creative potential are explored, highlighting that creative potential is a moving target, and measures of creative potential are estimates of future behavior. Then three main ways to detect creative potential are examined. First, a person's previous accomplishments in science can be analyzed. These accomplishments can be regarded as predictors of future creative performance. Second, science talent competitions can help to detect creative potential in children and adolescents. There are particular types of talent competitions differing from each other by the extent of focusing on individual (e.g., Science Fairs) or collaborative (e.g., Science Olympiads) work. Third, to measure an individual's creative potential, psychometric tools such as Creative Scientific Ability Test (C-SAT), Test of Scientific Creativity Animations for Children (TOSCAC), and Evaluation of Potential Creativity (EPoC) can be used. These tools are conceptualized in terms of two scientific activities: hypothesis generation and hypothesis testing. In a final section, these three types of measures are placed in a novel time-space framework as applied to creative potential. Suggestions for future work are also discussed

Artificial Intelligence & Creativity: A Manifesto for Collaboration

With the advent of artificial intelligence (AI), the field of creativity faces new opportunities and challenges. This manifesto explores several scenarios of human–machine collaboration on creative tasks and proposes “fundamental laws of generative AI” to reinforce the responsible and ethical use of AI in the creativity field. Four scenarios are proposed and discussed: “Co-Cre-AI-tion,” “Organic,” “Plagiarism 3.0,” and “Shut down,” each illustrating different possible futures based on the collaboration between humans and machines. In addition, we have incorporated an AI-generated manifesto that also highlights important themes, ranging from accessibility and ethics to cultural sensitivity. The fundamental laws proposed aim to prevent AIs from generating harmful content and competing directly with humans. Creating labels and laws are also highlighted to ensure responsible use of AIs. The positive future of creativity and AI lies in a harmonious collaboration that can benefit everyone, potentially leading to a new level of creative productivity respecting ethical considerations and human values during the creative process

Advancing Creativity Theory and Research: A Socio-cultural Manifesto

This manifesto, discussed by 20 scholars, representing diverse lines of creativity research, marks a conceptual shift within the field. Socio-cultural approaches have made substantial contributions to the concept of creativity over recent decades and today can provide a set of propositions to guide our understanding of past research and to generate new directions of inquiry and practice. These propositions are urgently needed in response to the transition from the Information Society to the Post-Information Society. Through the propositions outlined here, we aim to build common ground and invite the community of creativity researchers and practitioners to reflect up, study, and cultivate creativity as a socio-cultural phenomenon