INTELLIGENCE

AND CREATIVITY
Introduction to Psychology
 Overview
• Concept of intelligence
• Theories of intelligence
• Assessment of intelligence - Introduction and names of
tests
• Concept of creativity and its stages
 Intelligence
• Refers to Intellectual Functioning; (means reasoning, planning, problem solving,
abstract thinking, comprehending complex ideas, learning quickly)
• It is the ability to act according to the environment and solve hard problems.
• It is the capacity for:
• Logic
• Understanding
• Emotional knowledge
• Reasoning
• Planning
• Creativity
• Critical thinking
Theories of
Intelligence
Cattell and Horn’s Theory
Spearman’s Theory
Gardner’s Theory of Multiple Intelligences
 1. Cattell and Horn’s Theory
Their theory of
1. Fluid Intelligence (Use of logic and abstract thinking).
2. Crystalized Intelligence( Accumulation of knowledge, facts, skills)

suggests that intelligence is composed of different abilities that

interact and work together to produce an overall individual
intelligence.
Fluid Intelligence

• “The ability to perceive relationships independent of previous specific

practice or instruction concerning those relationships” - Cattell

• Involves being able to think and reason abstractly and solve problems.

• Considered independent of learning, experience and education

Fluid intelligence is the ability to problem solve in novel situations without

referencing prior knowledge, but rather through the use of logic and abstract

thinking.

• Fluid intelligence can be applied to any novel problem because no specific prior

knowledge is required (Cattell, 1963).

• Abstract thinking Abstract thinking is the ability to understand concepts that are real, such
as freedom or Love, but which are not directly tied to concrete physical objects and

experiences. Its is the ability to think about things that are not actually present. E.g. A great

example of abstract thinking at work is humor.

Examples of Fluid Intelligence:

• Solving puzzles

• Coming up with problem solving strategies

Crystallized Intelligence

• Refers to the accumulation of knowledge, facts and skills that are

acquired throughout life.

• It is the ability to use the knowledge acquired through past

learning and experience such as specific facts learned in school or
specific motor skills or muscle memory (Cattell, 1963).

• As you grow older and accumulate knowledge, crystallized

intelligence increases.
Examples of crystallized intelligence
• Reading comprehension
• Driving
 2. Spearman’s Theory
According to Spearman’s theory, intelligence is a general cognitive ability that can be measured and
numerically expressed. It has two factors:
1. G-Factor
General intelligence, common in everyone.
a single g-factor which represents an individual’s general intelligence across multiple
abilities
2. S-Factor
Specific intelligence, varies from individual to individual
an individual’s specific ability in one particular area
• Spearman noticed that those who did well in
one area of intelligence tests (for example,
mathematics), also did well in other areas (such
as music (distinguishing pitch; Kalat, 2014).
• In other words, there was a strong correlation
between performing well in math and music,
and Spearman then attributed this relationship
to a central factor, that of general intelligence
(g).
 3. Gardner’s Theory of
Multiple Intelligences

Gardner theorizes that people

do not have just an intellectual
capacity. But have many kinds
of intelligence.
Visual-Spatial
• Visual-Spatial Intelligence, refers to a person's
ability to perceive, analyze, and understand visual
information in the world around them. Potential careers:
• Interpret pictures, graphs, and charts well. Enjoy drawing,
• Architect
painting, and the visual arts. Recognize patterns easily .
People who are strong in visual-spatial intelligence are good • Artist
in visualizing things. • engineer
Characteristics:
• Recognizes patterns easily.
• Enjoys drawing, painting, and the visual arts.
• Enjoys reading and writing.
Linguistic-Verbal
People who are strong in linguistic-verbal intelligence
are able to use words well, both when writing and
speaking.
Potential careers:
Characteristics:
•Good at remembering written and spoken information. • Writer/journalist
•Good at debating and giving persuasive speeches. • Lawyer
•Explain things well • Teacher
•Use humour when telling stories • Public speaking
careers
Logical-Mathematical

People who are strong in logical-mathematical

intelligence are good at reasoning, recognizing
patterns and logically analysing problems. Potential careers:

Characteristics: • Scientists
•Excellent problem solving skills. • Mathematicians
•Good at solving complex computations. • Computer programmer
•Enjoying thinking about abstract ideas. • Engineer
• Accountant
Bodily-Kinesthetic

People who have high bodily-kinesthetic

intelligence are said to be good at body
movement, performing actions, and physical Potential careers:
control. • Dancer
Characteristics: • Builder
• Enjoys creating things with their hands. • Sculptor
• Excellent physical coordination (sports and • Actor
dancing)
• Tends to remember by doing, rather than
Musical
People who have strong musical intelligence are
good at thinking in patterns, rhythms, and
sounds. Potential careers:

Characteristics: • Musician
• Enjoys singing and playing musical • Composer
instruments. • Singer
• Recognizes musical patterns and tones. • Director
• Rich in understanding of musical structure/
rhythm and notes.
Interpersonal (Between people)

Those who have strong interpersonal

intelligence are good at understanding and
interacting with other people. Potential careers:
Characteristics: • Psychologist
• Good at verbal and nonverbal communication. • Philosopher
• Sees situation from different perspectives. • Counselor
• Creates positive relationships with others. • Marketing
• Good at resolving conflict in groups. • Politician
Intrapersonal (Within the Mind)

Individuals who are strong in intrapersonal

intelligence are good at being aware of their own
emotional states, feelings and motivations. They Potential careers:
tend to enjoy self-reflection and analysis. • Writer
Characteristics: • Artist
• Good at analysing their strengths and weaknesses; • Theorists
and analysing theories and ideas. • Scientists
• Excellent self-awareness. • Philosophers
Naturalistic

Individuals who are high in this type of

intelligence are more in tune with nature and
are often interested in nurturing, exploring the Potential careers:
environment and learning about other species. • Biologist
Characteristics: • Activist

• Interested in subjects such as botany, biology • Gardner

• Farmer
and zoology.
• Conservationist
• Good at categorizing and cataloguing
• Environmental
information easily. psychologist
 Assignment
Which type of intelligence from Gardner’s theory do you think YOU are

high in (could be more than one)? and why? Give explanation based on

your hobbies/interests.

Submit your responses in a Word document on the Assignment posted

on Google Classroom.
Assessment of
Intelligence
Intelligence Tests
Intelligence Quotient
 Intelligence Test
• Designed to measure one’s intelligence and intellectual
abilities

• Intellectual abilities; abilities to solve the problems, decision

making, and the ability to act according to the environment.

• Intelligence is measured by the Intelligence Quotient (IQ).

 Intelligence Quotient: IQ
• A measure of a person’s Intelligence
• The total score derived from a set of standardized tests.
• IQ = Mental age _x 100
Chronological age

• A variety of diagnostic tests have been developed to measure intelligence.

• Types of IQ tests:
• Verbal and Non-verbal tests
• Individual and Group tests
• Objective and Projective tests
Verbal and
Non-Verbal Tests
 Verbal Tests

• Make use of language in order to give answers/responses.

• Written, oral or both

• MCQs, True/False, Statement Questions

• Require some level of literacy and education and sometimes, awareness of

cultural context (the origin of the questionnaire)

• Range from basic to advanced reasoning

Examples of Verbal Intelligence Tests:
•Wechsler Adult Intelligence Scale (WAIS)
•Wechsler Intelligence Scale for Children (WISC)
•Working Memory Index (WMI)
Examples of Verbal Intelligence Test:
Rearrange the following letters to make a word and choose the category in
which it fits.
"FADLOFDI"
city
fruit
flower
vegetable
 Non-Verbal Tests
• Do not require language skills to Questions are in the form of:
respond/answer. • Relationship of figures
• Do not require any level of literacy • Completing pictures, figures, and
or education. patterns
• Range from basic to advanced • Analysing space relationship from
reasoning diagrams (two dimensional)
• Analysing objects’ shapes relationship
Examples of Non-Verbal Intelligence Tests:
• Raven's Progressive Matrices (RPM)
• Standard Progressive Matrices (SPM)

One of the examples of RPM:

Given eight patterns, the subject must identify
the missing ninth pattern.
Individual and
Group Tests
 Individual Tests
• It is administered by the researcher to one person at a time.
• It is mainly done to observe characteristics and abilities of an individual.
• A trained tester is required to administer it.
• There is face to face interaction between the subject and the tester.
• It is more reliable; guidance can be provided to subject on the basis of
results.
 Group Tests
•These tests can be administered to a large number of people at the same
time.
•No trained person is required to administer it.
•There is no face to face interaction between subject and tester.
•It may be less reliable in some cases as the cheating is possible.
•Speed and reading ability may influence the test score.
Objective and
Projective Tests
 Objective Tests
•These are the measures in which response options are structured such that examinees only
have a limited set of options.
•These are typically based on MCQs, True False questions.
•In this, tester intends to minimize subjectivity or bias from the subject’s side.
•These tests may be verbal, non-verbal, or both.
•These type of tests are more reliable than Projective test (techniques).
•These tests are also used in research, recruitments and selection; to determine whether or
not someone's intelligence will fit well within the established team.
Example of Objective Intelligence Test:
• Wechsler Preschool & Primary Scale of Intelligence
• Wechsler Intelligence Scale for Children (WISC)
• Wechsler Adult Intelligence Scale (WAIS)
• Kaufman Assessment Battery for Children (KABC)
Two of the simple examples are given below:
 Projective Tests
•These are based on Psychodynamic Model (includes psychoanalytic theory).
•The goal is to uncover subconscious emotions and attitudes within a subject's mind.
•Psychologists may use these to help identify hidden or unconscious emotional
issues that prevent a person from leading a full and happy life, such as fears or
doubts.
•These tests are also used in research, recruitments and selection; to determine whether
or not someone's intelligence will fit well within the established team.
•May be used as alternate of objective intelligence test.
Example of Projective Intelligence Tests:

• Human Figure Drawing (HFD): In this

test, subject is asked to draw a human

figure.

• Thematic Apperception Test (TAT):

participants are asked to create stories

and descriptions about 31 picture cards

presented to them.
 Creativity and its
Stages
What is creativity?
Stages: Preparation, Incubation, Illumination, Verifica
 Creativity
• Creativity is the ability to generate, create, or discover new ideas,
solutions, and possibilities.
• Although creativity is often associated with the arts, it is actually a
vital form of intelligence that drives people in many disciplines to
discover something new.
• Creativity can be found in every area of life, from the way you
decorate your residence to a new way of understanding how a cell
works.
Criterion for Creativity
• Originality
• Usefulness
• Surprise
Stages
1. Preparation
2. Incubation
3. Illumination
4. Verification
 Stages of Creativity
1. Preparation:
a. Formulate or understand the problem,
b. Collect the facts and materials necessary

2. Incubation:
a. All obstacles interfering with the idea will start to fade
b. Conscious or unconscious thought process
3. Illumination:
a. Creative ideas occur suddenly
b. Sudden flash of solution: ‘Eureka (AHA) moment’ (moment of sudden
discovery)
c. Any confusions that were present will be cleared
4. Verification:
a. Verify whether the findings of AHA moment are correct or not
b. Evaluation of the solution, making minor modifications
c. If not satisfactory, will go back to the first step (preparation)
d. If succeeded, execution will take place
THE END
Any Questions?
Questions

• Which stage of creativity gives a temporary relief to the subject and why?
• What is the key feature of creativity?
• Give 2 comparisons of objective and projective tests.
• What type of test can be used to check the intelligence level of an illiterate
person?
• The main drawback of group tests is?
• Which type of tests doesn’t require a trained psychologist for their
administration?
• Projective tests are created on the basic concept of which perspective?