• The present work investigated three important constructs in the field of psychology: creativity, intelligence and giftedness. The major objective was to clarify some aspects about each one of these three constructs, as well as some possible correlations between them. Of special interest were: (1) the relationship between creativity and intelligence - particularly the validity of the threshold theory; (2) the development of these constructs within average and above-average intelligent children and throughout grade levels; and (3) the comparison between the development of intelligence and creativity in above-average intelligent primary school children that participated in a special program for children classified as “gifted”, called Entdeckertag (ET), against an age-class- and-IQ matched control group. The ET is a pilot program which was implemented in 2004 by the Ministry for Education, Science, Youth and Culture of the state of Rhineland-Palatinate, Germany. The central goals of this program are the early recognition of gifted children and intervention, based on the areas of German language, general science and mathematics, and also to foster the development of a child’s creativity, social ability, and more. Five hypotheses were proposed and analyzed, and reported separately within five chapters. To analyze these hypotheses, a sample of 217 children recruited from first to fourth grade, and between the ages of six and ten years, was tested for intelligence and creativity. Children performed three tests: Standard Progressive Matrices (SPM) for the assessment of classical intelligence, Test of Creative Thinking – Drawing Production (TCT-DP) for the measurement of classical creativity, and Creative Reasoning Task (CRT) for the evaluation of convergent and divergent thinking, both in open problem spaces. Participants were divided according to two general cohorts: Intervention group (N = 43), composed of children participating in the Entdeckertag program, and a non-intervention group (N = 174), composed of children from the regular primary school. For the testing of the hypotheses, children were placed into more specific groups according to the particular hypothesis that was being tested. It could be concluded that creativity and intelligence were not significantly related and the threshold theory was not confirmed. Additionally, intelligence accounted for less than 1% of the variance within creativity; moreover, scores on intelligence were unable to predict later creativity scores. The development of classical intelligence and classical creativity throughout grade levels also presented a different pattern; intelligence grew increasingly and continually, whereas creativity stagnated after the third grade. Finally, the ET program proved to be beneficial for classical intelligence after two years of attendance, but no effect was found for creativity. Overall, results indicate that organizations and institutions such as schools should not look solely to intelligence performance, especially when aiming to identify and foster gifted or creative individuals.

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Verfasserangaben:Marisete Maria Welter
URN (Permalink):urn:nbn:de:hbz:386-kluedo-38294
Betreuer:Thomas Lachmann
Sprache der Veröffentlichung:Englisch
Veröffentlichungsdatum (online):11.07.2014
Jahr der Veröffentlichung:2014
Veröffentlichende Institution:Technische Universität Kaiserslautern
Titel verleihende Institution:Technische Universität Kaiserslautern
Datum der Annahme der Abschlussarbeit:02.07.2014
Datum der Publikation (Server):15.07.2014
Seitenzahl:XVI, 169
Fachbereiche / Organisatorische Einheiten:Fachbereich Sozialwissenschaften
DDC-Sachgruppen:1 Philosophie und Psychologie / 150 Psychologie
Lizenz (Deutsch):Standard gemäß KLUEDO-Leitlinien vom 10.09.2012