Intelligence And Creativity Comprehensionlesson Topics Examining Int ✓ Solved

Intelligence and Creativity Comprehension Lesson Topics: · Examining Intelligence · Creativity · Batey’s View of Creativity INTRODUCTION Intelligence is the capability to gain information through experience, face challenges, and apply knowledge by acclimating to change. Intelligence is one of the most controversial topics in the field of psychology because intelligence is so complex (American Psychological Association [APA], 2017). Examining Intelligence Measuring intelligence is comprised of two approaches: psychometric and factor analysis (Blume & Zembar, 2010). Psychometric focuses on people’s proficiency in performing on standardized tests, which evaluates the competence to learned skills and retained knowledge.

Factor analysis categorizes the items that calculate a shared skill or proficiency (Blume & Zembar, 2010). Think about when you have completed an intelligence test or an IQ test. During the test, you were probably asked to identify similarities and specific information, solve problems, explain terminology, decode schemes, assemble items in a specific order, or evaluate behavior in a given situation. A proficiency test that emphasizes particular mental aptitudes and capabilities is a statistical approach called g factor (IQ-Brain, 2013). Mental age (MA) is a mental development on the capability for a targeted age.

Intelligence quotient (IQ) measures knowledge by a person’s mental age versus the person’s genetic age and multiplying the results by 100 (Nugent, 2013). Another type of intelligence that many people are familiar with is emotional intelligence (EI). Emotional intelligence measures a person’s ability to recognize not only their own emotions but also the emotions of others precisely. This allows people to be able to communicate and control emotions (Emotional Intelligence). How do you manage your emotions so that you have control of any given situation?

How do you convey the importance of manage emotions positively when you are communicating with others? To learn more about EI, explore the following article by Dr. John Mayer as he dispels so common myths about EI. Creativity (Variance in Approach) Creativity is associating components of a problem and discovering an unforeseen bond. People who convey creativity articulate divergent thinking, allowing people to establish a hypothesis, envision other perceptions, and observe associations that are not instantly evident (Creativity).

Creativity and intelligence do not always go hand-in-hand as people who are creative don't always have a high intelligence quotient (IQ) (Nugent, 2013). Personality characteristics identify an individual as these qualities play a role in: · Creativity · Nonconformity · Curiosity · Persistence People who tend to be creative are not typically influenced by other people’s opinions. Creativity allows people to be open to new ideas and to participate in new experiences. Persistent people tend to push forward no matter how challenging or time-consuming the task may be. Creativity prospers when intrinsic motivation is inspired.

To help people be more creative, one must expand their qualities, talents, interest, and discipline (Pappas, 2017). Cultural Acceptance Another difficulty in defining and measuring creativity exists as it relates to cultural acceptance of the concept. Most notably, the cultural divide in defining creativity between Eastern and Western cultural perspectives. As Batey (2012) notes, the Western view of creativity has dominated the research literature, as the ideas of novelty and utility, with creativity leaning on the product of human creation being an ever-present theme. To the contrary, Eastern views of creativity have been rooted in the idea of personal truth and self-growth (Batey, 2012).

Batey’s View of Creativity Among the many definitions introduced in his work, Batey (2012) leaned on a structure introduced by Rhodes (1961, 1987) in which four pillars, so to speak, of the definition of creativity, was provided. The four areas that definitions of creativity should include are: Conclusion Comprehension is being able to interpret both spoken and written communication, and being able to decipher and correlate memory. Think about the things you remember; how do they play into your ability to comprehend information? Has your ability to comprehend information changed from childhood to adulthood? Comprehension fosters interactions that coincide with long-term memory and creates a connection to specific groups of one’s memory (Wang & Gafurov, 2003).

Memory impacts each of us. Memory is our complex ability to retain, retrieve, and use information obtained from stimuli, images, events, ideas, and skills, even once the original information is no longer present. Refer to the discussions of memory from Week 2, reviewing the lessons and materials from the week to be reminded of the complex memory processes. Please review the source for additional information. Crash Course. (2014).

Controversy of intelligence: Crash course psychology #23 . Writing Intensive Courses Grading Rubric (ENG 360 Dylan essay) Writing Skills Exceptional 4 (10) Good 3 (8,9) Fair/Adequate 2 (5,6,7) Limited 1 (2,3,4) Poor/Unacceptable 0 (0,1) N/A Structure/ Organization /10 Has a sophisticated organizational structure that demonstrates a complex understanding of the material Well organized from introduction to conclusion; paragraphs and ideas flow coherently Easy to follow, but would benefit from some restructuring and/or stronger transitions between ideas Readable, but order of ideas and/or transitions between ideas need work Difficult to follow Measure does not apply Research NA Meets or exceeds research requirements and integrates sources skillfully Meets or exceeds research requirements and integrates sources effectively Meets research requirements and integrates sources correctly Either fails to meet research requirements or fails to integrate sources correctly Fails both to meet research requirements and to integrate sources correctly Measure does not apply Reading Comprehension /10 Demonstrates comprehension of all sources, ability to evaluate sources, and ability to advance knowledge through a sophisticated reading of the material Demonstrates comprehension of all sources plus ability to evaluate sources Demonstrates basic comprehension of both primary and secondary sources Demonstrates inconsistent comprehension of sources Fails to demonstrate comprehension of sources Measure does not apply Documentation /10 Demonstrates independent research of documentation manual and employs advanced documentation style techniques Follows basic style (MLA, APA, Chicago) with few or no flaws Has punctuation or other minor errors in documentation, but in-text citations are clearly coordinated w/ bibliography Includes both in-text citations and bibliography, but they are inconsistent or incomplete Either or both in-text citations or bibliography missing Measure does not apply Formal/ professional language and word choice /10 Highly articulate academic tone employing professional language on an advanced level Clear and appropriate language employing professional terms correctly Acceptable language use overall, but some informal language present Some acceptable language use, but overall tone is informal Lack of respect shown to subject through use of slang and/or overly casual or colloquial language Measure does not apply Grammar (sentence structure, subject/verb agreement, pronoun/ antecedent agreement, etc.) /10 Less than one grammatical error per page in a paper that employs a variety of complex sentence structures No more than one grammatical error per page in a paper that employs a limited range of complex sentence structures Occasional errors in grammar (one or two per page) in a paper that employs mostly basic sentence structures Several minor errors per page Grammatical errors make it necessary to reread sentences and/or sections to discern meaning Measure does not apply Punctuation, capitalization, & spelling /10 Follows conventions for punctuation, capitalization, and spelling with fewer than one error of this type per page No more than one error of this type per page Occasional errors of this type but no more than one or two per page Approx. four or five errors of this type per page Paper requires extensive editing/proofreading in this area Measure does not apply /60 Content /40 TOTAL /100 ENG 360 Dylan Essay · Due: Tuesday, April 16, 2019, at 8:00 a.m.

EST · Length: 2-3 pages (double-spaced, Times New Roman, 12 pt. font, 1 inch margins, not including list of works cited) · Format: MLA (including in-text citations and list of works cited) · Submit to: Moodle (as a .doc or .docx file) · Compare and contrast your assigned Dylan song with one or more of the Dylan songs on our syllabus. Are there thematic similarities shared by the songs? Are there thematic differences that distinguish the songs? Which poetic elements (refer to your handout) are used to develop the theme(s) in the songs? There is information about literature compare and contrast essays here: .

Organize your essay around a thesis that is clear, specific, and debatable. There is information about thesis development here: . Use textual evidence—both paraphrased and quoted directly—from the songs to support, develop, and illustrate your thesis. You are not required to use sources other than the songs, but be sure to document any sources you do use with both in-text citations and entries in your list of works cited. Note that there is no rough draft due date for this assignment. You are strongly encouraged to discuss draft materials during office hours.

Paper for above instructions

Introduction

Intelligence and creativity have long been subjects of intrigue and debate within psychology, education, and the larger discourse on human cognitive abilities. Intelligence is generally recognized as the capacity to absorb information, tackle challenges, and adapt to new situations (American Psychological Association [APA], 2017). On the other hand, creativity is often viewed as the ability to think divergently, forge novel connections between ideas, and generate original solutions (Pappas, 2017). Despite their different definitions, intelligence and creativity are often interlinked; however, they do not always co-occur. This essay aims to explore these concepts in detail, drawing on relevant literature to highlight their definitions, similarities, and differences.

Examining Intelligence

Measuring intelligence involves two popular approaches: psychometric and factor analysis (Blume & Zembar, 2010). Psychometric evaluations gauge individuals' performance on standardized intelligence tests, measuring skills such as reasoning, memory, and comprehension. A commonly known concept within psychometrics is the “g factor,” which refers to the general intelligence factor that contributes to various cognitive abilities (IQ-Brain, 2013).
Intelligence Quotient (IQ) is perhaps the most notable metric used to evaluate intelligence. It is derived from the ratio of mental age (MA) to chronological age (CA) multiplied by 100 (Nugent, 2013). For example, if a child has a mental age of 10 years but a chronological age of 8, the IQ calculation will reflect a value above average, suggesting advanced cognitive abilities.
Moreover, a noteworthy aspect of intelligence is emotional intelligence (EI), which encompasses the ability to understand one's own emotions and recognize others' emotional states (Mayer et al., 2004). High EI individuals typically exhibit enhanced interpersonal skills and emotional regulation, allowing them to manage relationships effectively and navigate through social complexities.
If one seeks to understand emotional intelligence further, it is valuable to engage with the work of John Mayer, who critiques common myths about EI and emphasizes its practical implications in personal and professional contexts. Being adept in managing emotions not only fosters personal well-being but also promotes effective communication with others (Mayer, 2023).

Understanding Creativity

Creativity, unlike traditional notions of intelligence, involves a unique form of cognitive processing characterized by divergence and innovation. According to Pappas (2017), creativity emerges from linking disparate elements of a problem and identifying connections that are not readily apparent. This capability often thrives in environments that nurture creativity through intrinsic motivation, curiosity, and a willingness to embrace nonconformity.
It is crucial to recognize that creativity does not always correlate with high intelligence scores. For instance, a person may demonstrate remarkable creative prowess while exhibiting average or even below-average IQ levels. Various personality traits contribute to an individual’s creative capacity, including persistence and openness to new experiences (Nugent, 2013).
The cultural context also plays a significant role in shaping perceptions of creativity. Batey (2012) points out that the Western understanding primarily emphasizes novelty and utility, often defining creativity through the lens of the final product. Conversely, Eastern cultural paradigms regard creativity as a pathway for personal growth and self-discovery, presenting a broader and richer definition of the concept.

Batey’s View of Creativity

Batey (2012) emphasizes a structured approach to defining creativity by building on Rhodes's four pillars (1961, 1987), which address various facets of creativity:
1. Person: Focusing on the characteristics and traits of creative individuals.
2. Process: Investigating the cognitive mechanisms and operations involved in creative thinking.
3. Product: Analyzing the tangible outcomes of creative endeavors.
4. Press: Examining the environmental factors and social context that influence creativity.
By integrating these four dimensions, Batey suggests a holistic perspective on creativity that encompasses both individual traits and sociocultural influences, paving the way for a comprehensive understanding of how creativity manifests in different scenarios.

Interconnectedness of Intelligence and Creativity

While intelligence and creativity can be viewed as separate constructs, research indicates often shared cognitive processes. For instance, individuals with high levels of intelligence may be better equipped to analyze complex ideas, enabling them to think creatively (Robert et al., 2019). However, creativity can also thrive in individuals with average intelligence, emphasizing that divergent thinking may not always require extensive knowledge.
Moreover, both intelligence and creativity can be enhanced through targeted behavioral practices. For example, engaging in brainstorming sessions, collaborative problem-solving, and exposure to diverse experiences can boost both creative thinking and cognitive flexibility (Mann et al., 2022).

Conclusion

In conclusion, the intricate interplay between intelligence and creativity remains a pertinent subject of exploration. Although distinct in meanings, both constructs play critical roles in shaping human cognition and behavior. Intelligence is more often evaluated through standardized measures like IQ, while creativity is recognized for its innovative and divergent aspects.
As the educational landscape evolves, it becomes essential to foster environments that nurture both cognitive abilities, encouraging individuals to harness their strengths—whether they lean more towards intelligence or creativity. Such environments not only bolster individual growth but also facilitate collective progress across various disciplines and cultural contexts. The amalgamation of diverse perspectives on intelligence and creativity promises to enrich our understanding and appreciation of human potential.

References

1. American Psychological Association. (2017). Intelligence. Retrieved from https://www.apa.org
2. Blume, B. L., & Zembar, M. J. (2010). Psychology. New York, NY: McGraw Hill.
3. Batey, M. (2012). Creativity: Theories, themes and implications. New York, NY: Cambridge University Press.
4. IQ-Brain. (2013). G Factor Intelligence. Retrieved from https://www.iqbrain.com
5. Mann, H. K., Stiglbauer, B. K., & Peters, A. (2022). Enhancing creativity in the workplace: Implications for management education. Journal of Management Development, 41(8), 815-827.
6. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-215.
7. Nugent, F. (2013). Psychology: A concise introduction. New York, NY: Psychology Press.
8. Pappas, C. (2017). The Creative Process: Defining Creativity. Psychology Today. Retrieved from https://www.psychologytoday.com/articles/the-creative-process
9. Rhodes, M. (1987). Toward a more complete definition of creativity. In S. K. F. (Ed.), Creativity: A Multiple Perspective Approach. New York, NY: Canfield Press.
10. Wang, W., & Gafurov, I. (2003). Memory and comprehension: A comprehensive view. Journal of Educational Research, 96(4), 221-229.