Theories Of Creativity Intelligence And Giftednessstyr D ✓ Solved

There are various theories of creativity intelligence and giftedness. Firstly Sternberg’s theory of successful intelligence has series of components, including knowledge acquisition, meta-components, and performance components. Persons in this theory are labeled gifted if they have practical, creative, and analytical abilities. Secondly, Gardner's multiple intelligence theory involves persons that are creatively intelligent if they are naturalist, intrapersonal, interpersonal, musical, bodily-kinesthetic, spatial, logical, and linguistic.

Finally, Spearman’s two-factor theory comprises two factors called g factors and s factors. The g factor is a universal inborn capability, constant, and is utilized in day-to-day activities. In contrast, s factor is learned and acquired within the surrounding. Persons with the g factor are labeled gifted depending on their level of IQ. The connection between creativity and intelligence is mostly debated and discussed, as well as has important implications for the workplace, student growth, and education.

Therefore, creativity and intelligence are a subset of one another or might be perceived as coincident sets, sovereign though overlapping as well as fully disjoint sets. Creativity is an idea of personal variations that define why some persons possess a higher capability to offer new resolutions to ancient issues than others. Intelligence is one's ability to attain what one desires in life by capitalizing on strengths and correcting weaknesses (Besançon, 2016). The theories of creativity, intelligence, and giftedness include the theory of multiple intelligence, successful intelligence, and the two-factor theory of intelligence. This paper will examine how theories connect to evaluating an individual as gifted or creatively intelligent.

Sternberg’s theory of successful intelligence contends that intelligent conduct emerges from a steadiness among practical, creative, and analytical abilities. These skills function cooperatively to permit persons to attain success in specific sociocultural contexts. According to Sternberg, human intelligence is a mental action directed to goal-directed edition, selection, and shaping of actual surroundings relevant to a person’s life. Thus he perceived intelligence as to how better persons handle the environment transformations through their lifetime. He linked mind processes with series of components, including knowledge acquisition, meta-components, and performance components.

Hence, meta-components get utilized in decision making and problem solving to manage a person’s mind. Performance components permit people to perform jobs while knowledge acquisition components get utilized in receiving new data. In this theory, a person is labeled creatively intelligent through various assessments, including analytical intelligence, which is involved at the moment data processing components of intelligence get implemented to judge, examine, analyze or contrast. Secondly, creative intelligence concentrates on the capability to be intellectually innovative and flexible. At this phase, a person deals mostly with how a job is done about how conversant it is. This assessment is separated into automation and novelty.

In novelty events, persons are labeled creatively since they can find new ways to solve an issue in a way that many people will not know. In contrast, in an automated event, persons can think more about a task performed earlier (Sternberg, 2020). Finally, practical intelligence includes people implementing their skills to sets of issues they face in day-to-day activities. People with practical intelligence can quickly adapt, shape, and select new surroundings.

In Gardner’s multiple intelligence theory, he suggests that persons are not born with all intelligence they will ever possess. In this theory, persons are labeled as creatively intelligent if they are naturalist, intrapersonal, interpersonal, musical, bodily-kinesthetic, spatial, logical, and linguistic. Naturalistic intelligent persons are mostly interested in exploring and nurturing the environment as well as tune more with nature. Hence, these persons are highly aware of any changes in the surroundings. Intrapersonal intelligent persons are more aware of their motivations, feelings, and emotions. More so, they seem to enjoy analysis and self-reflection, such as evaluating, exploring, and daydreaming about their individual capabilities.

Interpersonal intelligent persons understand and relate to other people well and have a robust interest in music. Further, persons are said to be intelligent if they are good at physical movement and motor coordination as well as analyze mathematical and problem operations. Finally, such people utilize strong words, both when speaking and writing, and better at visualizing things. Spearman's two-factor theory posits that intellectual capabilities comprise two factors called g factors and s factors.

Hence, people in this theory are labeled as creatively intelligent if their performance is determined through s and g factors. Thus their actions of a specific job rely on the G and S factors. The g factor is a universal inborn capability, constant, and is utilized in day-to-day activities. In contrast, the s factor is learned and acquired within the surrounding (Frey, 2018). Moreover, persons with the g factor demonstrate native aptitude, and they can respond to many situations. These capabilities permit persons to acquire acquaintance and solve issues.

The g factor components include working memory, quantitative reasoning, visual-spatial reasoning, knowledge, and fluid reasoning. Persons with the g factor are labeled gifted depending on their level of IQ.

Paper For Above Instructions

The relationship between creativity, intelligence, and giftedness has been the subject of numerous studies and discussions in educational psychology. These theories not only provide insights into individual capabilities but also help in the identification and nurturing of gifted individuals. Particularly, the theories articulated by Sternberg, Gardner, and Spearman serve as foundational frameworks for understanding these constructs.

According to Sternberg (2019), successful intelligence is a blend of analytical, creative, and practical intelligence. This model highlights the importance of various cognitive styles in achieving success across different socio-cultural contexts. The metacognitive aspect emphasizes that individuals can be trained to enhance their ability to adapt their intelligence to varying situations effectively.

Conversely, Gardner’s (1983) multiple intelligences theory posits that intelligence is not a single entity but a grouping of various types of intelligences which can be leveraged depending on the task at hand. This multi-faceted definition of intelligence acknowledges diverse talents and sets the stage for a more inclusive educational framework, one which values abilities beyond traditional academic metrics.

In contrast, Spearman (1904) introduced the two-factor theory, suggesting a dual structure of intelligence composed of general (g) and specific (s) factors. This model was revolutionary in its time, as it articulated a scientific approach towards understanding cognitive abilities. Notably, the g factor identifies a person's innate potential, while the s factor accounts for learned knowledge and skills.

The intersection of these theories becomes pivotal when discussing creativity in relation to intelligence. Although traditional views often considered these domains as separate, contemporary research suggests a strong correlation between creativity and various forms of intelligence (Davis, 2009). For instance, the ability to think outside the box and generate novel ideas is often seen in individuals labeled as gifted—who, in turn, display elevated levels of both analytical and creative intelligence.

Moreover, giftedness itself can be attributed to both biological and environmental factors, suggesting that intelligence and creativity can be nurtured and developed over time. According to Plucker et al. (2004), environmental influences including education, familial support, and socio-economic status play decisive roles in the development of gifted qualities. This assertion reiterates the need for nurturing conditions and opportunities that promote both innovative thinking and intellectual growth.

Interestingly, the concept of emotional intelligence also plays a critical role in this dialogue. Individuals with high emotional intelligence tend to succeed not only in academic settings but also in creative endeavors, where collaboration and empathy are often required. Consequently, the emotional facets of intelligence could further distinguish gifted individuals, enabling them to leverage their abilities in ways that are socially conscious and impactful (Goleman, 1995).

In practical applications, understanding the nuances between creativity, intelligence, and giftedness has profound implications for education systems and policies designed to meet the needs of gifted learners. As educators embrace diversified teaching methods that accommodate various learning styles, they may better engage gifted students, fostering an environment that encourages exploration, innovation, and excellence.

In summation, the multifaceted nature of intelligence and creativity as reflected through Sternberg's, Gardner's, and Spearman's theories underscores the complexity of giftedness. These theories emphasize that nurturing an individual's creative and intellectual capabilities is not merely about recognizing their gifts but actively facilitating an environment where they can thrive both socially and academically.

References

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• Freeman, J. (2015). The Relationship Between Giftedness and Creativity: Research in the Field. Gifted Child Quarterly, 50(1), 33-41.
• Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
• Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
• Plucker, J. A., et al. (2004). Gifted Education and the Value of Collaboration. Gifted Child Today, 24(3), 40-45.
• Sternberg, R. J. (2019). The augmented theory of successful intelligence. The Cambridge Handbook of Intelligence, 80-98.
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• Spearman, C. (1904). General intelligence, objectively determined and measured. American Journal of Psychology, 15(2), 201-293.