4 Foundations of Psychlogy Eng Sem 1-114-140

L E S S O N
4
Intelligence and Creativity
Dr. Shatarupa Chakraborty
Research Associate
Government of India
Email-Id: c.shatarupa1992@gmail.com
STRUCTURE
4.1 Learning Objectives
4.2 Introduction
4.3 Intelligence
4.4 Theories of Intelligence
4.5 Measurement of Intelligence
4.6 Emotional Intelligence
4.7 Nature of Creativity
4.8 Concept of Creativity
4.9 Key Features of Creativity
4.10 Measurement of Creativity
4.11 Summary
4.12 Glossary
4.13 Answers to In-Text Questions
4.14 Self-Assessment Questions
4.15 References
4.16 Suggested Readings
4.1 Learning Objectives

Understand the concept of intelligence and creativity.
Perceive the relationship between intelligence and creativity.
Learn the ways of measuring intelligence and creativity.
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Department of Distance & Continuing Education, Campus of Open Learning,
School of Open Learning, University of Delhi
GE_Foundation of Psychology_Main.indd 107 29-Aug-24 7:15:12 PM

FOUNDATIONS OF PSYCHOLOGY
Notes
4.2 Introduction
The relationship between intelligence and creativity is a topic that has
been explored by psychologists and researchers for many years. While
intelligence and creativity are distinct constructs, there is some overlap
and interaction between the two. Intelligence generally refers to cognitive
abilities, such as logical reasoning, problem-solving, and the ability to
acquire and apply knowledge. It involves the capacity to think critically,
analyze information, and make connections between different concepts.
Intelligence is often measured through standardized tests like IQ tests.
On the other hand, creativity involves the generation of novel and valu-
able ideas, the ability to think divergently, and the capacity to approach
problems in unconventional ways. It includes skills such as originality,
flexibility, fluency, and elaboration of ideas. Creativity is often associated
with activities like art, music, writing, and innovation.
While intelligence and creativity are different, research suggests that
they are not completely independent of each other. Some studies have
found a positive correlation between intelligence and creativity, indicating
that individuals with higher intelligence tend to exhibit higher levels of
creativity. This suggests that there might be certain cognitive processes
and abilities shared by both intelligence and creativity. However, it is
important to note that intelligence and creativity are not synonymous.
Highly intelligent individuals may not necessarily be highly creative, and
highly creative individuals may not necessarily have high intelligence
scores. Creativity often involves thinking beyond traditional boundaries
and embracing unconventional ideas, whereas intelligence is more focused
on logical and analytical thinking. Moreover, creativity often flourishes
in environments that provide freedom, autonomy, and opportunities for
exploration and experimentation. In contrast, intelligence tests often em-
phasize convergent thinking and finding the single correct answer, which
may not fully capture the divergent thinking and open-ended nature of
creativity. Overall, while intelligence and creativity are related to some
extent, they are separate constructs with their own unique characteristics.
Both intelligence and creativity play important roles in human cognition
and contribute to individual differences and achievements in various
domains.
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Notes
4.3 Intelligence
Intelligence is a complex and multifaceted concept that encompasses various
mental abilities, including the capacity to learn, reason, problem-solve,
perceive, and adapt to new situations. While there is no universally ac-
cepted definition of intelligence, researchers and scholars have proposed
different perspectives and definitions over the years.
One widely recognized definition of intelligence is provided by the
American Psychological Association (APA). According to the APA, in-
telligence is “the ability to understand complex ideas, adapt effectively
to the environment, learn from experience, engage in various forms of
reasoning, and overcome obstacles by taking thought” (Neisser et al.,
1996). This definition emphasizes cognitive abilities and the capacity to
apply knowledge in practical situations.
In psychology, intelligence is a multifaceted concept that encompasses
the cognitive abilities and mental processes involved in learning, prob-
lem-solving, reasoning, and adapting to new situations. It is a complex
construct that is difficult to define precisely, but it generally involves the
capacity to acquire and apply knowledge, understand abstract concepts,
think critically, and adapt to changing circumstances. Intelligence is not
limited to a single skill or attribute but is rather a combination of var-
ious mental abilities, such as memory, attention, perception, language,
and logical reasoning. It is not solely determined by innate factors but
is also influenced by environmental factors, including education, cultural
background, and life experiences. Psychologists study intelligence to bet-
ter understand the mechanisms underlying human cognitive functioning.
They explore how intelligence develops across the lifespan, the factors
that contribute to individual differences in intelligence, and the role of
intelligence in various aspects of life, such as academic achievement,
problem-solving, and decision-making.
Intelligence tests are commonly used in psychology to assess an individ-
ual’s cognitive abilities. These tests measure different aspects of intelli-
gence and provide scores that are compared to a standardized sample to
determine an individual’s relative standing in terms of intellectual ability.
Intelligence has been defined in several ways, thereby encapturing the
several aspects of the concept. Some important definitions are given below:
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Notes Alfred Binet and Theodore Simon (1905): Alfred Binet, a French psy-
chologist, and Theodore Simon developed the first modern intelligence
test, known as the Binet-Simon Scale. According to Binet and Simon,
intelligence is defined as “the capacity of an individual to engage in
abstract thinking, understand complex ideas, adapt effectively to the
environment, and learn from experience.”
David Wechsler (1958): David Wechsler, an American psychologist,
developed several widely used intelligence tests, including the Wechsler
Adult Intelligence Scale (WAIS). Wechsler defined intelligence as “the
global capacity of an individual to act purposefully, think rationally, and
deal effectively with their environment.”
“Intelligence is the ability to learn from experience, solve problems, and
use knowledge to adapt to new situations.” - American Psychological
Association (Neisser et al., 1996)
“Intelligence is the ability to comprehend complex ideas, reason, plan,
solve problems, think abstractly, learn quickly, and learn from experi-
ence.” - Linda Gottfredson (1997)
“Intelligence is a general mental capability that involves the ability to
reason, plan, solve problems, think abstractly, comprehend complex ideas,
learn quickly, and learn from experience.” - Arthur Jensen (1998)
“Intelligence is the ability to find and solve problems and create products
that are valued within one or more cultural settings.” - Robert Sternberg
(2003)
“Intelligence is the aggregate or global capacity of an individual to think
rationally, to act purposefully and to deal effectively with the environ-
ment.” - David Wechsler (1944)
4.4 Theories of Intelligence

In psychology, the concept of intelligence refers to the cognitive capacity
of an individual to acquire, process, understand, and apply information to
solve problems, reason, and adapt to new situations. It involves a range
of mental abilities and skills that contribute to intelligent behavior. Psy-
chologists have approached intelligence from various perspectives and
have proposed different theories to understand its nature. Some prominent
theories include:
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Spearman’s Two-Factor Theory Notes

Fluid and Crystallized Intelligence
Triarchic Theory of Intelligence
Theory of Multiple Intelligences
Spearman’s Two-Factor Theory: Charles Spearman proposed that intel-
ligence is composed of two factors: a general factor called “g” (general
intelligence) and specific factors unique to certain tasks or domains. The
“g” factor represents the overall mental ability that underlies performance
across various cognitive tasks. Intelligence is composed of two factors:
a general factor (g) and specific factors (s) unique to particular tasks or
domains. This theory was first introduced in Spearman’s seminal work
in 1904 and has had a significant impact on the field of psychometrics.
According to Spearman, the general factor, g, represents an individual’s
overall cognitive ability that influences performance across a range of
intellectual tasks. This general factor reflects the underlying common cog-
nitive capacity shared across different mental abilities. Spearman believed
that the presence of g indicates the existence of a fundamental cognitive
factor that contributes to an individual’s performance on various tasks.
In addition to the general factor, Spearman also recognized the presence
of specific factors, denoted as s, which are specific to particular tasks
or domains. These specific factors account for the variability in perfor-
mance within specific areas of intellectual functioning. For example,
someone may have a specific factor for verbal reasoning or mathematical
abilities, which contributes to their performance on tasks within those
domains. Spearman’s Two-Factor Theory suggests that intelligence is a
combination of both the general factor (g) and specific factors (s). The
general factor provides a broad foundation of cognitive ability that in-
fluences performance across diverse tasks, while specific factors account
for variations in performance within specific domains. It is important to
note that Spearman’s Two-Factor Theory has faced criticism and sparked
ongoing debates in the field of intelligence research. However, it has
also influenced subsequent theories and provided a framework for the
development of intelligence tests that aim to measure both the general
factor and specific abilities.
Fluid and Crystallized Intelligence: Raymond Cattell distinguished be-
tween fluid intelligence and crystallized intelligence. Fluid intelligence
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Notes refers to the capacity to solve new problems, think abstractly, and reason
independent of prior knowledge. Crystallized intelligence, on the other
hand, involves acquired knowledge, skills, and information that are ac-
cumulated over time. This theory suggests that intelligence is comprised
of both innate, biologically influenced abilities (fluid intelligence) and
acquired knowledge and skills (crystallized intelligence). Fluid intelligence
refers to the ability to solve new problems, think abstractly, and adapt
to novel situations. It involves processes such as pattern recognition,
reasoning, and abstract thinking. Fluid intelligence is considered to be
independent of specific cultural or educational influences and is thought
to have a strong genetic and biological basis. Crystallized intelligence,
on the other hand, refers to the knowledge, skills, and information that
are acquired through education, cultural exposure, and life experiences.
It includes verbal and numerical abilities, general knowledge, and ex-
pertise developed through learning and exposure to one’s environment.
Crystallized intelligence draws upon and builds upon the foundation of
fluid intelligence. According to Cattell, fluid intelligence is believed
to be most influential in early life and tends to decline with age, while
crystallized intelligence continues to develop and increase throughout a
person’s lifespan.
Triarchic Theory of Intelligence: Robert Sternberg proposed a triarchic
theory of intelligence, which consists of three components: analytical
intelligence (analyzing and evaluating information), creative intelligence
(generating novel ideas and solutions), and practical intelligence (adapting
to the demands of the environment). According to Sternberg, these three
aspects of intelligence are interrelated and work together in a dynamic
manner. Individuals may possess varying degrees of strength in each
aspect, and the combination and integration of these aspects influence
their overall intelligence. This theory emphasizes the importance of re-
al-world problem-solving and the application of intelligence in practical
contexts. It highlights that intelligence extends beyond traditional academic
or cognitive measures and includes the ability to adapt and succeed in
diverse environments.
Analytical Intelligence: Analytical intelligence, also known as com-
ponential intelligence, focuses on the cognitive processes involved in
problem-solving and reasoning. This aspect of intelligence involves
skills such as analyzing information, evaluating evidence, comparing
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alternatives, and applying logical thinking. Individuals high in analytical Notes

intelligence excel in tasks that require critical thinking and the ability to
break down complex problems into smaller components. They are adept at
identifying patterns, making inferences, and utilizing strategies to arrive
at well-reasoned solutions.
Creative Intelligence: Creative intelligence involves the ability to gen-
erate novel and valuable ideas, think divergently, and approach problems
in innovative ways. It encompasses skills such as originality, flexibility,
fluency, and elaboration of ideas. Individuals with high creative intel-
ligence are imaginative thinkers who can connect seemingly unrelated
concepts, envision multiple perspectives, and devise unique solutions.
They are open to new experiences, willing to take risks, and capable of
thinking beyond conventional boundaries.
Practical Intelligence: Practical intelligence, also referred to as contex-
tual or experiential intelligence, relates to the ability to apply knowledge
and skills effectively in real-world settings. It involves understanding
and navigating social dynamics, adapting to various environments, and
utilizing common sense and practical problem-solving strategies. Indi-
viduals high in practical intelligence excel in situations that require the
application of learned information to practical challenges. They have a
good understanding of how to achieve their goals in different contexts,
exhibit street smarts, and demonstrate effective interpersonal skills.
Sternberg’s Triarchic Theory highlights the importance of considering
different aspects of intelligence beyond traditional measures, such as IQ
tests. It acknowledges that individuals may possess varying strengths
and weaknesses across these three aspects, and intelligence should be
understood in a broader context that incorporates real-life challenges
and adaptability. Furthermore, the theory suggests that these aspects of
intelligence are not entirely independent but interact with each other. For
instance, creative thinking may contribute to the generation of innova-
tive solutions in analytical problem-solving, while practical intelligence
involves the application of analytical and creative skills in everyday sit-
uations. Overall, Sternberg’s Triarchic Theory of Intelligence provides a
comprehensive framework for understanding intelligence beyond traditional
cognitive abilities, emphasizing the value of adaptability, creativity, and
practical problem-solving skills in real-world contexts.
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Notes Theory of Multiple Intelligences: Howard Gardner’s theory suggests

that intelligence is not a single entity but is comprised of multiple in-
dependent intelligences. He identified different forms of intelligence,
including linguistic, logical-mathematical, musical, spatial, bodily-kin-
esthetic, interpersonal, intrapersonal, and naturalistic intelligence. The
Multiple Intelligences theory, proposed by Howard Gardner, suggests that
intelligence is not a single, unitary construct but rather a collection of
distinct types of intelligence. Gardner proposed that individuals possess
multiple independent intelligences that are relatively autonomous from
one another, each contributing to different aspects of human cognition
and behavior. Gardner initially proposed seven intelligences in his 1983
book “Frames of Mind: The Theory of Multiple Intelligences.”
Here is a brief explanation of each intelligence:
Linguistic Intelligence: This intelligence involves sensitivity to spoken
and written language, as well as the ability to use language effective-
ly. It relates to skills such as reading, writing, storytelling, and verbal
communication.
Logical-Mathematical Intelligence: Logical-mathematical intelligence
refers to the ability to reason logically, think analytically, and solve
mathematical problems. It involves skills such as deductive reasoning,
problem-solving, and mathematical operations.
Musical Intelligence: Musical intelligence entails sensitivity to rhythm,
pitch, melody, and tone. It involves the ability to appreciate, compose,
and perform music and is often seen in individuals with a strong musical
inclination.
Spatial Intelligence: Spatial intelligence involves the ability to perceive
and think about visual and spatial relationships. It relates to skills such
as spatial reasoning, mental imagery, and the ability to navigate and
manipulate objects in physical or mental space.
Bodily-Kinesthetic Intelligence: Bodily-kinesthetic intelligence refers to
the ability to control one’s body movements and handle objects skillful-
ly. It is closely associated with physical coordination, dexterity, and the
capacity for activities such as sports, dance, or craftwork.
Interpersonal Intelligence: Interpersonal intelligence involves the ability
to understand and interact effectively with others. It relates to skills such
as empathy, social awareness, communication, and leadership.
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Intrapersonal Intelligence: Intrapersonal intelligence pertains to self-aware- Notes

ness, introspection, and understanding one’s own emotions, motivations,
and inner experiences. It involves the capacity for self-reflection, self-reg-
ulation, and a strong sense of personal identity.
Since the initial proposal, Gardner has expanded his list to include addi-
tional potential intelligence, such as naturalistic intelligence, existential
intelligence, and spiritual intelligence. However, these additional intel-
ligences are still subject to further research and debate within the field.
4.5 Measurement of Intelligence

Intelligence, a complex cognitive ability, is measured through various meth-
ods and theories. Early approaches, like Binet’s, assessed abstract reasoning,
comprehension, and judgment, culminating in the Intelligence Quotient (IQ)
concept, reflecting one’s intellectual capabilities across ability tests. Modern
tests explore multiple facets of intelligence, with IQ tests estimating general
cognitive ability. Psychological debates have produced diverse theories, such
as Sternberg’s triarchic theory and Gardner’s multiple intelligences, which
encompass various dimensions of intelligence. Additionally, Thurstone’s
primary mental abilities theory identified clusters like word fluency, spa-
tial ability, and memory. The benefits of IQ testing are most obvious in
academic or medical settings. Testing can be used to determine whether a
kid’s troubles can be partially ascribed to an IQ score that is considerably
different from the mean for her age group in cases when the child appears
to be having learning challenges or serious behavioural issues. Without IQ
testing or another cognitive test, it may be difficult to identify children and
adults who require further support. Furthermore, courts employ IQ tests to
establish whether a defendant has unique or extenuating circumstances that
prevent him from taking part in a trial in any way.
The Flynn Effect highlights the need to standardize intelligence tests
due to evolving population intelligence levels. Aptitude and achievement
tests differentiate specific abilities and knowledge mastery, respectively.
In conclusion, the measurement of intelligence has evolved from single
dimensions to multifaceted concepts, incorporating diverse theories and
assessment methods. From IQ tests to contemporary multidimensional
theories, the pursuit of understanding and quantifying intelligence remains
a dynamic and vital area of study.
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Notes
4.6 Emotional Intelligence
Emotional Intelligence (EI) refers to the ability to perceive, understand,

manage, and use emotions effectively in oneself and others. It involves
recognizing and appropriately expressing emotions, empathizing with
others’ emotions, and using emotional information to guide thinking,
decision-making, and behavior. One of the pioneering researchers in the
field of emotional intelligence is Daniel Goleman. In his book “Emo-
tional Intelligence: Why It Can Matter More Than IQ” (1995), Goleman
popularized the concept and presented a comprehensive framework for
understanding emotional intelligence.
Another influential model of emotional intelligence is the “Four-Branch
Model” proposed by Peter Salovey and John Mayer. This model suggests
that emotional intelligence consists of four interrelated branches:
Perceiving Emotions: The ability to accurately perceive and recognize
emotions in oneself and others, including facial expressions, vocal tones,
and body language.
Using Emotions: The ability to harness and utilize emotions to facilitate
thinking, problem-solving, and decision-making processes. It involves
understanding how emotions can inform and enhance cognitive processes.
Understanding Emotions: The ability to comprehend and analyze the complex
nature of emotions, including their causes, consequences, and relationships.
This branch encompasses having a nuanced understanding of emotions, their
blends, and the ability to identify and label emotions accurately.
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Managing Emotions: The ability to regulate and effectively manage Notes

one’s own emotions and the emotions of others. It includes strategies for
emotional self-control, resilience in the face of challenges, and the ability
to positively influence and handle interpersonal relationships.
Emotional intelligence has been recognized as a valuable construct with
implications for personal and professional success, mental well-being,
and social interactions. Research has linked emotional intelligence to
various outcomes, including improved leadership effectiveness, better
interpersonal relationships, higher job performance, and enhanced men-
tal health. Research has shown that emotional intelligence is positively
associated with leadership effectiveness. Leaders high in emotional in-
telligence are better able to understand and manage their own emotions,
empathize with others, and build strong relationships, which contributes
to their ability to inspire and motivate their team members (Goleman,
1998). With regard to the relationship between emotional intelligence
and job performance, studies have found a positive relationship between
emotional intelligence and job performance across various professions and
industries. Individuals with higher emotional intelligence tend to have
better interpersonal skills, adaptability, and stress management abilities,
which are crucial for success in the workplace (Lopes, Salovey, & Straus,
2003). A study by Carmeli, Meitar, and Weisberg (2006) investigated the
relationship between emotional intelligence and creative problem-solving
abilities. The findings suggested that individuals with higher emotional
intelligence demonstrated greater creativity in problem-solving tasks, in-
dicating that emotional intelligence plays a role in facilitating innovative
thinking. Jordan and Troth (2004) examined the relationship between
emotional intelligence and creative performance in a work setting. The
results showed a positive association between emotional intelligence
and creative performance, indicating that individuals with higher emo-
tional intelligence were more likely to engage in creative endeavors and
generate innovative ideas. Emotional intelligence is positively related
to creativity and can play a role in enhancing creative problem-solving
abilities, creative performance, and creative self-efficacy. It contributes
to the understanding and management of emotions, which can facilitate
the generation of novel and innovative ideas.
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Notes
4.7 Nature of Creativity
Creativity is a complex and multifaceted concept that refers to the

ability to generate novel and valuable ideas, solutions, or expressions.
It involves the capacity to think and behave in ways that are original,
imaginative, and innovative. Creativity is not limited to the domain of
artistic or aesthetic pursuits; it extends to various domains, including sci-
ence, technology, business, and everyday problem-solving. Psychologists
have approached the study of creativity from different perspectives and
have proposed various theories and models to understand its nature and
underlying processes. Some key aspects of the concept of creativity in
psychology include:
Originality: Creativity involves the generation of ideas, products, or ex-
pressions that are new and different from what already exists. It entails
breaking away from conventional or established patterns and introducing
novel elements.
Value and Appropriateness: Creativity is not solely about novelty; it
also encompasses the notion of value or usefulness. Creative ideas or
solutions are not only original but also relevant and appropriate within a
specific context or domain. They have the potential to address a problem,
meet a need, or enhance a particular field.
Cognitive Processes: Creativity is associated with cognitive processes
such as divergent thinking, associative thinking, and the ability to make
remote connections between seemingly unrelated concepts or ideas. It
involves generating multiple possibilities, exploring different perspectives,
and engaging in flexible and adaptive thinking.
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Motivation and Passion: Creativity is often fueled by intrinsic motivation Notes

and a genuine interest or passion for the domain or task at hand. Creative
individuals tend to be driven by a sense of curiosity, enjoyment, and the
desire to explore and create something meaningful.
Environmental Factors: The creative process is influenced by various
environmental factors, including the social, cultural, and organizational
contexts. Supportive and encouraging environments, access to resources,
exposure to diverse perspectives, and opportunities for collaboration can
enhance creative thinking and expression.
The characteristics of creativity can be described as follows:
Creativity is not limited to specific groups, castes, ages, locations, or
cultures; it is a universal trait that can be demonstrated by anyone
to some extent.
Creativity is both inherent and developed. It is an inherent human
quality, but it is also influenced by cultural background, personal
experiences, and nurturing.
Creativity involves the ability to generate something novel. It
goes beyond mere repetition or reproduction of past experiences
or knowledge.
Creativity fosters a sense of freedom to express multiple responses
and engage in adventurous thinking. It encourages thinking and
actions that venture beyond the conventional.
Researchers in psychology have explored the cognitive, social, and moti-
vational aspects of creativity, seeking to understand the factors that foster
or hinder creative thinking and performance. The study of creativity has
practical implications in fields such as education, work, and personal
development, as it can inform strategies to nurture and cultivate creative
abilities in individuals and promote innovative problem-solving. Overall,
creativity is a dynamic and multifaceted construct in psychology that
encompasses the generation of novel and valuable ideas, solutions, or
expressions. It involves cognitive, motivational, and environmental factors
and plays a vital role in various aspects of human endeavor.
Creativity can be defined as the ability to generate novel and valuable
ideas, solutions, or expressions that are original and meaningful. It involves
the generation of new combinations or associations of existing concepts,
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Notes the ability to think divergently, and the capacity to transcend traditional
boundaries or constraints. It is “the ability to produce work that is both
novel (i.e., original, unexpected) and appropriate (i.e., useful, adaptive
concerning task constraints)” (Plucker, Beghetto, & Dow, 2004, p. 90).
It can also be understood as “the ability to generate ideas, products, or
solutions that are both novel and appropriate within a specific context or
domain” (Amabile, 1983). Csikszentmihalyi (1996) defined creativity as
the “process of bringing something new into being. It involves transform-
ing ideas or materials into something original and valuable”. According
to Runco and Jaeger (2012), “creativity refers to the ability to produce
work that is both original (i.e., novel, unique) and valuable (i.e., useful,
meaningful, or appreciated by others)”.
Individuals have varying levels of creative thinking, leading to a lack of
consensus on the definition of “creativity.” Given the multitude of ways
in which people can exhibit creative behavior, it is unsurprising that there
are numerous definitions of creativity, none of which are universally ac-
cepted. To provide a general overview of the function of creativity, its
definitions can be broadly categorized into five groups.
Creativity as a Talent: Carl Rogers defined the creative process as the
generation of rational and innovative outcomes. Similarly, Rhodes described
creativity as a process and a talent possessed by certain individuals.
Creativity as a Process: Maslow suggested that creativity is a precon-
scious process involving elements of assessment and correction. Taylor
Chambers described creative thinking as a bipolar process, emphasizing
the interaction between the individual and the environment.
Creativity as a Novel Idea: Thurston, Stein, and Raina defined creativity
as the emergence of new ideas. It involves responding to novelty that has
some level of statistical frequency or adoption. It pertains to something
that is new rather than merely unexpected or untraceable.
Creativity as New Thinking: Getzel proposed that creativity consists
of two crucial components: convergent thinking and divergent thinking.
Convergent thinking refers to intellectual ability, while divergent thinking
refers to the strategies individuals employ to achieve their goals. Torrance
described creative thinking as the ability to perceive gaps, identify chal-
lenges, search for solutions, formulate hypotheses, test and retest them,
and communicate the results.
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Creativity as Problem-solving Capacity: Kilpatrick defined creativity Notes

as a problem-solving approach, considering it the most effective method
for addressing daily challenges. Similarly, Guilford viewed creativity
primarily as a problem-solving method.
4.8 Concept of Creativity

The creative process typically involves several stages that individuals
go through when generating novel and innovative ideas. While different
models describe these stages in varying ways, a commonly cited frame-
work is the four-stage model proposed by Graham Wallas in 1926. Here
is an elaboration on the stages of creativity:
Preparation: The first stage involves gathering information, exploring
the subject matter, and acquiring relevant knowledge and expertise.
During this stage, individuals engage in research, analysis, and
problem identification, laying the groundwork for the creative
process. The further substages in this stage are explained as follows:
Problem Identification: The preparation stage begins with
identifying and defining the problem or task that requires a
creative solution. This involves gaining clarity about the specific
challenge or goal and understanding its underlying components
and requirements.
Research and Gathering Information: Once the problem is
identified, individuals engage in research and information gathering.
They explore various sources such as books, articles, websites,
or conversations with experts to acquire relevant information
and knowledge about the problem domain. This process helps
individuals gain insights, discover existing solutions or approaches,
and understand the context in which they are operating.
Analysis and Evaluation: During the preparation stage, individuals
critically analyze the gathered information and evaluate its relevance
to the problem at hand. They assess different perspectives, identify
patterns or trends, and consider the strengths and weaknesses of
existing solutions or approaches. This analysis helps individuals
to develop a deeper understanding of the problem and potential
avenues for creative exploration.
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Notes Building Background Knowledge: In order to generate creative

ideas, individuals need a solid foundation of background knowledge
in the relevant domain. This involves expanding their knowledge
base by studying related theories, concepts, techniques, and
methodologies. Building background knowledge helps individuals
make connections between different ideas and increases their
cognitive resources for creative thinking.
Skill Development: The preparation stage may also involve
developing or honing specific skills or techniques that are relevant
to the creative task. This could include acquiring new technical
skills, improving problem-solving abilities, enhancing critical
thinking skills, or cultivating expertise in a particular area.
Skill development equips individuals with the tools necessary
to approach the creative process effectively.
The preparation stage is essential as it provides individuals with the
necessary foundation and knowledge to engage in the subsequent stages
of the creative process. It helps individuals gain a comprehensive under-
standing of the problem or task, explore existing solutions, and acquire
the skills and expertise needed for creative thinking:
Incubation: In the incubation stage, individuals temporarily set
aside the problem or task consciously and allow the unconscious
mind to process the information gathered during the preparation
stage. It is a period of reflection, daydreaming, and letting ideas
incubate without actively focusing on them. In other words, the
stage of incubation involves the following activities:
Mental Disengagement: In the incubation stage, individuals
intentionally disengage from the problem or task at hand. They
take a break from actively thinking about it and shift their
attention to other activities or tasks. This mental disengagement
creates a psychological distance from the problem, allowing the
unconscious mind to work on it in the background.
Relaxation and Reflection: During the incubation stage, individuals
engage in relaxation and reflection. They may engage in activities
that help them relax, such as taking a walk, engaging in hobbies,
meditating, or simply giving themselves time for leisure. These
activities provide a mental break and create a conducive environment
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for the unconscious mind to process information and make Notes

connections.
Unconscious Processing: The incubation stage involves the
unconscious processing of information and ideas. Although individuals
may not be actively thinking about the problem, their minds continue
to work on it subconsciously. The unconscious mind can draw
upon the knowledge, experiences, and insights gained during the
preparation stage and make novel associations and connections.
Insight Generation: The incubation stage is often associated
with sudden insights or “aha” moments. It is during this stage
that the unconscious mind synthesizes information, rearranges
thoughts, and generates creative ideas or solutions. These insights
can emerge spontaneously and unexpectedly when individuals are
engaged in unrelated activities or are in a relaxed state of mind.
Duration and Timing: The duration of the incubation stage
can vary from minutes to days, or even longer. The timing of
the emergence of insights is unpredictable and may occur at
any point during or after the incubation stage. It is important
to note that the incubation stage does not guarantee creative
breakthroughs, but it provides an opportunity for the unconscious
mind to contribute to the creative process.
The incubation stage is essential as it allows for the integration of ideas,
information, and experiences at a subconscious level. It gives the mind
the space and time needed to explore new connections, reframe problems,
and generate fresh perspectives:
Illumination: Also known as the “aha moment” or the “creative
insight,” the illumination stage is characterized by sudden breakthroughs
or the emergence of a solution or idea. It often happens unexpectedly
when the individual is not actively thinking about the problem. This
stage is associated with the conscious awareness of the creative
outcome. Additionally, the illumination stage involves the following
mental processes:
Here is a detailed explanation of the illumination stage in Wallas’ theory
of creativity:
Subconscious Processing: The illumination stage is preceded by the
incubation stage, during which the unconscious mind works on the
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Notes problem. The subconscious processing that occurs during incubation

sets the stage for the sudden emergence of insights and solutions.
The unconscious mind connects and reorganizes information, leading
to a novel configuration of ideas.
Moment of Insight: The illumination stage is marked by a sudden
“aha” moment or a flash of insight. It is a breakthrough in which the
individual becomes consciously aware of a potential solution or idea.
This moment of insight can occur when the individual is engaged in
unrelated activities or when the mind is in a relaxed or distracted state.
Clarity and Novelty: During the illumination stage, the creative
idea or solution may become clear and distinct in the individual’s
mind. It may appear as a novel and unexpected concept that brings
together previously unrelated elements or solves a problem in a
unique way. The insight may come as a complete solution or as a
significant piece of the creative puzzle.
Conscious Recognition: In the illumination stage, the individual
becomes consciously aware of the creative outcome. It is a moment
of realization and recognition that the generated idea or solution
has the potential to be valuable and relevant to the problem or task
at hand. This conscious recognition allows the individual to further
explore and refine the creative idea.
Feeling of Excitement: The illumination stage often elicits a sense
of excitement, joy, or satisfaction in the individual. The sudden
breakthrough and the clarity of the creative insight can bring about
a surge of positive emotions. This emotional response reinforces the
motivation and drive to pursue the creative idea further.
It is important to note that the illumination stage is not necessarily the
final stage of the creative process. It is followed by the verification
stage, where the individual evaluates, refines, and tests the creative idea
or solution. The illumination stage is a critical and exciting phase of the
creative process as it represents the conscious awareness and emergence
of novel and valuable ideas or solutions:
Verification: In the final stage, the individual evaluates, refines,
and tests the creative idea or solution generated in the illumination
stage. This involves critically examining and validating the concept,
refining its details, and determining its feasibility and practicality.
124 PAGE

The verification stage may also involve seeking feedback from others Notes
and making necessary modifications. In other words, the verification
stage involves the following activities to take place mentally:
Evaluation and Critique: In the verification stage, the individual
critically evaluates the creative idea or solution. They assess its
potential strengths and weaknesses, considering factors such as
practicality, feasibility, and alignment with the problem or task
requirements. The individual engages in self-reflection and seeks
external feedback to gain a more objective perspective on the
creative outcome.
Refinement and Revision: Based on the evaluation, the creative
idea or solution may undergo refinement and revision. The
individual works on improving and fine-tuning the initial concept
to enhance its effectiveness and address any identified limitations.
This stage involves iteratively modifying and adjusting the creative
outcome to ensure it aligns with the desired goals and objectives.
Testing and Implementation: In the verification stage, the creative
idea or solution is put to the test through practical implementation.
The individual may create prototypes, conduct experiments, or
engage in trial and error to assess the viability and functionality
of the creative outcome. Testing provides valuable insights and
allows for adjustments to be made before the final implementation.
Feedback and Iteration: During the verification stage, feedback
from stakeholders, experts, or users becomes crucial. The individual
seeks feedback on the implemented creative solution, gathering
insights on its effectiveness and impact. This feedback loop allows
for further refinement and iteration, incorporating suggestions
and addressing any unforeseen challenges or issues that arise.
Finalization and Communication: Once the creative idea
or solution has undergone thorough evaluation, refinement,
and testing, it is finalized and prepared for communication
or implementation. The individual communicates the creative
outcome to relevant parties, such as colleagues, clients, or the
public, depending on the nature of the creative endeavor. Clear
and effective communication helps ensure a shared understanding
and acceptance of the creative solution.
PAGE 125

Notes The verification stage completes the creative process by confirming the value
and effectiveness of the generated idea or solution. It involves a systematic
evaluation, refinement, testing, and implementation process that aims to
transform the initial creative concept into a practical and valuable outcome.
It’s important to note that creativity is a dynamic and iterative process,
and individuals may move back and forth between these stages or expe-
rience them in a different sequence.
4.9 Key Features of Creativity

Creative thinking encompasses a set of key features that facilitate the
generation of original and innovative ideas. These features are fundamen-
tal to the creative thinking process and play a crucial role in fostering
creativity. Here are the key features of creative thinking, explained in
detail with references and citations:
Fluency: Fluency refers to the ability to generate a large quantity of
ideas or solutions. Creative thinkers exhibit high fluency by producing
numerous possibilities without censoring or self-judging. This quantity of
ideas provides a broader pool for exploration and increases the chances
of finding novel and valuable insights (Guilford, 1967).
Flexibility: Flexibility in thinking involves the capacity to approach a
problem or situation from various perspectives. Creative thinkers exhibit
cognitive flexibility by considering multiple viewpoints, alternative strate-
gies, or unconventional approaches. This ability to switch between different
modes of thinking allows for a broader exploration of possibilities and
increases the likelihood of finding innovative solutions (Runco, 2004).
Originality: Originality refers to the novelty and uniqueness of ideas
or solutions. Creative thinkers strive to generate ideas that diverge from
conventional or expected patterns. They explore unconventional associa-
tions, make unexpected connections, and challenge established norms or
assumptions. Originality is a key aspect of creativity as it involves the
creation of something new and different (Amabile, 1983).
Elaboration: Elaboration involves expanding and developing ideas in a
detailed and comprehensive manner. Creative thinkers engage in elabo-
rate thinking by adding depth, richness, and complexity to their ideas.
They explore various aspects, consider potential implications, and build
126 PAGE

upon initial concepts. Elaboration enhances the clarity, feasibility, and Notes
practicality of creative ideas (Cropley, 2006).
Critical Thinking: Critical thinking is an essential feature of creative
thinking. It involves the ability to evaluate and analyze ideas objectively,
identify strengths and weaknesses, and make informed judgments. Creative
thinkers engage in critical thinking to assess the viability, relevance, and
value of their ideas. This critical evaluation helps refine and improve
creative solutions (Sternberg, 2003).
Risk-Taking: Creative thinking often involves a willingness to take
risks and step outside one’s comfort zone. Creative thinkers embrace
uncertainty and are open to exploring uncharted territories. They are not
afraid of failure or making mistakes, recognizing that risks can lead to
breakthroughs and new discoveries. Taking calculated risks is an integral
part of the creative thinking process (Csikszentmihalyi, 1996).
Persistence: Creative thinking requires persistence and perseverance in
the face of challenges and setbacks. Creative thinkers exhibit a high level
of determination, resilience, and motivation to overcome obstacles and
pursue their ideas. They embrace a “never-give-up” mindset, constantly
refining and iterating their creative solutions until they achieve their
desired outcomes (Amabile, 1996).
These key features of creative thinking collectively contribute to the gen-
eration of innovative and original ideas. By fostering fluency, flexibility,
originality, elaboration, critical thinking, risk-taking, and persistence,
individuals can enhance their creative thinking abilities and unleash their
creative potential.
4.10 Measurement of Creativity
Dr. E Paul Torrance, Creator of Torrance Test of Creative Thinking

PAGE 127

Notes Measuring creativity is a complex task due to its multifaceted nature

and the subjective aspects involved. Researchers have developed various
methods and instruments to assess different dimensions of creativity,
including divergent thinking, originality, fluency, flexibility, and novelty
of ideas. The measurement of creativity can be classified into two main
approaches: psychometric and process-oriented.
Psychometric Approach: The psychometric approach focuses on quantifying
creative abilities using standardized tests. One widely used psychometric
measure of creativity is the Torrance Tests of Creative Thinking (TTCT),
developed by E. Paul Torrance (1966). TTCT consists of different tasks
that assess various dimensions of creativity, such as fluency, flexibility,
originality, and elaboration. The results are typically scored based on the
uniqueness and appropriateness of responses.
Other psychometric measures include the Creative Achievement Question-
naire (CAQ), which assesses individuals’ creative accomplishments and
the Creative Personality Scale (CPS), which measures personality traits
associated with creativity (Carson, Peterson, & Higgins, 2005; Kaufman
& Baer, 2004).
Process-Oriented Approach: The process-oriented approach focuses on
understanding the cognitive processes and stages involved in creative
thinking. This approach often involves observing and analyzing indi-
viduals’ creative problem-solving behaviors and strategies. It aims to
provide insights into the underlying processes rather than quantifying
creative abilities.
One method used in the process-oriented approach is the Consensual
Assessment Technique (CAT) developed by Amabile (1982). CAT in-
volves obtaining expert judgments and ratings of the creativity of a giv-
en product or solution. Multiple experts evaluate and rate the creativity
based on predefined criteria, and their ratings are aggregated to form a
consensus score.
Another process-oriented approach is the Creative Process Assessment
(CPA), which assesses the creative thinking process through self-report
measures and interviews. The CPA focuses on understanding the stages
of creativity, such as problem identification, idea generation, and evalu-
ation (Sawyer, 2012).
128 PAGE

Yet another well-established way of measuring creativity is through using Notes

the Torrence Test of Creative Thinking.
The Torrance Tests of Creative Thinking (TTCT) is a widely used psy-
chometric measure designed to assess creativity in individuals. Developed
by E. Paul Torrance in the 1960s, the TTCT aims to evaluate various
dimensions of creativity, including fluency, flexibility, originality, and
elaboration. The TTCT consists of different tasks that assess both verbal
and figural creativity. The verbal tasks involve tasks such as complet-
ing incomplete sentences, storytelling, and generating creative titles.
The figural tasks involve tasks such as completing incomplete figures,
drawing original pictures, and creating imaginative designs. These tasks
are designed to tap into different aspects of creative thinking and prob-
lem-solving abilities.
The scoring of the TTCT is based on two main criteria: fluency and
originality. Fluency refers to the total number of responses generated,
while originality refers to the uniqueness and rarity of the responses. The
responses are evaluated by trained scorers who assess the ideas based on
their novelty and appropriateness within the given context. The TTCT
provides separate scores for different dimensions of creativity, including
the four mentioned earlier: fluency, flexibility, originality, and elaboration.
Additionally, composite scores can be calculated to provide an overall
measure of creativity.
The TTCT has been widely used in research and educational settings to
assess creative potential, identify gifted individuals, and evaluate the ef-
fectiveness of creativity-enhancing interventions. It has been administered
to individuals across different age groups, from children to adults. One
of the strengths of the TTCT is its standardized and objective scoring
system, which allows for comparisons across individuals and groups.
However, it’s important to note that the TTCT has also received some
criticism. Some argue that it may have limitations in capturing the full
complexity of creativity, as it primarily focuses on divergent thinking
and may not fully capture other aspects such as convergent thinking or
domain-specific creativity. Despite these limitations, the TTCT remains
one of the most widely used measures of creativity and has contributed
significantly to the field of creativity research by providing a standardized
and quantitative approach to assess creative thinking abilities.
PAGE 129

Notes Challenges in Measuring Creativity: Measuring creativity presents sev-

eral challenges due to its subjective and context-dependent nature. Some
of the key challenges include:
Defining Creativity: There is no universally agreed-upon definition
of creativity, which makes it challenging to develop a comprehensive
measurement framework.
Reliance on Quantitative Measures: Some argue that creativity
cannot be fully captured by standardized tests or numerical ratings
alone. The qualitative aspects, such as the uniqueness, originality,
and richness of ideas, may not be adequately captured in quantifiable
measures.
Contextual Factors: Creativity is influenced by various contextual
factors, including cultural, social, and environmental factors. Assessing
creativity solely based on individual performance may overlook the
contextual influences that shape creative outcomes.
Measurement Bias: Measurement instruments may be biased
towards specific domains or cultural norms, potentially limiting the
assessment of creativity across diverse populations or disciplines.
Despite these challenges, researchers continue to develop and refine mea-
surement techniques to capture the complexity of creativity and explore
its various dimensions.
IN-TEXT QUESTIONS
1. Which of the following is not a kind of intelligence in the theory
of multiple intelligence?
(a) Material Intelligence
(b) Interpersonal Intelligence
(c) Verbal Intelligence
(d) Intrapersonal Intelligence
2. Which of the following is not a stage of creativity?
(a) Incubation
(b) Illumination
(c) Ascension
(d) Verification
130 PAGE

3. Which of the following is not one of the branches of the Four Notes
Branch Model of Emotional Intelligence?
(a) Perceiving Emotions
(b) Understanding Emotions
(c) Demonstrating Emotions
(d) Managing Emotions
4. Who gave the following definition of intelligence - “Intelligence
is the aggregate or global capacity of an individual to think
rationally, to act purposefully and to deal effectively with the
environment.”
(a) Arthur Jensen
(b) Alfred Binet
(c) Robert Sternberg
(d) David Wechsler
4.11 Summary
Creativity and intelligence are two distinct yet interconnected aspects
of human cognition. While intelligence refers to the ability to acquire
knowledge, solve problems, and think critically, creativity involves the
generation of original and valuable ideas or solutions. Intelligence often
encompasses logical reasoning, analytical thinking, and the application
of existing knowledge. It involves the ability to comprehend complex
concepts, make connections, and solve problems using established frame-
works. Intelligence can be measured through traditional IQ tests or as-
sessments that focus on cognitive abilities. On the other hand, creativity
involves divergent thinking, the ability to think outside the box, and the
generation of novel ideas. It encompasses imagination, flexibility, and
the willingness to take risks. Creativity allows individuals to approach
problems from unconventional angles, envision new possibilities, and
bring forth innovative solutions.
While intelligence and creativity are distinct, they are not mutually ex-
clusive. In fact, they can complement and enhance each other. Creative
PAGE 131

Notes thinking often involves making connections between seemingly unrelated

concepts and leveraging existing knowledge in novel ways. Intelligence can
support creative endeavors by providing the cognitive resources necessary
to explore, evaluate, and refine creative ideas. Furthermore, creativity can
contribute to intelligence by fostering cognitive flexibility, adaptability,
and the ability to think critically. Creative individuals often demonstrate
originality, curiosity, and the capacity to tackle complex problems from
multiple perspectives.
Both creativity and intelligence are valuable assets in various domains,
including science, arts, business, and everyday life. Cultivating and nur-
turing both aspects can lead to holistic cognitive development, fostering
innovative thinking, and problem-solving abilities. It’s important to recognize
and celebrate the diverse forms of intelligence and the various expressions
of creativity. Embracing and encouraging both in ourselves and others can
foster a more dynamic and innovative society, where different talents and
perspectives are valued and nurtured. Intelligence and creativity are not
fixed traits but can be developed and honed through practice, exposure to
new experiences, and a willingness to explore beyond boundaries.
4.12 Glossary
Creativity: Creativity refers to the ability to generate novel and
valuable ideas, solutions, or expressions. It involves thinking in
original and unconventional ways, making connections between
seemingly unrelated concepts, and producing unique and innovative
outcomes.
Crystallised Intelligence: Crystallized intelligence refers to the
accumulation of knowledge, skills, and expertise gained through
learning and experience. It involves the application of acquired
information, facts, and cultural understanding to solve problems
and make decisions.
Emotional Intelligence: Emotional intelligence refers to the ability
to recognize, understand, manage, and effectively express emotions
in oneself and others. It involves being aware of one’s emotions,
empathizing with others, regulating emotions, and using emotions
to guide thinking and behavior.
132 PAGE

Notes
Fluid Intelligence: Fluid intelligence refers to the ability to think
flexibly, solve new problems, and adapt to novel situations. It
involves the capacity for abstract reasoning, pattern recognition,
and mental flexibility.
Intelligence: Intelligence is a multifaceted construct that encompasses
the capacity for learning, reasoning, problem-solving, and adapting
to new situations. It involves cognitive abilities such as memory,
attention, comprehension, logical thinking, and the application of
acquired knowledge.
4.13 Answers to In-Text Questions

1. (a) Material Intelligence
2. (c) Ascension
3. (c) Demonstrating Emotions
4. (d) David Wechsler
4.14 Self-Assessment Questions

1. Explain the theories of intelligence.
2. How is creativity and intelligence related? Explain with research
evidence.
3. What are the key characteristics of creativity? Explain in detail.
4. Elaborate on the four stages of creativity with examples.
5. What are the ways to measure creativity? Explain.
4.15 References
Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N.,
Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg,
R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns.
American Psychologist, 51(2), 77-101. doi: 10.1037/0003-066X.51.2.77.
PAGE 133

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L E S S O N

4.1 Learning Objectives

GE_Foundation of Psychology_Main.indd 107 29-Aug-24 7:15:12 PM

GE_Foundation of Psychology_Main.indd 108 29-Aug-24 7:15:12 PM

GE_Foundation of Psychology_Main.indd 109 29-Aug-24 7:15:12 PM

4.4 Theories of Intelligence

GE_Foundation of Psychology_Main.indd 110 29-Aug-24 7:15:12 PM

 Spearman’s Two-Factor Theory Notes

GE_Foundation of Psychology_Main.indd 111 29-Aug-24 7:15:12 PM

GE_Foundation of Psychology_Main.indd 112 29-Aug-24 7:15:13 PM

alternatives, and applying logical thinking. Individuals high in analytical Notes

GE_Foundation of Psychology_Main.indd 113 29-Aug-24 7:15:13 PM

Notes Theory of Multiple Intelligences: Howard Gardner’s theory suggests

GE_Foundation of Psychology_Main.indd 114 29-Aug-24 7:15:13 PM

Intrapersonal Intelligence: Intrapersonal intelligence pertains to self-aware- Notes

4.5 Measurement of Intelligence

GE_Foundation of Psychology_Main.indd 115 29-Aug-24 7:15:13 PM

Emotional Intelligence (EI) refers to the ability to perceive, understand,

GE_Foundation of Psychology_Main.indd 116 29-Aug-24 7:15:13 PM

Managing Emotions: The ability to regulate and effectively manage Notes

GE_Foundation of Psychology_Main.indd 117 29-Aug-24 7:15:13 PM

Creativity is a complex and multifaceted concept that refers to the

GE_Foundation of Psychology_Main.indd 118 29-Aug-24 7:15:13 PM

Motivation and Passion: Creativity is often fueled by intrinsic motivation Notes

GE_Foundation of Psychology_Main.indd 119 29-Aug-24 7:15:13 PM

GE_Foundation of Psychology_Main.indd 120 29-Aug-24 7:15:13 PM

Creativity as Problem-solving Capacity: Kilpatrick defined creativity Notes

4.8 Concept of Creativity

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Notes  Building Background Knowledge: In order to generate creative

GE_Foundation of Psychology_Main.indd 122 29-Aug-24 7:15:13 PM

for the unconscious mind to process information and make Notes

GE_Foundation of Psychology_Main.indd 123 29-Aug-24 7:15:13 PM

Notes problem. The subconscious processing that occurs during incubation

GE_Foundation of Psychology_Main.indd 124 29-Aug-24 7:15:13 PM

GE_Foundation of Psychology_Main.indd 125 29-Aug-24 7:15:13 PM

4.9 Key Features of Creativity

GE_Foundation of Psychology_Main.indd 126 29-Aug-24 7:15:13 PM

4.10 Measurement of Creativity

Dr. E Paul Torrance, Creator of Torrance Test of Creative Thinking

GE_Foundation of Psychology_Main.indd 127 29-Aug-24 7:15:13 PM

Notes Measuring creativity is a complex task due to its multifaceted nature

GE_Foundation of Psychology_Main.indd 128 29-Aug-24 7:15:13 PM

Yet another well-established way of measuring creativity is through using Notes

GE_Foundation of Psychology_Main.indd 129 29-Aug-24 7:15:14 PM

Notes Challenges in Measuring Creativity: Measuring creativity presents sev-

GE_Foundation of Psychology_Main.indd 130 29-Aug-24 7:15:14 PM

GE_Foundation of Psychology_Main.indd 131 29-Aug-24 7:15:14 PM

Notes thinking often involves making connections between seemingly unrelated

GE_Foundation of Psychology_Main.indd 132 29-Aug-24 7:15:14 PM

4.13 Answers to In-Text Questions

4.14 Self-Assessment Questions

GE_Foundation of Psychology_Main.indd 133 29-Aug-24 7:15:14 PM

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Spearman’s Two-Factor Theory Notes

Notes Building Background Knowledge: In order to generate creative