The relationship between creativity and intelligence. … In testing circumstances, an Intelligence Quotient (IQ) is gauged by one’s ability to utilize information gained historically. Creativity is the ability to come up with new ideas through a mental process of connecting existing concepts.
One of the main arguments made against the use of IQ tests is that they don’t measure creativity. But is this true? Surely creativity involves thoughtful reasoning, divergent production, pattern detection, learning, and other skills tapped into by IQ tests. Indeed, recent research shows that on-the-spot novel problem solving (fluid intelligence) and task switching is related to the ability to come up with unusual uses for an object. So perhaps throwing away IQ tests entirely would be throwing the baby away with the bathwater. Properly administered and interpreted, IQ test scores may shed some light on a person’s creative potential.
When administering an IQ test, it’s crucial that the psychologist adopt the intelligent testing approach. Coined by Alan S. Kaufman, intelligent testing involves a focus on the person being tested, and how that individual responsibility, or why that individual responds in a certain manner, in addition to how well they respond. The psychologist can help the child or adult being evaluated by observing and interpreting a wide range of behaviors
Many aspects of psychology are brought to bear in the analysis and interpretation of a cluster of scores, and all of this information is added to what is already known about the client before the testing session even begins. The accumulated background information and reasons for referral are all part of what is included in forming conclusions and preparing treatment and remedial suggestions that attempt to answer the referral questions
We believe that a test administrator can use the intelligent testing philosophy to find evidence of creativity within the administered IQ subtests. In particular, we make a few recommendations of how to make use of the already existing individually administered cognitive and achievement batteries to extract information about an individual’s creative potential.
Tests already exist that measure creativity-related processes, including measures of associational fluency (the ability to name as many words as possible that start with a certain sound or category), writing fluency (the ability to write down sentences in response to different demands), written expression (the ability to write a story related to a picture), and more. In our paper, we include a Table that shows tests that already exist along these lines.Some tasks may be able to provide information about other referral questions as well as creativity. Also, creativity can be present in more than one domain (e.g., visual and verbal modalities), so it’s important to produce a collection of tests that tap a wide range of ways one can express their creativity.
Test interpretation. High scores don’t necessarily mean high creativity. Each of the subtest scores must be interpreted in the context of the examinee’s referral question, background, observed behaviors, and other test results. It must also be kept in mind that actual creative achievement requires not only the ability to produce divergent ideas but also the ability to discern which of the ideas are appropriate to a relevant goal. Knowledge of an individual’s unique pattern of strengths and weaknesses can be combined with other information about the person, including their global scores, to make a sensible recommendation that has a focus on improving one’s performance, not holding them back.
There are social organizations, some international, which limit membership to people who have scored as high as or higher than the 98th percentile (2 standard deviations above the mean) on some IQ test or equivalent. Mensa International is perhaps the best known of these. The largest 99.9th percentile (3 standard deviations above the mean) society is the Triple Nine Society. (Refer to wikiepdia please)