Investigating the relationship between creative potential and verbal and performance intelligence

Abstract

In this study the relationship between creative potential and verbal and performance intelligence was examined to gain more insight in the construct of creativity. 74 participants were selected from 401 children attaining grade 4 in primary schools connected to a large foundation located in the middle of the Netherlands. Verbal and performance intelligence and verbal and figural creative potential were measured. Correlations were calculated for intelligence (TIQ, VIQ, PIQ) and creative potential (verbal, figural). No significant correlations were found. Weak, positive correlations were reported for verbal creativity and intelligence (r = .16 to .22), while weak, negative correlations were found for figural creativity and intelligence (r = -.11 to -.16). Significant stronger correlations were found for verbal creativity and TIQ than for figural creativity and TIQ (p = .026). Following the threshold hypothesis (Guilford, 1967) means for verbal and figural creativity were compared for groups with a TIQ below and above 120. No significant differences were found. Correlations for intelligence and creativity were calculated for both groups. The low/average IQ group showed a moderate, positive significant correlation for TIQ and verbal creativity (r = .35), while the high IQ group showed correlations close to zero. Correlations for figural creativity and intelligence were weak, negative and non-significant for the low/average IQ and the high-IQ group. Studying correlations for ability groups based on IQ quartiles did not lead to different conclusions. The threshold hypothesis could therefore only be confirmed for verbal creativity.