Relationship Between Intelligence and Creativity

Relationship Between Intelligence and Creativity For a long time, creativity has been a neglected subject in psychological research. This is mainly because it has always been widely believed that it has mystical influences or a divine nature. Plato said that the poet is only able to create what the Muse dictates and most often than not, even nowadays, writers or inventors often mention the presence of a spiritual nature that switches their perspective to a revelatory one. However, at the beginning of the 20th century, those interested in the human mind found a new interest in the matter. This generated countless theories regarding the nature of creativity, but probably the most puzzling question was whether one has to be intelligent to create something never seen before or to discover a never before explored perspective. This essay will present a few of the most famous opinions on the matter. Most of the research in this area, up until the 1960s, was based on the idea that creativity and intelligence are coincide. Cox and Terman(1926) proposed that highly creative individuals are also exceptionally intelligent and they tried to estimate the IQ of 301 of the most eminent people who lived between 1450 and 1850.The study was severely criticized because of the unreliability of the data collected from letters, records and writings, but also because of the subjectivity involved in approximating IQs. The results were inconclusive, showing that high, but not the highest, intelligence combined with great persistence can achieve greater eminence than those of highest intelligence did. A study, by Getzels and Jackson(1962), was the first to somewhat prove that creativity and intelligence were independent concepts. They selected a high sample of students ranging from 6th grade to the end of high school and they asked them to complete one IQ test and five alleged creative tests. Their results showed an insignificant correlation between the scores. However, Wallach and Kogan(1965) reanalyzed the data and concluded that four of the creativity tests were significantly correlated to IQ for girls and all five of them for boys. They theorized that results continued to show that intelligence and creativity share a conceptual basic because the way tests were administered was very similar to the methods used for IQ testing. It was suggested that the presentation of tests and the frame of reference of the subject are important in determining whether there is a connection between intelligence and creativity. Boersma and O’Bryan (1968) decided to test this with 46 element ary school students. All of them were given the Lorge-Thorndike Nonverbal and Verbal Intelligence tests under strict teacher supervision, in the classroom. Afterwards, they were randomly assigned into two groups: group A and group B. One day after taking the intelligence tests, group A were given Torrance’s Figure Completion(TFC) test of nonverbal creativity and Unusual Uses test, under the same conditions. Group B were administered the same tests except they were informed, one day after taking the intelligence tests, that they were free from school that morning. They were then invited to visit the University of Alberta, where an examiner took them in a gymnasium where several boxes with toys had been placed. The boys were told they could play, but after 60 minutes the examiner asked them if they would like to try â€Å"something someone made up†. He then placed a box containing the TFC tests. The tests had no instructions on them, the examiner saying they should inclu de as many different ideas as they wished. Ten minutes later, the examiner asked if they wanted to go to the pool and instructed them to put the tests back in the box with their names written on them. 25 minutes later, the examiner presented them with a soft toy dog and asked them to find as many uses for it, other than that of a toy. The final results showed that Group B scored significantly higher on the creativity tests and displayed a less significant correlation between intelligence and creative variables. These results support Wallach and Kogan’s suggestions, but, at the same time, it must be noted that the definition of creativity used by the experimenters was quite general, and, since the participants were all children, it could be that the creativity they displayed was simply age specific. Supporters of the cognitive approaches generally assumed that the study of creativity was simply an extension of that of intelligence, mostly because it was thought that both involved the same main mental processes. Norbert JauÃ… ¡ovec (2000) conducted a study that investigated the differences in cognitive processes related to creativity and intelligence with the help of EEG coherence and power measures in the lower and upper alpha band. The participants were 49 students and teachers taking a course in psychology. They were divided into four groups, based on the results in intelligence (WAIS) and creativity (Torrance) tests: gifted- high IQ and high creativity; creative- high creativity and average IQ; intelligent- high IQ and average creativity; average- average IQ and average creativity. Afterwards, they were asked to solve two problems with two levels of complexity, which could be considered closed problems with closed solution situations, and later, they had to solve four creativ ity problems, some similar to those on creativity tests, and others related to their everyday lives. Both tasks were completed while the individual’s EEG was being measured. Results showed that for the first task, highly intelligent individuals displayed less mental activity (which would translate to less effort) and greater cooperation between brain areas than average intelligence individuals. In the completion of the second task, highly creative individuals displayed less mental activity than the average creativity participants. At the same time, creative individuals showed better connections between brain areas than gifted individuals. The results suggested that creativity and intelligence are different concepts and abilities that differ in the neurological activities shown by individuals while solving open and closed problems. Results also imply that creativity has a less pronounced influence on solving closed problems, as well as intelligence on solving open problems. Another prominent hypothesis was developed by Guilford (1967) and is widely known as the threshold theory, which assumes that above-average intelligence is a necessary condition for high-level creativity. This is commonly tested by dividing a sample to a threshold (e.g. 120 IQ) and determining correlations for lower and upper IQ range (Sternberg, 2003). This method has been criticized because there is no apparent reason to set the threshold at a given IQ score. In an attempt to overcome this problem, a study was conducted in 2013 (Jauk et. al) to investigate the relationship between intelligence and different indicators of creative potential (ability to generate something novel and useful) and creative achievement (actual realization of this potential in real-life accomplishments). This was done using segmented regression analysis in a sample of 297 individuals, which facilitates the detection of threshold in data by means of iterative computational algorithms. Participants were requ ired to complete four subtests of the Intelligence Structure Battery (figural-inductive reasoning, verbal short-term memory, arithmetic flexibility, word meaning) for general intelligence, an alternative uses test for creative potential and the Inventory of Creative Achievements. In the end, a threshold was found for creative potential, but not for creative achievement, which suggests that while intelligence and creative potential are highly related up to a point where they have no influence on each other, there is no apparent relationship between intelligence and the actual fulfilment of that potential. It should be noted that the study had limitations such as the size of the sample and the IQ range of the participants. In response to the fact that most contemporary research focuses on the idea that creativity and intelligence are unrelated, Nusbaum and Silvia (2011) conducted a study based on improved approaches to creativity measurement, which proposes that fluid and executive cognition is actually central to creative thought. The participants were 178 women and 48 men, all of them university students. In the first phase of the experiment, the effect of fluid intelligence on creativity was observed by giving the individuals divergent thinking tasks and measuring their executive switching (the number of times people switched idea categories). In the second phase, half the sample were told what strategy they should use in an Unusual Uses test, which was then administered to the entire sample. People with high fluid thinking did better when they knew the strategy, which was consistent with their ability to access and use it in spite of interference, while for the people with lower fluid thinking, the strategy tended to slip. By combining the results of the two phases, the experimenters suggested that creativity is probably more convergent than modern theories assume. In conclusion, views on the relationship between intelligence and creativity are extremely varied and there is evidence to be found for each of them. Probably the greatest problem of this area of research is finding a suitable definition for the abstract concept of creativity, but maybe there is a need for a new and creative perspective on the matter to finally decipher it.

Organizational Focus and Goals Essay

What is the organization’s current focus? What are the organization’s overarching goals? The current focus of Blue Cross Blue Shields is to provide the best quality insurance to their members. Also, it is time for an open enrollment period for their current members, or trying to get new members to come to Blue Cross Blue Shields. The organizations overarching goals are to provide its members with the lowest premium cost, but providing the most insurance coverage for the least amount. What are the organization’s training needs? How do they relate to the overarching goals? The training needs of the organization lies solely on the type of job each associate. The needs of the organization will be the focus of how the associates will train. During this time, associates will learn how to provide the best member care, and to ensure their members are happy and have the coverage he or she requested. The relation to the overarching goals of Blue Cross Blue Shields is providing the best quality insurance for their members, new members, and provides the best quality customer service. What effect does the organization’s focus and goals have on prioritizing the type and amount of training? The effect is directly associated with the needs and focus of the organization. The employees are directed by training with specific guidelines, and individual one on one communication to answer any questions. Employees will have the option to take upcoming classes to assist with member needs and the workers current job. Introduction For this assignment there is information regarding organizational focus and goals. The organization discussed is about Blue Cross Blue Shields. An organization as large as this needs to ensure all goals and focus are prioritized accurately. Also, this paper discusses the training needs of Blue Cross Blue Shields. Listed in paper are the topics of how Blue Cross Blue Shields prioritizes their focus. â€Å"Blue Cross Blue Shields has more than 105 million members-1-3- Americans rely on Blue Cross Blue Shield companies for access to safe, quality, and affordable healthcare (Blue Cross, 2014).† How would you prioritize specific training needs based on the organization’s needs and current focus? Depending on the present situation of the company, the current focus of training will be specifically related to the needs. Focus and needs of the members needs to be top of the list, and making sure employees are properly trained to assist those needs. Setting up monthly meetings with employees to ensure the focus of its members, and there needs get met. Why must you consider the organization’s overarching goals when prioritizing training? In order for an organization to continue to be a success, it is crucial that overarching goals, and member’s needs get met. The better the care of its member’s the more he, or she is willing to stay with Blue Cross Blue Shields, and new members will follow. Everyone wants to ensure his or her insurance needs get met, and are not paying for an excessive amount for coverage. The most important aspect of Blue Cross Blue Shields is to ensure their members are happy, and provided the best customer care to fulfill their needs. Conclusion Every organization has there own way of how their focus and goals are prioritized. Blue Cross Blue Shields remains focused on giving the proper training to their employees, to better serve their members. It is important for Blue Cross Blue Shields to stay focused, as well as meet their own goals while providing proper care to their members. With all this in mind the proper steps taken can improve training employees and member care. References Questions Courtesy of University of Phoenix. (2014). Organizational Goals and Focus. Blue Cross Blue Shield Association. (2014). Retrieved from http://www. About Blue Cross Blue Shield Association.

Heart/ a&P/ Nursing

Chapter 12 A flat macular hemorrhage is called a(n): Purpura Risk factors that may lead to skin disease and breakdown include: a lifetime of environmental trauma. What term refers to a linear skin lesion that runs along a nerve route? Zosteriform The components of a nail examination include: contour, consistency, and color. An example of a primary lesion is a(n): urticaria. A scooped out, shallow depression in the skin is called a/an: erosion. Chapter 19The first heart sound is produced by the: closure of the AV valves. Which of the following guidelines may be used to identify which heart sound is S1? S1 coincides with the carotid artery pulse. Which of the following cardiac alterations occurs during pregnancy? An increase in cardiac volume and a decrease in blood pressure Which of the following is an appropriate position to have the patient assume when auscultating for extra heart sounds or murmurs? Roll toward the left sideThe leaflets of the tricuspid and mitral valves are anchore d by __________________ to the _________________, which are embedded in the ventricular floor. chordae tendineae; papillary muscles The ability of the heart to contract independently of any signals or stimulation is due to: automaticity. When auscultating the heart of a newborn within 24 hours after birth, the examiner hears a continuous sound that mimics the sound of a machine. This finding most likely indicates: an expected sound caused by nonclosure of the ductus arteriosus. You can read also Coronary Artery Disease Nursing Care PlanA bruit heard while auscultating the carotid artery of a 65-year-old patient is caused by: turbulent blood flow through the carotid artery. The jugular venous pressure is an indirect reflection of the: heart's efficiency as a pump. The semilunar valves separate the: ventricles from the arteries. Chapter 20 One of the leg's deep veins is the: popliteal. ?Arteriosclerosis refers to: thickening and loss of elasticity of the arterial walls. ?Palpable inguinal lymph nodes are: normal if small (less than 1 cm), movable, and nontender. In pulsus paradoxus: beats have weaker amplitude with respiratory inspiration and stronger amplitude with expiration. ?Lymphedema is: the swelling of an extremity caused by an obstructed lymph channel. ?A water-hammer â€Å"Corrigan† pulse is associated with: aortic valve regurgitation. The cervical nodes drain the: head and neck. In young children, the thymus gland: produces T lymphocytes. Cla udication is caused by: arterial insufficiency. The patient has severe bilateral lower extremity edema. The most likely cause is: heart failure.

Identity as a Name in The Importance of Being Earnest

Wilde uses Gwendolen’s and Cecily’s obviously superficial affection towards each other to again accentuate and criticize the importance that the Victorian’s placed on an individual’s name. The practice of naming others as a means to display one’s own dominance is satirized by the irony in the argument between the two young ladies. The audience detects that they are undoubtedly fighting over Ernest as well as superiority, but their true feelings are ironically hidden (rather poorly) under fake earnestness. Garland states that, â€Å"both women attempt to define the existence of their opponent through rapidly shifting expression of Identity† (272), and cause a quiet fire in the atmosphere of the scene. Since their fight is so indirect and blatantly petty, Wilde is able to comically criticize females of victorian society that are represented by Gwendolen and Cecily. Gwendolen and Cecily are both fixated on the name Ernest because the superficial society surrounding them unconsciously causes them to gravitate towards men that they believe have earnest dispositions. Gwendolen asserts her fondness of the name Ernest declaring, â€Å"my ideal has always been to love some one of the name of Ernest. There is something in that name that inspires absolute confidence† (Wilde 980). Cecily also admires the name Ernest and makes a statement almost identical to Gwendolen’s when she admits, â€Å"it had always been a girlish dream of mine to love someone whose name was Ernest. There is something in thatShow MoreRelatedTo what extent do you think The Importance of Being Earnest is only a comedy of manners?1475 Words   |  6 PagesThe importance of Being Earnest is a comedy of manners, as it explores codes of upper and middle class society. For example,I dont play accurately - any one can play accurately - but I play with wonderful expression.. 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