Intelligence in childhood and creative achievements in middle-age (Karwowski et al)

Question 1

Ages measured

Answer 1

intelligence: 11 and 13
creative achievements: 52

longitudinal study

Question 2

method used and why

Answer 2

Necessary Condition Analysis (NCA)

• because correlations and regression showed ambiguous results

Question 3

main conclusion

Answer 3

high creative middle-age achievement was unlikely with low intelligence in childhood

Question 4

basic definition of creativity

Answer 4

the capacity to produce ideas and products that are both original and useful.

Question 5

creative potential vs. creative achievements

Answer 5

potential: a mix of cognitive processes and personality traits (divergent thinking, imagination, openness to experience, self-assessments, curiosity)

achievement: observable and socially recognized accomplishments

Question 6

“treshold hypothesis”
- and was this study by Karwowski et al. consistent with it?

Answer 6

intelligence and creativity are positively related up until a particular treshold of IQ (120)

• Yes. The relationship increased up to a certain point, past this point, it lost its significance.

Question 7

Cattell-Horn-Carroll (CHC) model

Answer 7

intelligence as a combination of different mental abilities, organized into three levels.

1. Stratum III: General Intelligence (g)
   This is the overall mental ability that influences performance on all cognitive tasks.
2. Stratum II: Broad Abilities
   * Fluid intelligence (Gf) – solving new problems without using past knowledge (e.g., puzzles).
   * Crystallized intelligence (Gc) – knowledge and vocabulary learned from experience (e.g., facts, language).
   * Quantitative reasoning (Gq) – ability with numbers and math.
   * Reading/writing ability (Grw) – understanding written and spoken language.
   * Short-term memory (Gsm)– holding info briefly in your mind.
   * Long-term storage and retrieval (Glr) – remembering things after time has passed.
   * Processing speed (Gs) – how quickly you can do simple tasks.
   * Visual-spatial processing (Gv) – understanding and manipulating visual information (like maps).
   * Auditory processing (Ga) – understanding and analyzing sounds (like music or speech patterns).

3. Stratum I: Narrow Abilities
These are 70+ specific skills under each broad ability.

For example, under Gf, one narrow ability might be inductive reasoning, or under Gs, it might be perceptual speed.

Question 8

which part of the CHC model is creativity in?

Answer 8

Glr - long-term storage and retrieval

Question 9

NCA

Answer 9

Necessary Condition Analysis - Karwowski et al.

• looks for necessary-but-not-sufficient conditions with a ceiling approach as opposed to average based (correlation, regression) approach.
• NO values that have high scores in one variable (eg creativity), and low in the other (eg intelligence)

Question 10

2 hypotheses and were they confirmed?

Answer 10

H1. The relationship between intelligence and creative achievement will follow the NCA pattern.
- RESULT: confirmed: “no-intelligence-no-creativity” - although high intelligence did not ensure high cr. achievement, low intelligence essentially guaranteed a lack of achievement.

H2. This pattern will be more prevalent in cognitively demanding creative domains, such as science or inventions, as opposed to art or ulinary activities.
- RESULT: confirmed

Question 11

variables and measures

Answer 11

1. intelligence: Warsaw study, age 11, mean IQ was M = 105 on the WISC scale
2. creative achievement: Creative Achievement Questionnaire (CAQ): visual arts, music, dance, architectural design, creative writing, humor, inventions, scientific discovery, theatre and film, culinary arts.

Question 12

other variables that influenced the found relationships

Answer 12

1. the participants were “normal” people, not gifted children. representative of the gen.pop.
2. changes in Poland’s system throughout the 40 years
3. CAQ does not include business or entrepreneurship (common fields for high-IQ participants)
4. gender imbalance: more women (who has substantially more culinary achievements)