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Problem Space Matters: The Development of Creativity and Intelligence in Primary School Children

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Bibliographic Details
Title: Problem Space Matters: The Development of Creativity and Intelligence in Primary School Children
Language: English
Authors: Welter, Marisete Maria, Jaarsveld, Saskia, Lachmann, Thomas
Source: Creativity Research Journal. 2017 29(2):125-132.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Creative Development, Intelligence, Elementary School Students, Creative Thinking, Creativity Tests, Scores, Cognitive Development, Intelligence Tests, Statistical Analysis, Correlation
Assessment and Survey Identifiers: Raven Progressive Matrices
DOI: 10.1080/10400419.2017.1302769
ISSN: 1040-0419
Abstract: Previous research showed that in primary school, children's intelligence develops continually, but creativity develops more irregularly. In this study, the development of intelligence, measured traditionally, i.e., operating within well-defined problem spaces (Standard Progressive Matrices) was compared with the development of intelligence operating in ill-defined problem spaces (Creative Reasoning Task) and the development of creativity (Test of Creative Thinking-Drawing Production), in primary school children (N = 175) across four grade levels. Results showed that problem space matters: Traditional intelligence test scores increased regularly with grade level, whereas creativity, as well as intelligence operating in an ill-defined problem space, developed irregularly but similarly. This suggests that when creativity is fostered, intelligence's ability to operate in ill-defined problem space may be fostered, likewise.
Abstractor: As Provided
Number of References: 44
Entry Date: 2017
Accession Number: EJ1146585
Database: ERIC
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Abstract:Previous research showed that in primary school, children's intelligence develops continually, but creativity develops more irregularly. In this study, the development of intelligence, measured traditionally, i.e., operating within well-defined problem spaces (Standard Progressive Matrices) was compared with the development of intelligence operating in ill-defined problem spaces (Creative Reasoning Task) and the development of creativity (Test of Creative Thinking-Drawing Production), in primary school children (N = 175) across four grade levels. Results showed that problem space matters: Traditional intelligence test scores increased regularly with grade level, whereas creativity, as well as intelligence operating in an ill-defined problem space, developed irregularly but similarly. This suggests that when creativity is fostered, intelligence's ability to operate in ill-defined problem space may be fostered, likewise.
ISSN:1040-0419
DOI:10.1080/10400419.2017.1302769