Creative ability: relationships with achievement, intelligence and personality factors in primary school children

Abstract

Summary: The study of creative ability is placed in focus in development in the measurement of abilities. Two ability types - intelligence and creativity - are distinguished. The implications for education of the second type of ability are outlined and the need for the investigation of this ability in children is made evident. Early investigation of intellectual and creative ability contributing to changing concepts of abilities is set out and the present study is placed in the context of recent intensive investigation of the structure of abilities. The relevance of the study of the relationship of creative ability with other variables is pointed out and the general and specific implications of a developing concept of abilities for education are examined. An educational concern with the structure of abilities is related to social needs. The interrelation of social need and educational interest is made with reference to some local examination of specific relevant issues. The assumptions forming the basis of the study are made explicit and related to a developmental theory of abilities Elaboration of the theoretical constructs basic to the study enables precise definition of terms. The relevance of a theory of thinking processes to the theoretical measurement model is indicated and theory guiding the study is finally set in a primary school context.