Exploiting the Interrelation Between Creativity, Intelligence, Memory and Learning to Promote Academic Achievement
One of the more mysterious aspects of the human condition concerns how some people are enormously creative throughout their lives while others appear mired in a pattern that precludes any creative thought. In many cases, high levels of creativity are also characterized by correspondingly high levels of intelligence, memory and learning abilities. While more research in this area is needed, a growing body of evidence, indicates that creativity, intelligence, memory, and learning are interrelated. To determine how with specificity, this paper provides an exploration of the interrelations of these ideas and predicts how they can best be harnessed to enhance student outcomes. Finally, a summary of the research and important findings concerning creativity, intelligence, memory and learning are presented in the conclusion.
Analysis of the interrelation of creativity, intelligence, memory, and learning
At first blush, the interrelation between creativity, intelligence, memory and learning appear to be intuitive. After all, memory and learning are clearly linked with intelligence, and most laypersons agree that highly intelligent people are the most creative. For instance, according to DeLellis (1999), "Many people think that creative people are born, not made" (p. 48). It is important to note, though, that conceptualizations of what it means to be creative have changed in fundamental ways over the past several decades. In this regard, Montuori and Donnelly (2013) report that, "Indeed, creativity is increasingly viewed as an avenue for exploring the adaptive responses needed in this transitional period, from individuals, communities and organizations to educational institutions, governments and social systems" (p. 58).
In fact, creativity has even become a buzzword among business practitioners seeking ways to achieve and sustain a competitive advantage in an increasingly competitive globalized marketplace and there is a growing recognition that virtually anyone can be creative under the appropriate circumstances. For example, Galagan (2009) points out that, "Once thought to be a favored and fevered state known only to artists and Einsteins, creativity today is regarded as a practical workplace tool [and] a way of using the mind to improve ideas" (p. 24).
Similarly, although many laypersons conceptualize intelligence in terms of a single score, most authorities agree that it is difficult if not impossible to accurately describe an individual's intelligence quotient (IQ) using the single number that many such tests provide (Bouchard, 2014). According to Miller (2013), "Uncovering the neural networks involved in intelligence has proved difficult because, unlike, say, memory or emotions, there isn't even a consensus as to what constitutes intelligence in the first place" (para. 3). Moreover, it remains unclear to what extent, if any, how the different types of intelligence are related. In this regard, Miller adds that, "It is widely accepted that there are different types of intelligence -- analytic, linguistic, emotional, to name a few -- but psychologists and neuroscientists disagree over whether these intelligences are linked or whether they exist independently from one another" (2013, para. 4).
A professor of psychology at University of London Institute of Psychiatry, Hans Eysenck, has studied the biological basis of intelligence extensively. Based on his research, Eysenck developed a taxonomy of intelligence that exists along a continuum ranging from genetic to social intelligence (Li, 1999). In previous research, Eysenck attempted to differentiate intelligence type (A) from intelligence type (B). According to Li (1999), "Intelligence (A) stands for basic abilities, such as learning capacity, memory, reasoning, problem-solving abilities, and so on. It is a set of 'pure abilities' inherent in humans" (p. 53).
By contrast, intelligence type (B) represents the actual observed level of cognitive performance (Li, 1999). In sum, the intelligence type (B) is the widely accepted view of intelligence which subsumes the intelligence type (A); however, intelligence type (B) is affected by variables including personality, education, socioeconomic status and other situational life factors (Li, 1999). Subsequent research that built on Ensenck's original studies added intelligence type (C) which is an individual's intelligence quotient test results (Li, 1999). The combination of these three intelligence types provides a more reliable indicator of an individual's intelligence than a single IQ test score.
It is important to note, though, that even here conceptualizations have changed significantly over the past century. In the past, highly intelligent people may have been considered those with excellent memories who could, say, remember all 50 states and their capitals or other facts, but this information is readily available on Google and elsewhere, making the memory aspect of intelligence less relevant than in the past. Even Einstein conceded that, "The true sign of intelligence is not knowledge...
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