Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-8448b6f56d-42gr6 Total loading time: 0 Render date: 2024-04-24T03:00:33.590Z Has data issue: false hasContentIssue false

17 - Individual Differences in Intelligence, Personality, and Creativity

from SECTION THREE - CREATIVITY AND REASON: INTERACTIONS AND RELATED CONSTRUCTS

Published online by Cambridge University Press:  05 February 2016

By
Adrian Furnham
Edited by
James C. Kaufman  and
John Baer
Adrian Furnham
Affiliation:
University College London
James C. Kaufman
Affiliation:
University of Connecticut
John Baer
Affiliation:
Rider University, New Jersey
Get access

Summary

There is an extensive psychological literature on the three variables (Creativity. Intelligence, and Personality) that are the topic of this chapter. Although once all thought of as part of differential psychology, researchers in these different areas seem to have gone their own ways, as observed in the academic journals. Of the three, probably the most popular (as measured by the number of academic journals) is personality, followed by creativity and finally intelligence. This chapter examines the relationship among these three pillars of differential psychology.

There are probably many more researchers looking at personality traits (and disorders) than either creativity or intelligence (Furnham, 2008). The relative neglect of these two topics has occurred for many different reasons though two are probably most common. Ferocious debates about group differences in intelligence made this a very hot topic of research which attracted much controversy but little funding. Hence, for long periods (from around 1975-today) the area had only one major journal (Intelligence) though this situation has changed. The most difficult problem for creativity researchers, unlike researchers in intelligence is the problem of how to assess and measure creativity (Kaufman & Baer, 2012). There remains, for any researcher interested in the area, still great debate how to effectively and validly measure creativity, which is the start of good research in the area.

With the end of the pointless and sterile personality x situation debate of the 1970s and 1980s, together with a general acceptance of the Five Factor Model, there has been a great resurgence of interest and research in personality research and measurement (Furnham, 2008).

This chapter is concerned mainly with the overlap among these three topics.

The Two Disciplines of Differential Psychology

Two presidents of the American Psychological Association (John Dashiell, 1938; Lee Cronbach, 1957) pointed out in their state-of-the-art addresses that there seemed, in psychology, a great division between experimental psychology, which sought to discover universal laws of human behaviour, and correlational psychology, which sought to describe and explain individual differences (Cronbach, 1957).

Experimental psychologists seem embarrassed and annoyed by individual differences, which they often treat as error variances (Furnham, 2008). Yet, this variability is the very essence of correlational or differential psychology.

Type
Chapter
Information
Creativity and Reason in Cognitive Development , pp. 327 - 353
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ackerman, P. (1994). Intelligence, attention and learning: Maximal and typical performance. In Detterman, D. (Ed). Current topics in human intelligence (pp. 1–17). Norwood, NJ: Ablex.Google Scholar
Ackerman, P. (2014). Nonsense, common sense, and science of expert performance: Talent and individual differences. Intelligence, 45, 6–17.CrossRef
Ackerman, P., & Goff, M. (1994). Typical intellectual engagement and personality. Journal of Educational Psychology, 86, 150–153.CrossRefGoogle Scholar
Ackerman, P., & Heggestad, E. (1997). Intelligence, personality, and interests. Psychological Bulletin, 121, 219–225.CrossRefGoogle ScholarPubMed
Aguilar-Alonso, A. (1996). Personality and creativity. Personality and Individual Differences, 21, 959–969.CrossRefGoogle Scholar
Amabile, T. (1996). Creativity in context. Boulder, CO: Westview.Google Scholar
Anastasi, A. (2004). Psychological testing. New York: Macmillan.Google Scholar
Batey, M., & Furnham, A. (2006). Creativity, intelligence and personality. Genetic, General and Social Psychology, 132, 355–429.Google Scholar
Batey, M., (2008). The relationship between measures of creativity and schizotypy. Personality and Individual Differences, 45, 816–821.CrossRefGoogle Scholar
Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking. Thinking Skills and Creativity, 4, 60–69.CrossRefGoogle Scholar
Carson, S. H., Peterson, J. B., & Higgins, D. M. (2003). Decreased latent inhibition is associated with increased creative achievement in high-functioning individuals. Journal of Personality and Social Psychology, 85, 499–506.CrossRefGoogle ScholarPubMed
Caspi, A., & Roberts, B. (2001). Personality development across the life course: The argument for change and continuity. Psychological Inquiry, 12, 49–66.CrossRefGoogle Scholar
Cattell, R. (1957). Personality, motivation, structure and measurement. Yonkers, NY: World Book Company.Google Scholar
Cattell, R. (1987). Intelligence: Its structure, growth and action. New York: Springer.Google Scholar
Cattell, R. B., & Drevdahl, J. E. (1955). A comparison of the personality profile (16 P. F.) of eminent researchers with that of eminent teachers and administrators, and of the general population. British Journal of Psychology, 46, 248–261.CrossRefGoogle Scholar
Cattell, R., & Warburton, F. (1967). Objective personality and motivation tests. Champaign: University of Illinois Press.Google Scholar
Chamorro-Premuzic, T., & Furnham, A. (2004). A possible model to understand the personality-intelligence interface. British Journal of Psychology, 95, 249–264.CrossRefGoogle Scholar
Chamorro-Premuzic, T., (2005). Personality and intellectual competence. London: Lawrence Erlbaum.Google Scholar
Chamorro-Premuzic, T., (2006). Intellectual competence and the intelligent personality. Review of General Psychology, 10, 251–267.CrossRefGoogle Scholar
Cimbolic, P., Wise, R., Rossetti, S., & Safer, M. (1999). Development of a combined objective ephebophilia scale. Sexual Addiction and Compulsivity, 6, 253–266.CrossRefGoogle Scholar
Collis, J., & Messick, S. (2001). Intelligence and personality. London: LEA.Google Scholar
Cronbach, L. (1957). The two disciples of scientific psychology. American Psychologist, 12, 671–684.CrossRefGoogle Scholar
Dashiell, , S. (1938). Some rapprochements in contemporary psychology. Psychological Bulletin, 36, 1–24.Google Scholar
Deary, I., Ramsay, H., Wilson, J., & Riad, M. (1988). Simulated salivation: correlations with personality and time of day effects. Personality and Individual Differences, 4, 903–909.Google Scholar
Dilchert, S., Ones, D., Viswesvaran, C., & Deller, J. (2006). Response distortion in personality measurement. Psychology Science, 48, 209–225.Google Scholar
Dweck, C. S. (2012). Mindset: How you can fulfill your potential. London: Constable & Robinson.Google Scholar
Eysenck, H. (1967). The biological basis of personality. Springfield, IL: Charles C Thomas.Google Scholar
Eysenck, H. (1981). Aim and scope. Personality and Individual Differences, 1, 1–2.
Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4, 147–178.CrossRefGoogle Scholar
Eysenck, H. J. (1994). Creativity and personality: Word association, origence, and psychoticism. Creativity Research Journal, 7, 209–216.CrossRefGoogle Scholar
Eysenck, H. J. (1995). Genius: The natural history of creativity. New York: Cambridge University Press.CrossRefGoogle Scholar
Eysenck, H. J., & Eysenck, S. B. G. (1975). Psychoticism as a dimension of personality. London: Hodder and Stoughton.Google Scholar
Feist, G. J. (1998). A meta-analysis of the impact of personality on scientific and artistic creativity. Personality and Social Psychological Review, 2, 290–309.CrossRefGoogle Scholar
Furnham, A. (1999). Personality and creativity. Perceptual and Motor Skills, 88, 407–408.CrossRefGoogle Scholar
Furnham, A. (2008). Personality and intelligence at work. London: Routledge.CrossRefGoogle Scholar
Furnham, A., & Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45, 613–617.CrossRefGoogle Scholar
Furnham, A., & Crump, J. (2013). The sensitive, imaginative, articulate art student and conservative, cool, numerate science student. Learning and Individual Differences, 25, 150–155.CrossRefGoogle Scholar
Furnham, A., Batey, M., Anand, K., & Manfield, J. (2008). Personality, hypomania, intelligence and creativity. Personality and Individual Differences, 44, 1060–1069.CrossRefGoogle Scholar
Furnham, A., Hughes, D., & Marshall, E. (2013). Creativity, OCD, narcissism and the Big Five. Thinking Skills and Creativity, 10, 91–98.CrossRefGoogle Scholar
Gelade, G. (1997). Creativity in conflict: The personality of the commercial creative. Journal of Genetic Psychology, 165, 67–78.Google Scholar
Getzels, J. W., & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. Oxford: John Wiley & Sons.Google Scholar
Goerge, J., & Zhou, J. (2001). When openness to experience and conscientiousness are related to creative behavior. Journal of Applied Psychology, 86, 513–524.Google Scholar
Gotz, K. O., & Gotz, K (1979a). Personality characteristics of professional artists. Perceptual and Motor Skills. 49, 327–334.Google Scholar
Gotz, K. O., (1979b). Personality characteristics of successful artists. Perceptual and Motor Skills, 49, 919–924.Google Scholar
Guilford, J. (1967). The nature of human intelligence. New York: McGraw–Hill.Google Scholar
Haller, C., & Courvoisier, D. (2010) Personality and thinking style in different creative domains. Psychology of Aesthetics, Creativity and the Arts, 4, 146–160.CrossRefGoogle Scholar
Hartley, J., & Greggs, M. (1997). Divergent thinking in arts and science students. Studies in Higher Education, 22, 93–97.CrossRefGoogle Scholar
Haslam, N., Bastian, B., & Bissett, M. (2004). Essentialist beliefs about personality and their implications. Personality and Social Psychology Bulletin, 30, 1661–1673.CrossRefGoogle ScholarPubMed
Hemsley, D. (1991). An experimental psychological model of schizophrenia. In Hafner, A., Gattaz, W. & Janzarik, F. (Eds.), Search for causes of schizophrenia. Hiedelberg: Springer-Verlag.Google Scholar
Hocevar, D. (1980). Intelligence, divergent thinking and creativity. Intelligence, 4, 25–40.CrossRefGoogle Scholar
Hudson, L. (1966). Contrary imaginations. London: Methuen.Google Scholar
Karhhainen, R., Raty, H., & Kasanen, K. (2008). Children's notions of the malleability of their academic competencies. Social Psychology of Education, 11, 445–458.Google Scholar
Karp, S. L., Ed. (1999). Studies of objective/projective personality tests. Brooklandville, MD: Objective/Projective Tests Inc.Google Scholar
Kaufman, J. (2009). Creativity 101. New York: Springer.Google Scholar
Kaufman, J., & Baer, J. (2012). Beyond new and appropriate: Who decides what is creative?Creativity Researcj Journal, 24, 83–91.Google Scholar
King, L., Walker, L., & Broyles, S. (1996). Creativity and the five factor model. Journal of Research in Personality, 30, 189–203.CrossRefGoogle Scholar
Kinsbourne, M. (1968). The creative imagination of arts and science students. Developmental Medical and Childhood Neurology, 10, 461–464.Google Scholar
Kline, P., & Cooper, C. (1986). Psychoticism and creativity. Journal of Genetic Psychology, 147, 183–188.CrossRefGoogle ScholarPubMed
Kuszewski, A. (2011) You can increase your intelligence. Scientific American, March 7, 1–8.Google Scholar
Lloyd-Evans, R., Batey, M., & Furnham, A. (2006). Bipolar disorder and creativity: Investigating a possible link. In Columbus (Ed.), A., Advances in Psychology Research (Vol. 40, pp. 111–141). New York: Nova Press.Google Scholar
Lubart, T. (2001). Models of the creative process. Creativity Research Journal, 13, 295–308.CrossRefGoogle Scholar
MacKinnon, D. W. (1965). Personality and the realization of creative potential. American Psychologist, 20, 273–281.CrossRefGoogle ScholarPubMed
Martindale, C. (1981). Cognition and consciousness. Homewood, IL: Dorsey.Google Scholar
Martindale, C. (1989). Personality, situation, and creativity. In Glover, J. A., Ronning, R. R., & Reynolds, C. R., (Eds.). Handbook of creativity. Perspectives on individual differences (pp. 3–32). New York: Plenum Press.Google Scholar
Martindale, C. (1999). Biological bases of creativity. In Sternberg, R. J. (Ed.), Creativity research handbook. Cambridge: Cambridge University Press.Google Scholar
Martindale, C., & Dailey, A. (1996). Creativity: Primary process cognition and personality. Personality and Individual Differences, 20, 409–414.CrossRefGoogle Scholar
Matthews, G. (1999). Personality and skill. In Ackerman, P., Kyllonen, P., & Robeerts, R. (Eds.). Learning and individual differences (pp. 437–462). Atlanta: Georgia Institute of Technology,Google Scholar
McCrae, R. (1987). Creativity, divergent thinking and openness to experience. Journal of Personality and Social Psychology, 52, 1258–1265.CrossRefGoogle Scholar
Merten, T., & Fischer, I. (1999). Creativity, personality and word association responses: Associative behaviour in forty supposedly creative persons. Personality and Individual Differences, 27, 933–942.CrossRefGoogle Scholar
Miller, E., & Chapman, L. (1983). Continued word associations in hypothetically psychosis-prone college students. Journal of Abnormal Psychology, 92, 468–478.CrossRefGoogle ScholarPubMed
Most, R., & Zeidner, M. (1995). Constructing personality and intelligence instruments. In Saklofske, D. & Zeidner, M. (Eds.), International handbook of personality and intelligence (pp. 475–503). New York: Plenum,Google Scholar
Moutafi, J., Furnham, A., & Crump, J. (2005). What facets of openness and conscientiousness predict fluid intelligence scores. Learning and Individual Differences, 16, 31–42.Google Scholar
Moutafi., J., Furnham, A., & Tsaousis, I. (2006). Is the relationship between intelligence and trait Neuroticism mediated by test anxiety?Personality and Individual Differences, 40, 587–597.CrossRefGoogle Scholar
Mueller, J. (1992). Anxiety and performance. In Smith, A. & Jones, D. (Eds.). Handbook of human performance (pp. 127–160). London: Academic Press.Google Scholar
Nusbaum, E, & Silvia, P. (2011). Are intelligence and creativity really so different?Intelligence, 39, 36–45.CrossRefGoogle Scholar
Peterson, J. B., Smith, K. W., & Carson, S. H. (2002). Openness and extraversion are associated with reduced latent inhibition: Replication and commentary. Personality and Individual Differences, 33, 1137–1147.CrossRefGoogle Scholar
Rushton, J. P. (1990). Creativity, intelligence, and psychoticism. Personality and Individual Differences, 11, 1291–1298.CrossRefGoogle Scholar
Saklofske, D., & Zeidner, M., Eds. (1995). International handbook of personality and intelligence. New York: Plenum Press.CrossRefGoogle Scholar
Sass, L. A. (2001). Schizophrenia, modernism, and the “creative imagination”: On creativity and psychopathology. Creativity Research Journal, 13, 55–74.CrossRefGoogle Scholar
Schmidt, L., & Schwenkmezger, P. (1994). Differential diagnosis of psychiatric disorders using personality tests and questionnaires. Diagnostica, 40, 27–41.Google Scholar
Seligman, M. (2007). What you can change…and what you can't. London: Nicholas Brearley.Google Scholar
Simonton, D. (2000) Creativity: Cognitive, developmental, personal and social aspects. American Psychologist, 55, 151–158.CrossRefGoogle ScholarPubMed
Simonton, D. (2012). Teaching creativity: current findings, trends and controversies in the psychology of creativity. Teaching of Psychology, 39, 217–222.CrossRefGoogle Scholar
Sternberg, R. (1997). Successful intelligence. New YorkSimon and Schuster.Google Scholar
Torrance, E. (1967). The Minnesota studies of creative behavior. Journal of Creative Behaviour, 1, 137–154.CrossRefGoogle Scholar
Wallace, J., & Newman, J. (1990). Differential effects of reward and punishment cues on response speed in anxious and impulsive individuals. Personality and Individual Differences, 11, 999–1009.CrossRefGoogle Scholar
Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. New York: Holt, Rinehart, & Winston.Google Scholar
Williamson, P. (2011). The creative problem solving skills of arts and science students. Thinking Skills and Creativity, 6, 31–43.CrossRefGoogle Scholar
Wolf, M., & Ackerman, P. (2005). Extraversion and intelligence: A meta-analytic investigation. Personality and Individual Differences, 38, 531–542.Google Scholar
Woody, E., & Claridge, G. (1977). Psychoticism and thinking. British Journal of Social and Clinical Psychology, 16, 241–248.CrossRefGoogle ScholarPubMed
Zeidner, M. (1995). Personality trait correlates of intelligence. In Saklofske, D. & Zeidner, M. (Eds.), International handbook of personality and intelligence (pp. 299–315). New York: Plenum Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×