Abstract

There has been an increasing body of research
to uncover the relationship between creativity
and intelligence. This relationship usually has
been examined using traditional measures of
intelligence and seldom using new approaches
(i.e. Ferrando et al. 2005). In this work, creativity
is measured by tools developed based on
Sternberg’s successful intelligence theory. Our
aims were two-folded: to examine the relationship
between intelligence and creativity and to
investigate possible differences on the creative
process depending on students’ level of intelligence.
A total of 385 students from primary
and secondary schools took part in the study.
Students completed 5 tasks from the Aurora
Battery aimed to measure the syntheticcreative
intelligence. They also completed the
Cattell’s general intelligence test. The results
showed that there were statistically significant
differences depending on students’ level of intelligence
on the five tasks of creativity, always
favouring the more intelligent group. In relation
to the creative process, the three groups
(low, average and highly intelligent students)
showed similar patterns: they performed better
at the end and weaker at the beginning of
mot of the tasks. Students with lower intelligence
were more stable in their performance
across tasks than students with average and
higher I.Q were.

Key words: creativity, intelligence, threshold theory