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The concept of creativity per se makes it hard to measure it in a standardized way, since creativity by definition opposes standardization. Even tests such as the one suggested by Krysta run into the problem that in order to rate answers with regard to their rarity will have to rely on some kind of standardization according to which one can rate the answers ...


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General points about practice effects Intelligence tests differ in how much they are subject to practice effects. Practice effects can also be distinguished: Time between taking the test: The shorter the timeframe the more likely you will see practice related improvement. General practice on similar tests and similar items versus practice on the same set ...


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Although the idea that IQ only enables creativity "up to IQ 120" is widespread (and repeated in pop-psych books such as those of Gladwell etc.), large scale studies of giftedness reliably find that the IQ and creativity are associated even at the very highest-extremes of ability. IQ is linearly related to creative achievement across the range (Wai et al., ...


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The question combines concepts of motivation, IQ, and effects of study over time. There is a modest (r=.3) correlation between IQ and openness to experience, which makes brighter people also more interested in a range of topics. In addition, higher IQ leads to learning about areas that an individual is not much motivated towards: This is why general ...


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The Torrance Test of Creative Thinking is a good place to start. It scores for fluency (number of responses) as well as originality (statistical rarity of responses) and elaboration (level of detail) on a variety of different tasks. The validity of the TTCT has been examined with several long-term studies, so there is a fair amount of data on its ...


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I have to disagree with Arnon a bit and want to expand on some of his points. The following is not meant as an answer to the question but just an extended comment to Arnon's answer. General intelligence vs multiple intelligences There are theories of intelligence that posit a general intelligence which determins performance in all areas. According to these ...


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Intelligence refers to a general cognitive capacity, it does not refer to knowledge in specific fields of study. This means that yes, it is possible to have high intelligence but have low knowledge / performance in a specific academic area. Having said that, IQ tests are validated against academic performance - that is to say, they are adjusted so as to ...


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There is some evidence of a moderate correlation between response times (on very simple tasks) and intelligence constructs like IQ. Here are two relevant papers and their abstracts: Deary, Der, & Ford (2001) The association between reaction times and psychometric intelligence test scores is a major plank of the information-processing approach to ...



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