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Click on each question to check your answer.
Fill in the Blank Questions
1. ________ concepts are easy to reason with, whereas ________ concepts are difficult to reason with.
Entrenched; non-entrenched (p. 386)
2. The existence of ________ who perform at an expert level in certain disciplines such as math and chess has been taken by Gardner as a sign for his theory.
prodigies (p. 390)
3. Creative solutions to problems require some process of variation. These variations are ________ of mental elements.
chance permutations (p. 397)
4. According to Mednick (1962), an individual’s creativity is reflected in his or her ________.
associative hierarchy (p. 398)
5. The ________ asks people to list as many possible uses for common objects as they can think of and is used to study original thinking.
alternate uses test (pp. 397–398)
Short Answer Questions
1. The finding that a child who does well in one academic domain, such as French, also does well in others, like geography or math, lends support to which theory of intelligence?
The generalized nature of this child’s academic performance is consistent with Spearman’s two-factor theory of intelligence, specifically the concept of a general intelligence that underlies performance in multiple domains. (pp. 377–378)
2. What is general intelligence (g)?
General intelligence is the notion that individuals displaying high levels of skill in some fields also display them in other fields. The idea is that skilled performance does not occur in isolated domains and instead, a general factor of intelligence underlies their ability to perform well in multiple domains. For instance, an individual who displays high levels of fluency in many languages may also be skilled in mathematics or music. This individual would be considered to have a high level of “general intelligence.” (p. 378)
3. What is the difference between creative intelligence and analytical intelligence? Which of these intelligences would you expect to be consistent with a person’s GPA?
Creative intelligence describes the ability to construct novel concepts and the ability to use novelty in the process of reasoning. Analytical intelligence describes the use of the information and skills that have been previously learned (and practised) in the reasoning process. Analytical intelligence is considered more akin to the skills that are tested in academic domains and would thus be considered more consistent with a person’s GPA. (p. 386)
4. What is the difference between entrenched and non-entrenched concepts? Which is more closely associated with creative intelligence?
Entrenched concepts are ideas that can be used to reason out solutions within familiar situations. These are concepts that an individual has generally had personal experience with and can be easily used in the reasoning process. Non-entrenched concepts, on the other hand, are unfamiliar methods of reasoning that require an individual to step outside familiar routes of problem solving in order to come up with a solution. An individual’s ability to work successfully with non-entrenched concepts is seen as a part of her overall level of creative intelligence. (p. 386)
5. What is the difference between general intelligence and multiple intelligences?
The theory of multiple intelligences explicitly contrasts with the theory of general intelligence. General intelligence implies one general factor that underlies many different manifestations of intelligence in various domains. However, Gardner emphasized that multiple intelligences arise from specific brain areas being responsible for specific skills and that variations in intelligences across individuals can be traced back to these brain regions. In the latter paradigm, an individual with a high level of intelligence in one domain may not necessarily excel in other domains. (p. 389)
6. What are symbol systems?
Symbol systems are methods of representing a particular set of ideas or concepts. Language can be used to represent ideas in verbal format, and music is commonly thought of as a method of expressing emotion. This implies that music is a commonly used symbol system for emotions. Symbol systems can be used in combination to exchange a virtually limitless array of concepts and ideas between individuals. (pp. 389–390)
7. What is the mid-life crisis of musicians?
The midlife crisis of a musician is said to arise when young musicians experience a sense of de-personalization from their music. Usually, this is due to the musician’s feeling that he or she is performing due to a desire to impress someone rather than a desire to increase his or her own personal development. This feeling of detachment usually occurs around adolescence, and most young musicians generally tend to give up formal training during this period. (p. 393)
8. What are the three core propositions in Simonton’s (1984, 2003) version of Campbell’s creative process theory?
The three core propositions are: 1) creative solutions require some process of variation, and these variations are known as chance permutations, 2) a set of criteria is used to select variations, and 3) any variation that meets the criteria is retained. (p. 397)
9. What are the two criticisms of multiple intelligence theory?
The first criticism is that what the theory calls intelligences is more aptly called talents or gifts. The second criticism is that the theory is not grounded in scientific data as its support comes mainly from case studies. (p. 393).
10. What is the remote associations test and what is the criticism levelled against it?
The remote associations test is a test of originality that asks a person to come up with a single association that connects three apparently unrelated words. It does not correlate well with independent measures of the ability to produce remote associations. (p. 398)