Skip to Main Content

Psychology
2005. Vol. 2, no. 4, 102–112

Integrating the Concepts of Creativity, Intelligence, and Problem Solving: The DISCOVER Project Research and New Directions

 
Audio is AI-generated

Abstract

Capabilities while Observing Varied Ethnic Responses (DISCOVER) Projects. She posits that problem solving is a key idea in theories of intelligence and theories of creativity, and shows how a continuum of problem types can be used to compare measurements. The perception of intelligence and creativity as separate constructs may be due to the different ways problem solving is defined and measured. Four recent studies are reviewed. One study provides validation for the problem continuum in mathematics, and another study shows the contribution of age, schooling, and domain specific knowledge to creativity in math. Two studies of the DISCOVER curriculum model show its positive effects on student achievement and one study shows the developmental path of creativity in cultural minority students in classrooms with traditional and non-traditional pedagogy.

General Information

Journal rubric: Theoretical-Empirical Studies

Published

For citation: Maker, J.C. (2005). Integrating the Concepts of Creativity, Intelligence, and Problem Solving: The DISCOVER Project Research and New Directions. Psychology, 2(4), 102–112. (In Russ.). URL: https://psyjournals.ru/en/journals/psychology/archive/2005_n4/25752 (viewed: 05.12.2025)

References

  1. Amabile T.M. The social psychology of creativity. New York: Springer-Verlag, 1983.
  2.   Amabile T.M. Creativity in context. Boulder, CO: Westview Press, 1996.
  3.   Barron F., Harrington D.M. Creativity, intelligence, and personality // Annual Review of Psychology. 1981. 32. P. 439-476.
  4.   Besanзon M., Lubart T.I. Development of creativity and the influence of pedagogy: Preliminary results // Paper presented at conference on Creativity: A Multifaceted View, Moscow, Russia, 2005, September.
  5.   Ceci S.J. On intelligence: A bioecological treatise on intellectual development. Cambridge, MA: Harvard University Press, 1996.
  6.   Cropley A.J. Fostering creativity in the classroom. Norwood, NJ: Ablex, 1992.
  7.   Cropley A.J. Creativity and cognition: producing effective novelty // Roeper Review. 1999. 21. P. 253-260.
  8.   Guilford J.P. Three faces of intellect // American Psychologist. 1967. 14. P. 469-479.
  9.   Guilford J.P. Way beyond the IQ. New York: The Creative Education Foundation, 1977.
  10.   Gardner H. Frames of mind: The theory of multiple intelligences. New York: Basic Books, 1983.
  11.   Gardner H. Intelligence reframed. New York: Basic Books, 1999.
  12.   Getzels J.W., Csikszentmihalyi M. Scientific creativity // Science Journal. 1967. 3. P. 126-130.
  13.   Getzels J., Csikszentmihalyi M. The creative vision: A longitudinal study of problem finding in art. New York: Wiley & Sons, 1976.
  14.   Getzels J.W., Jackson P.W. Creativity and intelligence Explorations with gifted students. New York: John Wiley & Sons, Inc., 1962.
  15.   Lubart T.I. Food for thought about the creative process // Paper presented at conference on Creativity: A Multifaceted View. Moscow, Russia, 2005, September.
  16.   Lubart T.I. Creativity // R.J. Sternberg (ed.). Thinking and problem solving. New York: Academic Press, 1994. Р. 289-332.
  17.   Lubart T.I. Creativity and cross-cultural variation // International Journal of psychology. 1990. 25. P. 39-59.
  18.   Maker C.J. DISCOVER: Assessing and developing problem solving // Gifted Education International. 2001. 15 (3). P. 232-251.
  19.   Maker C.J. Creativity and multiple intelligences: The DISCOVER project and research // S. Lau, N.A. Hui, Y. C. G. Ng (eds.). Creativity: When East Meets West. Singapore: World Scientific Publishing Co. Pte. Ltd., 2004. Р. 341-392.
  20.   Maker C.J. The DISCOVER Project: Improving Assessment and Curriculum for Diverse Gifted Learners. Senior Scholars Series. Storrs, CT: National Research Center on the Gifted and Talented, 2005.
  21.   Maker C.J., Muammar O., Serino L., Kuang C.C., Mohamed A., Sak U. The DISCOVER curriculum model: Nurturing and enhancing creativity in all children. Ma‑ nuscript submitted for publication, the University of Arizona, 2005.
  22.   Maker C.J., Muammar O. Cultural diversity and development of children's creativity. Manuscript in preparation, the University of Arizona, 2005.
  23.   Maker C.J., Schiever S.W. Teaching models in education of the gifted. Austin, TX: Pro-Ed., Inc., 2005.
  24.   Problem, n. 1, problem solving, n.a 7. The Oxford English Dictionary. 2nd ed. 1989. OED Online. Oxford University Press. 2000. 4 Apr. <http://dictionary.oed.com/ cgi/entry/ 50189071/5018907>.
  25.   Problem-solve, v. OED Online. June 2003. Oxford University Press. 2004. 10 Dec. <http://dictionary.oed.com/cgi/entry/ 00338358>.
  26.   Sak U., Maker C.J. (in press). Developmental variation in children's creative mathematical thinking as a function of schooling, age and knowledge // Creativity Research Journal.
  27.   Sak U., Maker C.J. Divergence and convergence of mental forces of children in open and closed mathematical problems // International Education Journal. 2005. 6 (2). P. 252-260.
  28.   Sarouphim K.M. DISCOVER: Concurrent validity, gender differences, and identification of minority students // Gifted Child Quarterly. 2001. 45. P. 130-138.
  29.   Sarouphim K.M. DISCOVER in high school: Identifying gifted Hispanic and Native American students // The Journal of Secondary Gifted Education. 2002. 14. P. 30-38.
  30.   Sarouphim K.M. DISCOVER in middle school: Identifying gifted minority students // The Journal of Secondary Gifted Education. 2004. 10. P. 61-69.
  31.   Schiever S., Maker C.J. Enrichment and acceleration: An overview and new directions // N. Colangelo, G. Davis (eds.). Handbook of gifted education. Boston: Allyn & Bacon, 1991. Р. 99-110.
  32.   Sternberg R.J., Lubart T.I. Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press, 1995.
  33.   Sternberg R.J. Byond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press, 1985.
  34.   Sternberg R.J. Successful intelligence. New York: Plume, 1997.
  35.   Taetle L., Maker C.J. The Effects of the DISCOVER Problem‑solving Arts-infused Curriculum Model on State-Mandated Standardized Test Scores. Manuscript submitted for publication, 2004.
  36.   Tharpe R.G. Psychocultural variables and constants: Effects on teaching and learning in schools // American Psychologist. 1989. 44. P. 349-359.
  37.   Torrance E.P. A longitudinal examination of the fourth‑grade slump in creativity // Gifted Child Quarterly. 1968. 12. P. 195-199.
  38.   Torrance E.P. The Torrance Tests of Creative Thinking: Directions manual and scoring guide. Lexington, Mass: Personnel Press, 1974.
  39.   Urban K.K. The general and special case: Development and nurturing of creativity. Igniting children potentials and creativity. Proceedings of the 7th Asia-Pacific Conference on Giftedness. Bangkok, Thailand, 2003. Р. 70-91.
  40.   Urban K.K., Jellen H.G. Test for Creative Thinking‑Drawing Production (TCT‑DP) Manual. Frankfurt: Swets Test Services, 1996.
  41.   Wallace B., Maker C.J., Cave D., Chandler S. Thinking skills and problem‑solving: An inclusive approach. England: A B Academic Publishers, 2004.
  42.   Wallach M.A., Kogan N.C. Modes of thinking in young children: a study of the creativity-intelligence distinction. New York: Holt Rinehart & Winston, 1965. Webster's II: New Riverside University dictionary. Boston: Houghton Mifflin Co., 1984.

Information About the Authors

June C. Maker, Professor in Special education, Arizona University. Editor of the book series "Critical Issues in Gifted Education"., United States of America, e-mail: junemaker@hotmail.com

Metrics

 Web Views

Whole time: 1660
Previous month: 22
Current month: 5

 Total

Whole time: 1660
Previous month: 22
Current month: 5