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Çocuklarda Zekâ Ve Yaratıcılık İlişkisi

Year 2014, Volume: 11 Issue: 27, 337 - 348, 21.10.2014

Üzeyir Ogurlu

Abstract

Zekâ ve yaratıcılık arasındaki ilişki konusunda araştırma sonuçları çelişkilidir. Bazı araştırmacılara göre, yaratıcılık, zekâdan bağımsız bir yapı iken bazı araştırmalar bu iki yapı arasında zayıf ve orta düzeyde ilişki olduğunu göstermiştir. Bazı araştırmacılar ise belli bir zekâ seviyesinden sonra zekâ ve yaratıcılık arasındaki ilişkinin ortadan kalktığını savunmaktadır. Bu araştırmada çocukların yaratıcılık ve zekâ puanları arasındaki ilişki incelenmiştir. 1.-3. sınıfa devam eden 299 öğrenciye uygulanan WISC-R zekâ testi ile TYDT yaratıcılık testi arasındaki ilişkiye bakılmıştır. Ayrıca elde edilen verilere göre eşik teorisi de test edilmiştir. Farklı zekâ puanı aralıklarına ve cinsiyete göre zekâ-yaratıcılık ilişkisi incelenmiştir. Araştırma sonucuna göre zekâ ve yaratıcılık arasında herhangi bir anlamlı ilişkiye rastlanmamıştır. Bununla birlikte veriler eşik teorisini doğrulamamıştır.

Keywords

Zekâ Yaratıcılık Korelasyon

References

  • Andrews, E. G. (1930). The development of imagination in the preschool child. Unpublished doctoral thesis. The Iowa University, Iowa City.
  • Aslan, E.,(2001). Torrance yaratıcı düşünce testi’nin türkçe versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14, 19–40.
  • Batey M. & Furnham A. (2006). Creativity, intelligence, and personality: a critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132(4), 355–429
  • Cropley A. J. (1968). A note on the Wallach-Kogan tests of creatıvıty. British Journal of Educational Psychology, 38 (2), 197–201
  • Daniel, M. H. (1997). Intelligence Testing: Status and trends. American Psychologist, 52(10) , 1038-1045.
  • Feist, G. J., & Barron, F. X. (2003). Predicting creativity from early to late adulthood: Intellect potential and personality. Journal of Research in Personality, 37, 62–88.
  • Fox, M. N. (1981). Creativity and intelligence.Childhood Education. 57, 227-232
  • Getzels, J. W. and Jackson, P. W. (1962) Creativity and intelligence: Explorations with gifted students Wiley , New York
  • Haensly, P. A., & Reynolds, C. R. (1989). Creativity and intelligence. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity (pp. 111-132). New York: Plenum.
  • Helson, R., Roberts, B., & Agronick, G. (1995). Enduringness and change in creative personality and the prediction of occupational creativity. Journal of Personality and Social Psychology, 69, 1173–1183.
  • Herr, E. L., Moore, G. D., & Hansen, J. C. (1965). Creativity, intelligence, and values: A study of relationships. Exceptional Children, 32, 114–115.
  • Hlasny, J. G. (2008). Creatıvıty: A comparıson of gifted students. Unpublished doctoral dissertation Capella University.
  • Hocevar, D., & Bachelor, P. (1989). A taxonomy and critique of measurements used in the study of creativity. In J. A. Glover, R. R. Ronning & C. R. Reynolds (Eds.), Handbook of creativity (pp. 53-75). New York: Plenum Press.
  • Jausovec, N. (2000). Differences in cognitive processes between gifted, intelligent, creative, and average individuals while solving complex problems: an EEG study. Intelligence 28, 213–237.
  • Karasar, N. (2003). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım
  • Kim K. H. (2008). Meta-analyses of the relationship of creative achievement to both IQ and divergent thinking test scores. The Journal of Creative Behavior 42 (2), 106–130,
  • Kim, K. H. (2005). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education, 16, 57–66.
  • Lubart, T. I. (1994). Creativity. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 290–332). San Diego: Academic.
  • MacKinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17, 484-495.
  • McCloy. W and N.C. Meier. (1931). Re-creative imagination, . Psychological Monographs, 51, 108-116.
  • Miller, G. W. (2002). The Torrance kids at mid-life. Westport, CT: Ablex.
  • Nusbaum, E. C., & Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes, and strategy use in divergent thinking. Intelligence, 39, 36–45.
  • Ömeroğlu, E. (1986). Anaokuluna giden beş-altı yaşındaki kız ve erkek çocukların zeka ve yaratıcılık seviyeleri arasındaki ilişkinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi. Sağlık Bilimleri Enstitüsü. Ankara.
  • Özgüven, E. İ. (2007). Psikolojik testler. Ankara: PDREM Yayınları.
  • Runco, M. A. (1991). Divergent thinking. Norwood, NJ: Ablex Publishing Corporation.
  • Runco, M. A., & Albert, R. S. (1986). The threshold theory regarding creativity and intelligence: an empirical test with gifted and nongifted children. Creative Child and Adult Quarterly, 11, 212–218.
  • Savaşır I, Şahin N. (1995). Wechsler çocuklar için zekâ ölçeği (WISCR) el kitabı. Türk Psikologlar Derneği Yayınları. Ankara; 1995.
  • Simonton, D. K. (1994). Greatness: Who makes history and why. New York: Guilford Press.
  • Sligh, A. C., Conners, F. A., & Roskos-Ewoldsen, B. (2005). Relation of creativity to fluid and crystallized intelligence. Journal of Creative Behavior, 39, 123-136.
  • Starko, A. J. (1995). Creativity in the classroom: Schools of curious delight. White Plains, NY: Longman Publishers.
  • Sternberg, R. (2000). Handbook of intelligence. New York. Cambridge University Press.
  • Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). Cambridge, England: Cambridge University Press.
  • Sternberg, R. J., & O'Hara, L. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 251-272). Cambridge: University Press.
  • Tannenbaum, A. J. (1983). Gifted children; Psychological and educational perspectives. New York: Macmillan. 227-232.
  • Torrance, E. P. (1975). Creativity research in education: Still alive. In I. A. Taylor, & J. W. Getzels (Eds.), Perspectives in creativity (pp. 278-296). Chicago: Aldine.
  • Tür, G. (1979). İlkokul öğrencilerinin yaratıcılık, zekâ ve akademik başarıları arasındaki ilişkiler. Yayınlanmamış Yüksek Lisans Tezi. Üniversitesi. Eğitim Fakültesi. Ankara.
  • Virgolim, A. M. R. (2005). Criatividade e inteligencia: Um estudo com alunos superdotados brasileiros [Creativity and intelligence: A study with Brazilian students]. Unpublished doctoral dissertation, University of Connecticut, Storrs, USA.
  • Wallach, M. A. and Kogan, N. (1965) Modes of thinking in young children: A study of the creativity-intelligence distinction Holt, Rinehart, & Winston , New York
  • Yamamoto, K. (1964). Role of creative thinking and intelligence in high school achievement. Psychological Reports, 14, 783-789.
  • Yong L. M. S. (1994). Relatıons between creativity and intelligence among malaysian pupils. Perceptual and Motor Skills: 79, 739-742.
  • Yoon, S. (2005). Comparing the intelligence and creativity scores of Asian American gifted students with Caucasian gifted students. Unpublished doctoral thesis. Purdue University.

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Year 2014, Volume: 11 Issue: 27, 337 - 348, 21.10.2014

Üzeyir Ogurlu

Abstract

Research findings on the relationship between intelligence and creativity were conflicting. While some researchers have claimed that creativity and intelligence were independent structures, some studies have shown that the relationship between the two structures was weak and moderate. Some researchers have argued that there was no correlation after a certain level of intelligence. WISC-R and TTCT was administered to 299 students who were attending 1-3 grades to examine this relationship. In addition, the threshold theory was tested. Intelligence quotient levels were also investigated by gender. Research results showed no significant relationship between intelligence and creativity. Also the research undermined the threshold theory

Keywords

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References

  • Andrews, E. G. (1930). The development of imagination in the preschool child. Unpublished doctoral thesis. The Iowa University, Iowa City.
  • Aslan, E.,(2001). Torrance yaratıcı düşünce testi’nin türkçe versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14, 19–40.
  • Batey M. & Furnham A. (2006). Creativity, intelligence, and personality: a critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132(4), 355–429
  • Cropley A. J. (1968). A note on the Wallach-Kogan tests of creatıvıty. British Journal of Educational Psychology, 38 (2), 197–201
  • Daniel, M. H. (1997). Intelligence Testing: Status and trends. American Psychologist, 52(10) , 1038-1045.
  • Feist, G. J., & Barron, F. X. (2003). Predicting creativity from early to late adulthood: Intellect potential and personality. Journal of Research in Personality, 37, 62–88.
  • Fox, M. N. (1981). Creativity and intelligence.Childhood Education. 57, 227-232
  • Getzels, J. W. and Jackson, P. W. (1962) Creativity and intelligence: Explorations with gifted students Wiley , New York
  • Haensly, P. A., & Reynolds, C. R. (1989). Creativity and intelligence. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity (pp. 111-132). New York: Plenum.
  • Helson, R., Roberts, B., & Agronick, G. (1995). Enduringness and change in creative personality and the prediction of occupational creativity. Journal of Personality and Social Psychology, 69, 1173–1183.
  • Herr, E. L., Moore, G. D., & Hansen, J. C. (1965). Creativity, intelligence, and values: A study of relationships. Exceptional Children, 32, 114–115.
  • Hlasny, J. G. (2008). Creatıvıty: A comparıson of gifted students. Unpublished doctoral dissertation Capella University.
  • Hocevar, D., & Bachelor, P. (1989). A taxonomy and critique of measurements used in the study of creativity. In J. A. Glover, R. R. Ronning & C. R. Reynolds (Eds.), Handbook of creativity (pp. 53-75). New York: Plenum Press.
  • Jausovec, N. (2000). Differences in cognitive processes between gifted, intelligent, creative, and average individuals while solving complex problems: an EEG study. Intelligence 28, 213–237.
  • Karasar, N. (2003). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım
  • Kim K. H. (2008). Meta-analyses of the relationship of creative achievement to both IQ and divergent thinking test scores. The Journal of Creative Behavior 42 (2), 106–130,
  • Kim, K. H. (2005). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education, 16, 57–66.
  • Lubart, T. I. (1994). Creativity. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 290–332). San Diego: Academic.
  • MacKinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17, 484-495.
  • McCloy. W and N.C. Meier. (1931). Re-creative imagination, . Psychological Monographs, 51, 108-116.
  • Miller, G. W. (2002). The Torrance kids at mid-life. Westport, CT: Ablex.
  • Nusbaum, E. C., & Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes, and strategy use in divergent thinking. Intelligence, 39, 36–45.
  • Ömeroğlu, E. (1986). Anaokuluna giden beş-altı yaşındaki kız ve erkek çocukların zeka ve yaratıcılık seviyeleri arasındaki ilişkinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi. Sağlık Bilimleri Enstitüsü. Ankara.
  • Özgüven, E. İ. (2007). Psikolojik testler. Ankara: PDREM Yayınları.
  • Runco, M. A. (1991). Divergent thinking. Norwood, NJ: Ablex Publishing Corporation.
  • Runco, M. A., & Albert, R. S. (1986). The threshold theory regarding creativity and intelligence: an empirical test with gifted and nongifted children. Creative Child and Adult Quarterly, 11, 212–218.
  • Savaşır I, Şahin N. (1995). Wechsler çocuklar için zekâ ölçeği (WISCR) el kitabı. Türk Psikologlar Derneği Yayınları. Ankara; 1995.
  • Simonton, D. K. (1994). Greatness: Who makes history and why. New York: Guilford Press.
  • Sligh, A. C., Conners, F. A., & Roskos-Ewoldsen, B. (2005). Relation of creativity to fluid and crystallized intelligence. Journal of Creative Behavior, 39, 123-136.
  • Starko, A. J. (1995). Creativity in the classroom: Schools of curious delight. White Plains, NY: Longman Publishers.
  • Sternberg, R. (2000). Handbook of intelligence. New York. Cambridge University Press.
  • Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). Cambridge, England: Cambridge University Press.
  • Sternberg, R. J., & O'Hara, L. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 251-272). Cambridge: University Press.
  • Tannenbaum, A. J. (1983). Gifted children; Psychological and educational perspectives. New York: Macmillan. 227-232.
  • Torrance, E. P. (1975). Creativity research in education: Still alive. In I. A. Taylor, & J. W. Getzels (Eds.), Perspectives in creativity (pp. 278-296). Chicago: Aldine.
  • Tür, G. (1979). İlkokul öğrencilerinin yaratıcılık, zekâ ve akademik başarıları arasındaki ilişkiler. Yayınlanmamış Yüksek Lisans Tezi. Üniversitesi. Eğitim Fakültesi. Ankara.
  • Virgolim, A. M. R. (2005). Criatividade e inteligencia: Um estudo com alunos superdotados brasileiros [Creativity and intelligence: A study with Brazilian students]. Unpublished doctoral dissertation, University of Connecticut, Storrs, USA.
  • Wallach, M. A. and Kogan, N. (1965) Modes of thinking in young children: A study of the creativity-intelligence distinction Holt, Rinehart, & Winston , New York
  • Yamamoto, K. (1964). Role of creative thinking and intelligence in high school achievement. Psychological Reports, 14, 783-789.
  • Yong L. M. S. (1994). Relatıons between creativity and intelligence among malaysian pupils. Perceptual and Motor Skills: 79, 739-742.
  • Yoon, S. (2005). Comparing the intelligence and creativity scores of Asian American gifted students with Caucasian gifted students. Unpublished doctoral thesis. Purdue University.
There are 41 citations in total.

Details

Primary Language Turkish
Journal Section Araştırma Makaleleri
Authors

Üzeyir Ogurlu

Publication Date October 21, 2014
Published in Issue Year 2014 Volume: 11 Issue: 27

Cite

APA Ogurlu, Ü. (2014). Çocuklarda Zekâ Ve Yaratıcılık İlişkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(27), 337-348.
AMA Ogurlu Ü. Çocuklarda Zekâ Ve Yaratıcılık İlişkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. October 2014;11(27):337-348.
Chicago Ogurlu, Üzeyir. “Çocuklarda Zekâ Ve Yaratıcılık İlişkisi”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 11, no. 27 (October 2014): 337-48.
EndNote Ogurlu Ü (October 1, 2014) Çocuklarda Zekâ Ve Yaratıcılık İlişkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 11 27 337–348.
IEEE Ü. Ogurlu, “Çocuklarda Zekâ Ve Yaratıcılık İlişkisi”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 11, no. 27, pp. 337–348, 2014.
ISNAD Ogurlu, Üzeyir. “Çocuklarda Zekâ Ve Yaratıcılık İlişkisi”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 11/27 (October 2014), 337-348.
JAMA Ogurlu Ü. Çocuklarda Zekâ Ve Yaratıcılık İlişkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2014;11:337–348.
MLA Ogurlu, Üzeyir. “Çocuklarda Zekâ Ve Yaratıcılık İlişkisi”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 11, no. 27, 2014, pp. 337-48.
Vancouver Ogurlu Ü. Çocuklarda Zekâ Ve Yaratıcılık İlişkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2014;11(27):337-48.

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