Question. Definition of creativity. The relationship between creativity and intelligence.

The report “Emotional intelligence, creativity and creativity: the relationship of concepts and practice” was made by Sergei Mikhailovich Shingaev , Doctor of Psychology, Professor, Head of the Department of Psychology at the Institute for Educational Development of the St. Petersburg Academy of Postgraduate Pedagogical Education, at the All-Russian Scientific Conference “Creativity in the Modern World: people, society, technologies”, conducted by the Institute of Psychology of the Russian Academy of Sciences.

“If such concepts as “creativity” and “creativity” have long been an area of ​​psychological research (Kholodnaya, 2019), then the term “emotional intelligence” is quite new and is gradually winning its supporters (Sergienko, Vetrova, 2010).

L.S. Vygotsky pointed out the connection between these concepts : “Art is the work of thought, but of very special emotional thinking... It is necessary not only to find out exactly how the laws of emotional thinking differ from other types of this process, it is necessary to further prove how the psychology of art differs from other types of the same emotional thinking" (Vygotsky, 2019).

Let us note the great contribution to the study of creativity and intelligence by Ya.A. Ponomarev , who argued that creativity in the broad sense of the word is any interaction leading to development; this is a development mechanism (Ponomarev, 1960, 1967).

Let us note that our practice of developing creative technologies for generating ideas in education shows that among the group of internal limiters of manifestations of creativity are most often: low self-esteem, “the psychology of an excellent student”; inability to manage your emotions and stress levels; weak volitional resource, first of all, the inability to persistently overcome obstacles on the way to the goal. Let us note that all of them are somehow related to the content of emotional intelligence (Mayer, Salovey, Caruso, 2000; Lyusin, 2004).

In 1997, J. Mayer and P. Salovey , D. Caruso proposed a model of emotional intelligence, including the following mental abilities:

1) the ability to accurately perceive, evaluate and express emotions; 2) the ability to access and evoke feelings to enhance thinking efficiency; 3) the ability to understand emotions, emotional cognition; 4) the ability to consciously regulate emotions, manage emotions, increase the level of emotional and intellectual development (Mayer, Salovey, Caruso, 2000).

Practice shows that creative people are distinguished by more developed empathy, the ability to observe other people and, at the same time, sometimes difficult perception of feedback from others, difficulties in interpersonal relationships.

A common misconception among representatives of creative professions is the limiting statement that their heightened emotionality is the source of their inspiration and creative energy.

It can be assumed that through creative activities and the development of creativity, it is possible to develop the structural components of emotional intelligence. It was this message that we took into account when developing a program for the formation and development of emotional intelligence of junior schoolchildren on the basis of the federal innovation platform of State Budget Educational Institution Secondary School No. 89 of St. Petersburg (2018-2020). The stated goals of the program are:

1) development of the ability to understand and identify one’s own emotional states and the emotions of other people in social interaction; 2) development of the ability to regulate one’s own emotional states in interaction situations; 3) development of empathic abilities.

The most effective methods for developing emotional intelligence were those that are related to one degree or another with creativity and creativity, in particular art therapy, as well as methods for the development of emotional creativity.

Art therapy as a type of influence on emotions is to harmonize the development of personality through improving the ability of self-expression and self-knowledge. To work with primary schoolchildren, we used the following types of art therapy: drawing therapy, bibliotherapy (literary writing and creative reading of literary works), music therapy (it actualizes the feelings of schoolchildren, improves the emotional state, corrects fears, behavioral deviations, communication difficulties), drama therapy (stage, role-playing, acting, improvisational techniques), dance therapy (develops muscles, allows you to express emotions through dance, show your mood).

During the implementation of the program, the emphasis is on developing skills to manage one's emotions, developing the ability to self-reflect, and understanding the ways of expressing one's own emotions (facial expressions, gestures, posture, words). This is where creative tasks (in particular, “What’s my mood?”, “Palette of Emotions,” etc.), creative work based on acquired knowledge and impressions have a positive effect.”

Literature:

1. Vygotsky L.S. Psychology of art. M.: Ripol Classic, 2020. 528 p.
2. Lyusin D.V. Modern ideas about emotional intelligence // Social intelligence: Theory, measurement, research M.: Publishing house "Institute of Psychology of the Russian Academy of Sciences", 2004. pp. 29–36.
3. Ponomarev Ya. A. Psychology of creative thinking. M.: Education, 1960. 352 p.
4. Ponomarev Ya. A. Knowledge, thinking and mental development. M., Education, 1967. 264 p.
5. Sergienko E.A., Vetrova I.I. Test by J. Mayer, P. Salovey, D. Caruso “Emotional Intelligence” (MSCEIT v. 2.0): Manual. M.: Publishing house "Institute of Psychology RAS", 2010. 176 p.
6. Kholodnaya M.A. Psychology of intelligence: paradoxes of research. M.: Yurayt, 2020. 334 p.
7. Mayer JD, Salovey P., Caruso DR Models of emotional intelligence // RJ Sternberg (ed.). Handbook of human intelligence (2nd ed.). New York: Cambridge University Press, 2000. pp. 396–422.

Intelligence and creativity

The problem of the relationship between creativity and intelligence was posed at the moment when creativity was established as an independent factor. J. Guilford believed that creative talent includes at least the ability for divergent thinking and transformation (IQ). Let me remind you that, according to J. Guilford, divergent thinking is thinking aimed at searching for various logical possibilities, the ability for which is tested using special tests' (“Unusual use of objects”, “Adding to a picture”, “Finding synonyms”, etc. .).

In a number of articles, J. Guilford examines the relationship between intelligence and creativity. He believed that intelligence determines the success of understanding and understanding new material, and divergent thinking determines creative achievements. In addition, the success of creative activity is predetermined by the amount of knowledge (depending, in turn, on intelligence). J. Guilford suggests that IQ will determine the “upper limit” of success in solving divergent thinking problems.

Moreover, J. Guilford's creativity tests were associated with operating with a semantic code (verbal information), and he believed that the limiting role of intelligence for them would be higher than for non-verbal thetas. Research has shown that correlations between intelligence and divergent thinking tests are higher for semantic tests than for spatial and symbolic tests.

However, the results of research by K. Yamamoto, as well as D. Hardgreaves and I. Bolton allow us to introduce the “lower threshold” hypothesis: convergent intelligence (IQ) limits the manifestations of creativity at low IQ values, with IQ above a certain “threshold” creative achievements from intelligence do not depend.

The studies of J. Guilford and P. Christiansen also revealed that with a low IQ there are practically no manifestations of creative talent, while among people with a high IQ there are people with both high and low levels of development of divergent thinking.

E.P. Torrance (Torrance EP, 1988), summarizing his own research, came to the conclusion that the relationship between the level of intelligence and creativity is one-sided. He proposed a model of the intellectual threshold: up to the level of IQ * 120, creativity and intelligence form a single factor; above this threshold, the factors of creativity and intelligence appear as independent. In other words, to a certain level, 1Q limits the manifestation of creativity; above the “threshold” creativity “breaks free.”

It would seem that the “intellectual threshold” model has received clear confirmation. But the results of research by N. Kogan and M. Wallach refuted the theory of the “lower” threshold. Kogan and Wallach modified the testing procedure: they removed the time limit, abandoned the “correctness” indicator according to Guilford, and removed the atmosphere of competition. As a result, the factors of creativity and intelligence turned out to be independent (Wollach M.A., Kogan N., 1965). A special group of children with a high level of creativity, but with below average intelligence, was identified and described.

Research conducted in the laboratory of psychology of abilities at the IP RAS gave similar results: the removal of regulation of the subject’s behavior when testing creativity leads to the fact that intelligence and creativity appear as independent factors. Moreover, the removal of regulation has a greater effect on reducing the creativity of creative children and less on the reduction of creativity in non-creative children. That is, a system of tasks in which the subject’s behavior is minimally regulated is adequate for the manifestation of creativity.

On the other hand, the fact has been revealed that external motivation for creative manifestations (with the help of instructions) affects the improvement of the results shown by non-creative children, but has little effect on the creative productivity of creatives.

Consequently, the absence of regulation of behavior (removal of time limits, competition, evaluation, etc.) makes it possible to demonstrate internal motivation that is adequate to the creative behavior of a creative child. External motivation can temporarily stimulate the activity of non-creatives, but its consequences are very short-lived. In 1980, the work of D.H. Dodd and R. M. White was published, which analyzed the results of a study of the relationships between IQ and assessments of divergent productivity (Dodd D.H., White R.M., 1980)

The distribution of individuals in the space of two coordinates (IQ and divergent productivity) is surprisingly reminiscent of the distributions obtained in the study of connections between intelligence and learning ability, as well as intelligence and success in professional activity. Intelligence limits “from above” the level of creative productivity. The highest indicators on tests of divergent thinking are shown by species with maximum 1Q values. The reverse is not true.

What is creativity

Creativity is the ability to look for unique ways to solve problems, find unusual ways out of situations.

The ability to do things contrary to established rules and patterns, to go beyond the usual in different areas of life: at work, at home or with friends; it is also to think differently from others, that is, “atypical.”

To be creative is to be bold: to express a point of view without fear of rejection and to prove it. Be independent from the opinions of other people and confident in yourself.

A creative person gets along well with others, he is interesting and knows how to abstract himself. As a rule, creative people are optimists.

Creativity is a combination of three personal qualities: volitional, emotional and cognitive.

Creativity component:

Volitional component.

The volitional component is responsible for perseverance and perseverance. After all, creative ideas are great, but who will implement them? You need to bring your ideas to life, and this requires the ability and desire to achieve success.

Qualities required to implement ideas:

1. Persistence;
2. Persistence;
3. Independence;
4. Self confidence;
5. Determination;
6. Courage.

Emotional component.

Emotionality keeps creative people active, makes life bright and makes them stand out from the crowd. Creativity is looking at the world from a different angle, having a well-developed imagination and creative thinking. Here are some emotional characteristics that are characteristic of creative and creative people:

• Defending a point of view;
• Active life position;
• Using creativity as a remedy for despondency, sadness and bad mood;
• Acceptance of yourself and the world;
• Strong and vivid emotions;
• Positive attitude;
• High emotional tone.

But don’t forget that constant intensity of emotions creates “burnout.” Because of this, a person becomes depressed or apathetic. Therefore, think about how to relieve high emotional stress without harming yourself.

Cognitive component.

The cognitive component occupies a special place in the development of creativity: the cognitive component includes cognitive processes. These include: creative thinking, imagination, perception, attention and memory.

1) Creative thinking.

Creative thinking is about non-linearity. Logical thinking is structured differently: strict, orderly and unidirectional.

A number of features help creative people make extraordinary decisions and offer various solutions:

• Divergence. It consists of looking for many different solutions to the same problems.
• Efficiency. The ability to quickly respond to the surrounding reality and high speed of thinking.
• Imagery. The birth of images, from which new ideas are then embodied.
• Flexibility. Increasing the efficiency of thinking by searching for answers in different areas of knowledge, as well as the ability to quickly switch from one task to another.
• Associativity. Creating a connection between information and knowledge, the emergence of new images and ideas.
• Originality. Finding new, previously unknown, different ideas.

• 2) Imagination.

Imagination is a person’s ability to unexpectedly create and construct an image. Also the basis of creativity. With a good imagination, a person creates images, ideas and ideas that are endowed with originality.

3) Perception, attention, memory

These processes are responsible for obtaining and storing information. Thanks to perception, a creative person sees the world differently than others, for example, notices the smallest details.

Creative people have a high sensitivity to external stimuli and influences. They feel people's moods, pick up any sound and see thousands of different shades.

The main distinguishing feature of creatives is the ability to move on despite difficulties. There is also a great desire to achieve one’s goal by any extraordinary means.