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  • The interplay between creativity and intelligence has been extensively documented for decades. However, there is currently no consensus on how these constructs are related. The threshold hypothesis states that intelligence fosters creativity only below a 120 cut-off IQ. To clarify these issues, the relationships between intelligence and creativity were studied, using respectively WISC-IV and EPoC (Evaluation of Potential Creativity), in 338 children including 118 intellectually gifted children (IQ ≥ 130) and 220 non-gifted children (IQ < 130). Weak correlations were found between intelligence and creativity. However, high verbal ability children (Verbal Comprehension Index ≥ 130) showed significantly higher scores on verbal tasks of EPoC. Additionally, the threshold effect was only found for correlations between verbal integrative thinking and perceptual reasoning or processing speed. Thus, the findings indicate that the threshold effect depends on the type of process involved in the expression of creativity (divergent or integrative thinking), the domain of creativity (verbal or graphic), and the factors of intelligence considered. Taken together, these results suggest that giftedness should be conceptualized by specifying the cognitive domain of high ability, rather than focusing on a general conception of intelligence, and by distinguishing intellectual and creative giftedness. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

  • This chapter develops the perspective of giftedness in France implemented at the National Center for Assistance to children and adolescents with High Potential (CNAHP). First, we present the debate about the terminology used to describe gifted children in France which varies according to the underlying theoretical conceptions and representations (e.g., gift, precocity, talent, or potential). The term high potential has been preferentially chosen given that it reflects both the cognitive capacities of children and adolescents (high intellectual and/or creative potential), and the fact that this potential can be expressed or inhibited by their difficulties (emotional, behavioral, and/or school problems).Then, the multidimensional and integrative approach to identify high intellectual and/or creative potential at the CNAHP is examined. We propose a model that highlights the central role of the environment in the development of intellectual/creative potential in children, notably their family, school, and societal environment. Four main environmental factors contribute to the development and expression of children’s high potential: fostering and sustaining motivation, providing opportunities of enrichment, valuing effort, and offering support for the child. After identification of the child’s profile (based on cognitive, conative, and psycho-affective assessments) in order to understand better the child’s needs and possible difficulties, the objective of the CNAHP, presented in the last part, is to provide appropriate care, enhance children’s well-being, and enable them to express and develop their potential. Simultaneous interventions are conducted in the family, school, and societal environments in collaboration with parents, teachers, and caregivers, taking into account the motivation, enrichment, effort, and support factors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

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