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The Relationship between Intelligence and Divergent Thinking-A Meta-Analytic Update.

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Summary
This summary is machine-generated.

This meta-analysis reveals a positive link between intelligence and divergent thinking (DT). Specific conditions, like creative instructions and originality scoring, enhance this intelligence-DT relationship, offering insights for future research.

Keywords:
crystallized intelligencedivergent thinkingfluid intelligenceintelligencemeta-analysis

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Area of Science:

  • Cognitive Psychology
  • Psychometrics

Background:

  • Research on the relationship between intelligence and divergent thinking (DT) has expanded significantly since 2005.
  • Diverse methodologies have been employed, necessitating an updated meta-analytic review.

Purpose of the Study:

  • To provide a meta-analytic update on the intelligence-DT relationship.
  • To investigate moderators influencing this relationship, including scoring methods, instructional settings, intelligence facets, and task modality.
  • To identify potential research gaps and discuss theoretical implications.

Main Methods:

  • A three-level meta-analysis was conducted on 849 correlation coefficients from 112 studies (N = 34,610).
  • Moderation analyses examined factors such as scoring methods, instructional settings, intelligence facets (g, gf, gc), and task modality.
  • Sample characteristics, including average age and gender distribution, were analyzed for their association with the intelligence-DT correlation.

Main Results:

  • A significant positive overall correlation (r = .25) was found between intelligence and DT.
  • The intelligence-DT correlation was higher (r = .31-.37) under specific conditions: test-like assessments, creative instructions, and originality scoring.
  • Average sample age positively correlated with the intelligence-DT link, while an increasing percentage of females in samples showed a negative association.

Conclusions:

  • The intelligence-DT relationship is robust and influenced by methodological and instructional factors.
  • Optimizing assessment conditions can strengthen the observed correlation, highlighting practical applications in educational and creative contexts.
  • Future research should consider sample demographics and refine methodologies to further elucidate the nuanced interplay between intelligence and divergent thinking.