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  11. Latent Profile Analysis Of Creativity: Its Relation To Intelligence And Executive Functions

Latent Profile Analysis of Creativity: Its Relation to Intelligence and Executive Functions

Tania Pasarin-Lavin1, Trinidad García, Celestino Rodríguez

  • 1Department of Psychology, University of Oviedo, Asturias, Spain.

Developmental Neuropsychology
|June 12, 2025

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View abstract on PubMed

Summary
This summary is machine-generated.

This study identified distinct creativity profiles in secondary students, revealing variations in verbal creativity. Executive functions and intelligence showed nuanced relationships with these profiles, informing educational strategies.

Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Neurodevelopment

Background:

  • Creativity is a multifaceted construct crucial for academic and life success.
  • Understanding individual differences in creativity is essential for tailored educational interventions.
  • Previous research has explored creativity in relation to cognitive abilities, but profiles remain underexplored.

Purpose of the Study:

  • To identify distinct creativity profiles in secondary school students using Latent Profile Analysis (LPA).
  • To examine the relationship between these creativity profiles and executive functions (EF) and intelligence (IQ).
  • To explore potential gender differences within identified creativity profiles.

Main Methods:

  • Latent Profile Analysis (LPA) was employed to categorize 182 secondary students based on verbal and figural creativity scores (PIC-J).

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  • Executive functions were assessed using a Virtual Reality-based tool (Nesplora Ice Cream).
  • Intelligence was measured using the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V).

    • Main Results:

    • Three distinct creativity profiles emerged, characterized by similar figural creativity but varying levels of verbal creativity (low, medium, high).
    • Intelligence (IQ) significantly differed between the low and medium verbal creativity groups.
    • Executive functions (EF) did not show significant differences across the identified profiles.
    • Boys were slightly more prevalent in the high-verbal creativity group, though no overall gender differences in creativity were found.

    Conclusions:

    • The findings underscore the heterogeneity of creativity in adolescents, particularly concerning verbal ideation.
    • The differential relationship between IQ and verbal creativity suggests specific cognitive underpinnings.
    • The lack of significant EF differences across profiles warrants further investigation into the role of executive functions in specific creative domains.
    • These results have important implications for developing targeted educational and cognitive interventions to foster creativity in diverse student populations.