Is intelligence necessary and sufficient for creativity? An analysis of convergent and divergent thinking

This study examined the relationship between intelligence and creativity using divergent-exploratory and convergent-integrative thinking as key concepts. Researchers analyzed secondary data from 854 children, including 238 children with high intellectual potential (IQ > 130). Intelligence was measured using WISC (Wechsler Intelligence Scale for Children), and creativity was assessed through EPoC (Evaluation of Potential for Creativity). Segmented Regression Analysis (SRA) and Necessary Condition Analysis (NCA) explored these relationships. Positive correlations were found between convergent-integrative thinking and verbal comprehension or processing speed. However, no significant breakpoints were detected between Total IQ and creative potential sub-dimensions. A sufficient level of processing speed was necessary for achieving high divergent-exploratory thinking scores, while minimum levels of Total IQ or fluid reasoning were required for convergent-integrative thinking. The study suggested using a Generalized Additive Model (GAM) to capture complex, non-linear relationships. This approach offers educational insights by highlighting cognitive strengths and weaknesses in assessments. • Total IQ or fluid reasoning sufficient levels are required for convergent thinking • Sufficient levels of processing speed are required for divergent thinking • Convergent thinking is associated with verbal comprehension and processing speed • Convergent and divergent tasks are needed in intelligence-creativity assessments • Educational approaches can benefit from including diverse thinking modes