A Neuro-Psychological Model of the Creative Intelligence of Gifted Children

John Geake and Claire Dodson

Gifted and Talented International, 2005, vol. 20, issue 1, 6-14

Abstract: There is a vast literature concerning the relationship between creativity and high intelligence. Several models of giftedness feature creativity as a necessary component of giftedness, along with high intelligence. Consequently, a number of leaders in the field of gifted education e.g., Urban (1996; 2003), McCann (1998), have constructed their recommendations for pedagogy and differentiated curricula for academically gifted children around the promotion of creative intelligence. Here we present a neuro-psychological model of high-functioning creative intelligence based on evidence from cognitive psychology and cognitive neuroscience, and validated against the literature on creativity, high intelligence, and giftedness (Geake & Dodson, 2004a). A central concept is fluid analogising as a means by which gifted individuals exploit their relatively greater working memory capacity, and enhanced neural connectivity, for creatively intelligent outcomes.

Date: 2005
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/15332276.2005.11673052 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:ugtixx:v:20:y:2005:i:1:p:6-14

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/ugti20

DOI: 10.1080/15332276.2005.11673052

Access Statistics for this article

Gifted and Talented International is currently edited by Sheyla Blumen

More articles in Gifted and Talented International from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().