The relationships between intelligence and creativity in children with high potential

Balanced research and practice

21st century-skill frameworks in the educational field can benefit from studies exploring accelerated development and expression in childhood and adolescence. Those objectives include such social acts as knowledge sharing, thinking, innovation and creation. In this presentation we seek to explore further data collected at the National Center for Assistance to children and adolescents with High Potential in large samples of children in France. Our aim is to study the relationships between intelligence and creativity by examining the threshold hypothesis with regard to the different cognitive domains of high intellectual potential (measured by WISC indices) and of high creative potential (measured by EPOC indices). We were particularly interested through this study in conceptualizing giftedness as both intellectual potential and creative potential, as both include cognitive mechanisms for stimulating thought and intellectual curiosity.