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

Gifted and Talented International

Volumn 20, Issue 1, 2005, Pages 6-14

  Geake, John ^a   Dodson, Claire ^a  

^a OXFORD BROOKES UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 45849109587     PISSN: 15332276     EISSN: 24709565     Source Type: Journal    
DOI: 10.1080/15332276.2005.11673052     Document Type: Article

References (77)

1. Alexander, J. E., O’Boyle, M. W., & Benbow, C. P., (1996). Developmentally advanced EEG alpha power in gifted male and female adolescents. International Journal of Psychophysiology, 23, 25–31.
2. Ambrose, D., Cohen, L. M., & Tannenbaum, A. J., (2003). Mapping the terrain of creative intelligence. In D., Ambrose, L. M., Cohen, & A. J., Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration (pp. 3–10). Cresskill, NJ: Hampton Press.
3. Amos, S. P., (1978). Personality differences between established and less established male and female creative artists. Journal of Personal Assessment, 42, 374–377.
4. Baddeley, A. D., & Logie, R. H., (1999). Working memory: The multiple-component model. In M., Akira & S., Priti (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28–61). New York: Cambridge University Press.
5. Barron, F., & Harrington, D. M., (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439–476.
6. Birbaumer, N., Lutzenberger, W., Rau, H., Braun, C., & Mayer-Kress, G., (1996). Perception of music and dimensional complexity of brain activity. International Journal of Bifurcation and Chaos, 6 (2), 267–278.
7. Blaes, O., (2004). A universe of disks. Scientific American, 291 (4), 22–29.
8. Carlsson, I., Wendt, P. E., & Risberg, J., (2000). On the neurobiology of creativity. Differences in frontal activity between high and low creative subjects. Neuropsychologia, 38, 873–885.
9. Carroll, J. B., (1993). Human cognitive abilities:survey of factor analytic studies. New York: Cambridge University Press.
10. Carson, S. H., Peterson, J. B., & Higgins, D. M., (2003). Decreased latent inhibition is associated with high-functioning individuals. Journal of Personality and Social Psychology, 85 (3), 499–506.
11. Chalmers, D., French, R., & Hofstadter, D., (1995). High-level perception, representation, and analogy. In D., Hofstadter (Ed.), Fluid concepts and creative analogies (pp. 169–194). London: The Penguin Press.
12. Christoff, K., Prabhakaran, V., Dorfman, J., Zhao, Z., Kroger, J. K., Holyoak, K. J., & Gabrieli, J. D., (2001). Rostrolateral prefrontal cortex involvement in relational integration during reasoning. NeuroImage, 14, 1136–1149.
13. Clark, B., (1997). Growing up gifted (5nd Ed.). Upper Saddle River, NJ: Prentice Hall.
14. Cohen, L. M., (2003). A conceptual lens for looking at theories of creativity. In D., Ambrose, L. M., Cohen, & A. J., Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration (pp. 33–77). Cresskill, NJ: Hampton Press.
15. Cropley, A., (1995). Actualizing creative intelligence: A concept of “true” giftedness. In J., Freeman, P., Span, & H., Wagner (Eds.), Actualizing talent: A lifelong challenge (pp. 99–114). London: Cassell.
16. Csikszentinihalyi, M., (1998). Creativity and genius: A systems perspective. In A., Steptoe (Ed.), Genius and the mind: Studies of creativity and temperament (pp. 39–64). Oxford: Oxford University Press.
17. Dehaene, S., Kerszberg, M., & Changeux, J-P., (1998). A neuronal model of a global workspace in effortful cognitive tasks. Proceedings of the National Academy of Sciences USA, 95, 14529–14534.
18. Dehaene, S., & Naccache, L., (2001). Towards a cognitive neuroscience of consciousness: Basic evidence and a workspace framework. Cognition, 79, 1–37.
19. Duncan, J., (1995). Attention, intelligence and the frontal lobes. In M. S., Gazzaniga (Ed.), The cognitive neurosciences (pp. 721–733). Cambridge MA: MlT Press.
20. Duncan, J., (2001). An adaptive coding model of neural function in prefrontal cortex. Nature Neuroscience Reviews, 2, November, 820–829.
21. Duncan, J., & Owen, A. M., (2001). Common regions of the human frontal lobe recruited by diverse cognitive demands. Trends in Neuroscience, 23, 475–483.
22. Duncan, J., Seitz, R. J., Kolodny, J., Bor, D., Herzog, H., Ahmed, A. Newell F. N., & Emslie, H., (2000). A neural basis for intelligence. Science, 289, 457–460.
23. Eiduson, B. T., (1974). 10-year longitudinal Rorschach study on research scientists. Journal of Personal Assessment, 38, 405–410.
24. Evans, J., St, B. T., (2003). In two minds: Dual process accounts of reasoning. Trends in Cognitive Sciences, 7, 454–459.
25. Eysenck, H. J., (1998). Intelligence: A new look. New Brunswick, NJ: Transaction Publishers.
26. Feldhusen, J., (2003). Reflections on the development of creative achievement. Gifted and Talented International, 18, 47–52.
27. Feldhusen, J. F., & Treffinger, D. J., (1980). Creative thinking and problem solving in gifted education. Dubuque, IA: Kendall/Hunt.
28. Gagné, F., (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29, 103–112.
29. Geake, J. G., (1996). Why Mozart? An information processing account of musical abilities. Research Studies in Music Education Journal, 7, 28–45.
30. Geake, J. G., (1997). Thinking as evolution in the brain: Implications for giftedness. Australasian Journal of Gifted Education, 6 (1). 27–33.
31. Geake, J. G., (2000). Intelligence and education: Some questions for neuroscience. Mind, Brain and behavior forum series 2, Victorian Neurosciences Group, Howard Florey Institute, University of Melbourne, 1 November.
32. Geake, J. G., (2002). Neural correlates of creative intelligence. Paper presented at the Symposium “The Brain and Education: Interdisciplinary Perspectives”, British Educational Research Association Conference, University of Exeter, September.
33. Geake, J. G., & Dodson, C. S., (2004a). The creative intelligence of gifted children. The Sir John Templeton Foundation.
34. Geake, J. G., & Dodson, C. S., (2004b). A neuropsychological model of creative intelligence. Poster, 5th, International Conference on Thinking, Leuven. July.
35. Geake, J. G., & Hansen, P., (2005) Neural correlates of intelligence as revealed by fMRI of fluid analogies NeuroImage.
36. Gray, J. R., Chabris, C. F., & Braver, T. S., (2003). Neural mechanisms of general fluid intelligence. Nature Neuroscience, 6, 316–322.
37. Guilford, J. P., (1984). Varieties of divergent production. Journal of Creative Behavior, 18, 1–10.
38. Haier, R. J. & Benbow, C. P., (1995). Sex differences and lateralization in temporal lobe glucose metabolism during mathematical reasoning. Developmental Neuropsychology, 11 (4), 405–414.
39. Haier, R. J., Jung, R. E., Yeo, R. A., Head, K., & Alkirc, M. T., (2004). Structural brain variation and general intelligence. NeuroImage, 23 (1), 425–433.
40. Halford, G. S., (1992). Analogical reasoning and conceptual complexity in cognitive development. Human Development, 35 (4), 193–217.
41. Halford, G. S., (1998). Development of processing capacity entails representing more complex relations: Implications for cognitive development. In R. H., Logie, & J. K., Gilhooly (Eds.), Working memory and thinking. Current issues in thinking and reasoning (pp. 139–157). Hove, England: Psychology Press/Erlbaum (UK) Taylor & Francis.
42. Hansen, P. C., Azzopardi, P., Matthews, P. M., & Geake, J. G., (2003). Neural correlates of creative intelligence: An fMRl study of fluid analogies. Poster at The Society for Neuroscience Annual Conference, New Orleans, 8-12 November.
43. Helson, R., (1977-78). Experiences of authors in writing fantasy: Two relationships between creative process and product. Journal of Altered States Consciousness, 3, 235–248.
44. Hofstadter, D., (1995). Fluid concepts and creative analogies. Basic Books.
45. Hofstadter, D., (2001). Analogy as the core of cognition. In D., Gentner, K. J., Holyoak & B. N., Kokinov (Eds.), The analogical mind: Perspectives from cognitive science (pp. 499–538). Cambridge, MA: The MIT Press.
46. Holyoak, K. J., & Thagard, P., (1995). Mental leaps: Analogy in creative thought. Cambridge MA: The MIT Press.
47. Khatena, J., (1971). Evaluation and the creative potential in music. Gifted Child Quarterly, 15, 19–22.
48. Livne, N. L., Livne, O. E. & Milgram, R. M., (1999). Assessing academic and creative abilities in mathematics at four levels of understanding. International Journal of Mathematics Education in Science and Technology, 30 (2), 227–242.
49. Lykken, D. T., (1998). The genetics of genius. In A., Steptoe (Ed.), Genius and the mind: Studies of creativity and temperament (pp. 15–37). Oxford: Oxford University Press.
50. McCann, M., (1998). The creativity/IQ interface. Old questions and new answers. Paper presented to the 7th National Conference on Giftedness. Hobart, Tasmania, June 16-21.
51. Mednick, S. A., (1962). The associative basis of the creative process. Psychological Review, 69, 202–232.
52. Minsky, M., (1986). The society of mind. New York: Touchstone.
53. Mitchell, M., (1993). Analogy-making as perception: A computer model. Cambridge, MA: The MIT Press.
54. O’Boyle, W. O., Vaughan, D., Cunnington, R., Puce, A., Syngeniotis, A., & Egan, G. F., (2002). 3-Dimensional mental rotation in mathematically gifted adolescents: An fMRl investigation. University of Melbourne.
55. Orzhekhovskaia, N. S., (1996). The cytoarchitectonic characteristics of the frontal fields of the brain in gifted people. Morfologiia, 109 (3), 7–9.
56. Overton, W., & Reese, H. W., (1981). Conceptual prerequisites for an understanding of stability-change and continuity-discontinuity. International Journal of Behavior Development, 4, 99–123.
57. Pelletier, S., & Shore, B. M., (2003). The gifted learner, the novice, and the expert: Sharpening emerging views of giftedness. In D., Ambrose, L. M., Cohen, & A. J., Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration (pp. 237–282). Cresskill, NJ: Hampton Press.
58. Pennington, B. E., (1994). The working memory function of the prefrontal cortices: Implications for developmental and individual differences in cognition. In M. M., Haith, J., Benson, R., Roberts, & B. F., Pennington (Eds.), The development of future oriented processes (pp. 243–289). Chicago: University of Chicago Press.
59. Piaget, J., (1977). The development of thought: Equilibration of cognitive structures. New York: The Viking Press.
60. Piirto, J., (2004). Understanding creativity. Scottsdale, Arizona: Great Potential Press.
61. Porter, L., (1999). Gifted young children. St Leonards, Australia: Allen & Unwin.
62. Renzulli, J. S., (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J., Sternberg and J. E., Davidson (Eds.), Conceptions of giftedness. (pp. 53–92) Cambridge MA: Cambridge University Press.
63. Rogers, K. B., (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, Arizona: Great Potential Press.
64. Rypma, B., Prabhakaran, V., Desmond, J. E. Glover, G. H., & Gabrieli, J. D., (1999). Load-dependent roles of frontal brain regions in the maintenance of working memory. NeuroImage, 9, 216–226.
65. Saintpierre, S., Zanca, M., Morrot, G., Duyme, M., & Capron, C., (2002). Differential frontal activations in subjects with different verbal fluency performances (low vs. high) using fMRl. Paper presented at the 8th Conference of the European Council for High Ability, Rhodes, October.
66. Sergeant, D., & Thatcher, G., (1974). Intelligence, social status and musical abilities. Psychology of Music, 2 (2), 32–57.
67. Shore, B. M., Rejskind, G., & Kanevsky, L. S., (2003). Cognitive research on giftedness: A window on creativity and teaching for creativity. In D., Ambrose, L. M., Cohen & A. J., Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration (pp. 181–210). Cresskill, NJ: Hampton Press.
68. Singer, W., (2000). Response synchronization, a neuronal code for relatedness. In J., Bolhuis (Ed.), Brain, perception, memory (pp. 35–48). Oxford: Oxford University Press.
69. Singh, H., & O’Boyle, M. W., (2004). Interhemispheric interaction during global-local processing in mathematically gifted adolescents, average-ability youth, and college students. Neuropsychology, 18 (2), 671–677.
70. Sisk, D., (1987). Creative teaching of the gifted. New York: McGraw-Hill.
71. Sterling, A., (2003). Human creativity and chaotic dynamics. In D., Ambrose, L. M., Cohen & A. J., Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration (pp. 147–177). Cresskill, NJ: Hampton Press.
72. Sternberg, R. J., & Lubart, T. I., (1991). An investment theory of creativity and its development. Hitman Development, 34, 1–32.
73. Sternberg, R. J., & Lubart, T. I., (1999). The concept of creativity: Prospects and paradigms. In R. J., Sternberg (Ed.), Handbook of creativity (pp. 3–15). Cambridge: Cambridge University Press.
74. Urban, K. K., (1996). Encouraging and nurturing creativity in school and workplace. In U., Munandar & C., Semiawan (Eds.), Optimizing excellence in human resource development (pp. 78–97). Jakarta: University of Indonesia Press.
75. Urban, K. K., (2003). Toward a componentialmodel of creativity. In D., Ambrose. L. M., Cohen, & A. J., Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration (pp. 81–112). Cresskill. NJ: Hampton Press.
76. Winner, E., (2000). The origins and ends of giftedness. American Psychologist, 55 (1), 159–169.
77. Yamin, T. S., (2002). Comments on “From creativity to responsible createlligence”. World Gifted, 21 (2), 8–9.