Publication Date


Document Type


First Advisor

Carroll, Margaret L.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Education


Creative ability


This study examined the relationship between intelligence, as measured by the SRA Primary Mental Abilities Test and creativity, as measured by the Minnesota Tests of Creative Thinking of selected second grade children in the Villa Park School System. The SRA Primary Mental Abilities Test which consists of five sections measures verbal meaning, perceptual speed, quantitative, motor, and space relationship abilities. This test was administered to the children in this study in the first grade to discover their intelligence quotient. The ten children who fell in the high intelligence group and the ten children who fell in the low intelligence group were chosen from the total population of second grade children in the Villa Park School System. The Minnesota Tests of Creative Thinking, a non-verbal test, which consists of ten incomplete figures, was administered by the subject's teacher at a specified time. Each test figure was scored for fluency, flexibility, originality and elaboration. The total scores were added for an overall view of creative ability. The raw scores, the means, the standard deviations and the coefficients of correlation were found for each category of the test. The findings of the study permit certain generalizations. There was no relationship between the intelligence quotient and fluency, flexibility, originality, elaboration and the total scores. This study tends to disagree with Getzel and Jackson but agrees with E. Paul Torrance. Getzel and Jackson found that there is a possible relationship between intelligence quotient and creative ability in children. E. Paul Torrance found little or no relationship between measures of creativity and measures of intelligence in children. Educators are recognizing the fact that traditional measures of intelligence attempt to assess only a few of man's thinking abilities. The need for providing all children an equal opportunity to develop to their fullest potential is being realized in education. Creative thinking should be emphasized in the educational system. The creative abilities in children should be examined. Children, whether they have a high intelligence quotient or a low intelligence quotient, should be challenged and induced to work freely to the limits of their creative capabilities.


Includes bibliographical references.


viii, 108 pages




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