UNMSM – FACULTY OF PSYCHOLOGY

2018

GUILFORD, HIS
STRUCTURE OF
INTELLECT AND
CREATIVITY.
[INTELLIGENCE THEORY]
AUTHORS:
Blas Raymundiz, Angel
Broncano Gutierrez, Gretta
Carlos Godines, César
Durand Castillo, Jackelin
Huaman Quispe, Zescia
Torres Alarcon, Diana

TEACHING MATERIALS
EVALUATION OF COGNITIVE SKILLS
 Index
Introduction

Sections:

- Joe Paul Guilford

- How do you define intelligence?

- Intelligence and Creativity

- What is a creative person like?

- Importance of developing creativity in intelligence.

- How to enhance creativity?

Conclusions

Reader self-assessment

Bibliographic references
 Presentation

Intelligence is a very important topic for our society, which is why the future
professional in psychology must rigorously know theory and authors, to perform
effectively in each of the functions assigned to them. But it is not only psychology
professionals who are interested in learning about these topics, but also teachers,
parents, etc.

That is why this material aims to be a guide that provides didactic and easy-to-
understand information for the achievement of knowledge and skills, which is why it
is organized first to describe theoretical concepts, then each of them is developed
more broadly. the points covered and at the end a self-assessment is proposed so
that the reader can evaluate how much he or she is managing to understand about
the topic.

As already mentioned, the text, in addition to the theoretical explanations, demands

that you solve the activities requested, resort to additional readings and solve the
self-assessments, thus promoting meaningful and participatory learning.
 Introduction

When we talk about Intelligence, we will definitely mention higher cognitive

processes, such as thinking, attention, understanding, etc. But we must also not leave
aside a main aspect of intelligence; CREATIVITY, since it is necessary to always have a
touch of originality when posing and solving problems.

This is why this work tries to summarize how creativity became important through
Guilford's studies.

In this work we discuss how the author, through divergent thinking, shows us
creativity as a new component of intelligence, at the same time we also highlight points
such as the degree of similarity between both, their relationship, characteristics of a
creative person and also Finally, we propose certain ways to enhance creativity in people.
Goals

GENERAL

Understand and apply the theoretical and conceptual bases of

Guilford's Structure of Intellect and its main contribution:
creativity.

SPECIFICS

♦ Understand the theoretical-conceptual bases of

Guilford's Theory of the Structure of Intellect.

♦ Understand the theoretical-conceptual foundations of

creativity.

♦ Describe and understand the definition, purposes,

purposes and process of creativity.
♦ Provide a current perspective on creativity and serve as
a source for further research.

♦ Seek the development of creativity through the practice

of certain activities provided in this work.
 Joy Paul Guilford

Aim:
 Briefly learn about Guilford's biography, as well as analyze his main contributions.
explored the multidimensional aspects of the human mind, describing the structure of
human intelligence, based on
a number of different skills.

In his research he sought a way to discover and understand the various forms
of the functions of the human intellect,
“TO FACE TODAY'S WORLD, WE
NEED MORE OF A CREATIVE
recognizing that the difference in
BEHAVIOR THAN AN INTELLIGENT
ONE” Joy Paul Guilford, was an American psychologist,
one of the most important exponents of America, known

scores of one for his psychometric studies of intelligence and proof

creativity No
human, was one of the first figures in
necessarily imply
quantitative indefend the idea that intelligence is not differences
but rather a unitary concept, these ideas a skill, skills
proposed had as based on
the
individual differences, besides
 qualitatively different.

Section activity
According to the data mentioned about Guilford's biography, point out 3 aspects of which
you consider to be most important.

a. ___________________________________________________________

b. ___________________________________________________________

c. _______________________________________________________________

How do you define intelligence?

Aim:
The objective of this section is for you to analyze Guilford's concept of intelligence and
assess its contribution to the development of the concept of creativity.

Guilford conceives intelligence as a set of skills that allows

human beings to process information, coming from the external
environment, in different ways to produce various products
(Gutiérrez, 1991). This ability to process information is due to
three components called dimensions of intelligence , which are
based on the following processes: perception, the transformation
of information and the issuance of the response (Castillero, s/f).
 J. Q. Guilford also defines intelligence as the ability
to face reality creatively.

• Dimensions of intelligence
Separate and independent, the dimensions or components of intelligence are
three: a) input elements or contents, b) operations or processes and c) output elements
or products , thus being its model of three-dimensional intelligence which is represented in
a cube. where these three dimensions are combined in all possible ways. Guilford's
Intellect Structure model is represented in a cube made up of 150 factors or intellectual
abilities (see figure 1).
 Figure 1. Guilford's model of the structure of the intellect (Berk, 1998; 408, cited in Peña
of Water, 2004).

Section activity
Re
ad
DEFINITIONS OF INTELLIGENCE ACCORDING TO EXPERTS

Leading researchers in the area have developed many real definitions of intelligence. Several
examples are cited below, slightly paraphrased. These definitions appeared long ago in a still
influential symposium, “Intelligence and Its Measurement,” the memoirs of which were published
in the Journal of Educational Psychology by Thorndike in 1921. Intelligence has been defined in the
following ways:

- Spearman (1904, 1923): intelligence is a general ability that involves

mainly the deduction of relationships and correlates.
- Binet and Simón (1905): intelligence is the ability to judge well, to understand well and to
reason well.
- Terman (1916): intelligence is the ability to form concepts and understand their meaning.
- Pintner (1921): intelligence is the ability of the individual to adapt appropriately to
relatively new situations in life.
- Thorndike (1921): Intelligence is the power of giving good answers, from the point of view
of truth or fact.
- Thurstone (1921): Intelligence is the ability to inhibit instinctive adaptations, to flexibly
imagine different responses, and to make modified instinctive adaptations in overt
behavior.
- Wechsler (1939): intelligence is the set or global capacity of the individual to act
prepositively, think rationally and deal effectively with the environment.
- Humphreys (1971): intelligence is the complete repertoire of acquired skills, knowledge,
learning systems and tendencies to generalize, considered to be intellectual in nature and
available at any time.
- Piaget (1972): intelligence is a generic term that indicates the higher forms of organization
or balance of the cognitive structure that are used for adaptation to the physical and social
environment.
- Sternberg (1986): intelligence is the mental capacity to automate the processing of
information and to emit behaviors appropriate to the context in response to novel
situations; Intelligence also includes metacomponents, performance components, and
knowledge acquisition components (which will be discussed later).

- Eysenck (1986): intelligence is the errorless transmission of information through the

 cerebral cortex.
- Gardner (1986): Intelligence is the capacity or ability to solve problems or to create
products that are considered valuable within one or more cultural environments.
- Ceci (1994): intelligence is the innate capacity that serves a range of possibilities; These
skills develop or do not develop (or develop and then atrophy) depending on motivation
and exposure to relevant educational experiences.
- Sattler (2001): intelligent behavior reflects the survival abilities of species, beyond those
related to basic physiological processes.

This list of definitions is representative, although not definitive or exhaustive. First, the list is
exclusively Western and omits several cross-cultural concepts of intelligence. For example, Eastern
concepts emphasize benevolence, humility, freedom from conventional standards of judgment, and
the realization of what is right as essential parts of intelligence.

Taken from:

Gregory, R. J. (2012). Psychological Tests: History, principles and applications (First edition
in Spanish) . Mexico: Pearson Education. (p. 154): Recovered from:
https://kupdf.com/download/318510754-probas-psicologicas-historia-principios-
y-aplicaciones-gregory-pearson-1-pdf_58f31619dc0d60ec4fda9838_pdf
Now, based on what you read in the text, answer the following questions:

A. What similarities and differences do the following definitions have with the
definition of intelligence proposed by Guilford?

B. Do you agree with Guilford's proposed definition? Because? Explain your answer
 C. What aspects did Guilford not take into account in his conception of intelligence?

Intelligence and Creativity

Aim

Understand what creativity is, and also know what relationship it has with
intelligence, if it is the same or if they are two different things.

Guilford proposes the term creativity and postulates that it

and intelligence are not the same, pointing out that both are
homologous but different abilities. For this theorist, 'creativity' is
understood as a different form of intelligence, thus, Guilford calls it:
'divergent thinking' as opposed to 'convergent thinking', which is
traditionally measured in the most common intelligence tests. Since
that moment, creativity has been considered an essential element in
any formal study referring to human intellect (Esquivias, 2004).

Guilford in 1952 refers to creativity as the abilities that are characteristic of creative
individuals, such as fluidity, flexibility, originality and divergent thinking and conceives
intelligence as a process through which we can transform information in different ways, as
already mentioned.

For this author, creativity involves fleeing from the obvious, the safe and the
predictable to produce something that is new. He also stated in 1965 that creativity is not
the gift of a select few, but rather it is a property shared by all of humanity to a greater or
lesser degree.

The study of the relationship between creativity and intelligence has been a topic
of debate, from the first attempts to study creativity to current research.

Within the first perspective, Guilford (1950, 1967, 1970, 1975) stands out, who has
addressed the relationship between these two constructs. His model of the structure of
intellect suggests that intelligence has three dimensions (a) mental operations, (b) mental
contents, and (c) mental products . Within mental operations, the author located
convergent and divergent thinking. Therefore, creative thinking would be included within
intelligence.

According to Sternberg and O'Hara (2005), the relationship between creativity and
intelligence has been studied from five perspectives: (1) creativity as a subset of
intelligence, (2) intelligence as a subset of creativity, (3) creativity and intelligence are two
overlapping constructs, (4) intelligence and creativity are the same, and lastly, (5) creativity
and intelligence are unrelated (separate sets).
 weig of the various
h
existing research, a consensus has not yet
been reached on the nature of the relationship
between creativity and intelligence, or even on
what exactly both are. All possible overall
relationships between creativity and
intelligence, and even the real possibility of
studying creativity legitimately, are a topic of
debate among scientists.

Taken from:

Esquivias, M. (2004). Creativity: Definitions, background and contributions. Digital

magazine University, 5(1), 2-17. Recovered of:
http://www.revista.unam.mx/vol.5/num1/art4/ene_art4.pdf

Sternberg, R. & O'Hara, L. (2005). Creativity and intelligence. Information and

Communication Notebooks, CIC, 10, 113-149.
Recovered of:
file:///C:/Users/i5/Downloads/6019-44059-1-PB.pdf

Section Activity
 Is there a consensus on the relationship between creativity
and intelligence? What do you think of the authors' proposals?

What is a creative person like?

Aim:

Recognize the most important intellectual aptitude that characterizes a creative person,
based on the three-dimensional model of the structure of the intellect.

For Guilford, intellectual abilities are those that characterize a creative person, but
he does not consider the concept of creative personality.

Creativity = quality that has to do with PERSONALITY,

Vs
Creativity = INTELLECTUAL aptitudes of the human being.
 Guilford, based on his Theory of the Structure of the Intellect , systematized the
intellectual aptitudes related to Creativity presenting the three-dimensional Model on the
structure of the intellect . Not just one aptitude but many aptitudes are involved ( Romo,
M. (s/f)).
> THREE-DIMENSIONAL MODEL OF THE STRUCTURE OF THE INTELLECT

Starting hypothesis: Three dimensions on which the model is built, all intelligent behavior
should have an OPERATION, a CONTENT and a PRODUCT.

INTELLECTUAL OPERATIONS that the individual is capable of performing

+
Based on certain INFORMATIONAL CONTENT

CONCRETE MENTAL PRODUCTS

INTELLECTUAL OPERATIONS that the individual performs:

• Cognition: Ability to understand.

• Memory: Conservation of what is perceived.
• Convergent thinking: Finding a single solution.
• Divergent thinking: Look for different solutions.
• Evaluation: Quality, adaptation to what we know.

These intellectual operations are carried out on certain INFORMATIONAL

CONTENT:
• Figurative: Visual perception, color, shape, etc.
• Symbolic: Letters, figures and other signs.
• Semantics: Meaning of words.
• Behavioral or conduct: Social intelligence.

These intellectual operations are carried out on certain information content , which results
in SPECIFIC MENTAL PRODUCTS being obtained.
 • Units: Information items.
• Classes: Categories or sets with common properties.
• Relationships: Connections between units.
• Systems: Units brought together as organized structures.
• Transformations: New configurations or redefinitions.
• Implications: Forecasts derived from the information available.

Guilford concludes that the most important skills in relation to

with the
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creative thinking , - - -- -
fall into the category of
the
DIVERGENT PRODUCTION.

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Most important skills in relation to
 DIVERGENT PRODUCTION

placing in this operation

creative thinking

the one that leads to various solutions

from the same problem,
departing from the ONE SOLUTION

For Guilford, the 6 basic skills of DIVERGENT PRODUCTION that characterize a

creative person are:

1 .- Fluency: capacity of how much is produced.

2 .- Flexibility: ability to restructure situations.

3 .- Originality: producing unusual responses.

4 .-The elaboration: allows you to imagine the next steps once it has been
conceived.
It's not enough to have the idea.

5 .- Sensitivity: focus attention and interest.

6 .- Redefinition: ability to understand an object or part of it.

Therefore, the merit that Guilford is considered to have is to build a solid

and consistent theory on Creativity, linking Creativity to the set of
intellectual aptitudes of the subject.
 Section activity

Describe 3 examples from the daily life of a creative person in which

they make use of their basic intellectual skills of divergent production.

Importance of developing creativity in intelligence

Aim :
 V Recognize and value the importance of the development of creativity in
human intelligence.
V Integrate creativity as an essential part of the individual to be able to face
life's adversities.
V Encourage creativity to be worked on and encouraged in school contexts .

According to Shmukler (1985), creativity, curiosity and investigative capacity

develop from childhood when imaginative games are taught, which allow establishing a
state of internal and external homeostasis, acquiring resources, strategies, as well as the
development of self-esteem.

Furthermore, the development of creativity

must be reinforced at school, since in daily life we
go through simple problematic moments, such as
not having money for a ticket, to extremes, such as
facing a crisis stage due to contracting AIDS. Thus,
having developed divergent thinking, we can
choose to
diverse solutions that allow solving novel problems, contributing to the
personal and social development of schoolchildren, as stated by De la Torre (1995).

Likewise, Logan and Logan in 1980 established principles of creativity that educational
professionals should take as a basis to promote the development of their students, which
are:

4- The natural flexibility that intelligent thought must possess, that is, the power
move from one point of view to another easily, generating a network of ideas.
J- Stimulate the ability to associate
ideas, be able to suggest, ask,
indicate scopes that integrate
the
knowledge and return it
 more solid, this through brainstorming. In addition to being able to use materials,
ideas, learning that enhance their development.
J- Promote the relationship between teachers, students, topics involved, as well as
experiences that allow them to be useful for learning and acting in a new way, as
well as being able to acquire ideas from their classmates, reconstructing more
comprehensive ideas.
4- It also implies taking risks trying to solve problems with new ideas, but at the same
time it rewards greater use of our resources and cognitive strategies.

Section activity
If Juanito is a student who has a marked discipline and because of that he occupies the
first positions in his school, however, in a psychological test related to creativity he
obtained a low score. If you were an educational psychologist, what would you
recommend, can you give examples?

How to enhance creativity?

Aim:
 The fundamental objective of this section is to know what activities children or
adolescents can do so that they develop or enhance their creativity.

Velásquez, Remolina & Calle (2010) considers that creativity, like other abilities, can
be enhanced through innovative pedagogical strategies supervised by the teacher.
Among the ways to enhance creativity are:

1. Stimulate participation in learning

processes:

To do this, it is proposed that challenges must be posed, and students can see the
creative way to face these challenges. Another aspect to develop are group creative
solution skills, this will not only allow them to develop their divergent thinking, but can
also be integrated within a group. Like group
competitions, participatory dynamics will fulfill
the same function. Another activity that could
be developed is to formulate agility and
spontaneity exercises.

2. Provide learning stimuli

It is suggested that at school teachers

suggest that their students go on
excursions, this will allow them to
know a little more about the
environment that surrounds them, and they will also learn
 It will help sharpen your observation. Likewise, it is
important that students can work in groups, since they
could learn things from their other classmates. On the
other hand, it is suggested that they carry out games,
scientific experiments, where they show their creativity
through them, and construction projects, in which they let
their imagination flow. They could also carry out other activities such as dance,
painting, sculpture, music, in which the individual will enhance, above all
everything, his creativity.
3. Carry out thinking development exercises and
social skills
4- Stimulate communication
J- Develop the imagination
J- Develop logic
4- Provide experiences
4- Develop reasoning
abstract
4- Numerical reasoning
4- Verbal reasoning
4- Visual reasoning
4- Encourage individual fun and
4. Sharpen observation
Observation is for human beings the way to

in a
group.
explore their world and get closer to
knowledge. It is important to know that you
are not born with this ability,
 For this reason, it must be strengthened
we are growing.
Likewise, observation is a creative act that involves
carefully examining objects and situations to
assimilate in detail.

5. Motivate them to write

This will
feelings, will allow you to thoughts
organize your
events, purposes, goals. ideas,

You can propose activities such as writing

an autobiography, writing a story, telling
what you did during your weekend, writing
a poem. The type of activity will depend on
the age of the child.

6. Encourage fluency
Constant exercise of technical thinking in terms of solutions to professional challenges,
in the search for multiple unusual ideas that
allow solving problems, as well as the permanent
occupation of the mind in search of new
alternatives, in the use of different methods,
and the Asociation
permanent of ideas.
 Section activity

Conclusions
Guilford was a psychologist to whom we refer the fact of having an important approach to
the conception of creativity and in turn relating it to intelligence. It shows us the
importance of creativity in the development of intelligence.

On the other hand, Guilford, with his construction of a solid and consistent theory of
Creativity, concludes that the most important aptitudes in relation to creative thinking fall
within the category of Divergent Production .
It defines creativity as the skills that are characteristic of creative individuals, such as
fluidity, flexibility, originality. For this author, creativity involves fleeing from the obvious,
the safe and the predictable to produce something that is novel and productive.

Promoting creativity should be a role of parents, in the first instance, reinforced at school
in a more didactic and systematic way, with playful tasks. Likewise, the involvement of
teachers is essential as a motivator, driver and their function is to achieve that
schoolchildren ask, question, analyze, synthesize and understand, since this will achieve
mediated learning and train competent future professionals.

Creativity is not an innate characteristic that only a few possess, but rather it is one that all
people have, of course some to a greater and lesser extent. Now, creativity can also be
stimulated or enhanced; for this, it is necessary for the person to carry out various
activities that encourage them to develop it. Likewise, it is in the context of the classroom
where this will arise, which is why the participation of teachers and the use of strategies is
important.

Self appraisal:

1. Guilford was a psychologist born in:

a. Peru
b. Canada
c. Germany
d. USA U.S.
e. Spain

2. Guilford developed intelligence topics related to:

a. psychometrics
b. psychology
c. The creativity
d. The attention
e. Comprehension
 3. How does Guilford define intelligence?

Index........................................................................................................................................2
Presentation..............................................................................................................................3
Introduction..............................................................................................................................4
Goals........................................................................................................................................5
Joy Paul Guilford.....................................................................................................................6
Intelligence and Creativity.....................................................................................................11
Is there a consensus on the relationship between creativity and intelligence?
What do you think of the authors' proposals?.......................................................14
What is a creative person like?..............................................................................................14
1. Stimulate participation in learning processes:............................................................24
2. Provide learning stimuli..............................................................................................24
3. Carry out thinking development exercises and...........................................................25
social skills.........................................................................................................................25
4. Sharpen observation....................................................................................................25
5. Motivate them to write................................................................................................26
6. Encourage fluency......................................................................................................26
a.
novel situations.
b. Ability to form concepts and understand their meaning.
c. Ability to inhibit instinctive adaptations, to flexibly imagine different
responses, and to make modified instinctive adaptations in overt
behavior.
d. Ability to judge well, to understand well and to reason well.

4. Guilford conceives intelligence based on a three-dimensional model.

Mention the three dimensions that make up intelligence:

5. Regarding the characteristics of the creative person. What is the most

important intellectual aptitude that characterizes the creative person?
a. Cognition
b. Memory
c. Convergent thinking
 d. Divergent thinking
e. Assessment

6. Regarding creativity. What is the basic aptitude of divergent production

that is characterized by producing infrequent responses?
a. Fluency
b. Flexibility
c. Originality
d. Sensitivity
e. N. TO.

7. According to De la Torre, creativity is observed when a person knows

…………………. the simple and complex everyday problems of life.
a. Recognize
b. front facing
c. appreciate
d. imagine
e. N. TO.

8. For ………………. Creativity should be encouraged from childhood,

developing the imagination through various games.
a. Of the tower
b. Guilford
c. Logan and Logan
d. Shmukler
e. N. TO.

9. What is the activity to enhance creativity that is not mentioned?

a. Write stories, autobiographies or poems.

b. Carry out artistic activities such as dance, painting or drawing.
c. Sharpen observation
d. Watch TV
e. Build objects or perform scientific experiments.

10. Why is it necessary to sharpen observation?

11. For Guilford, what relationship exists between creativity and intelligence?

a) Intelligence is included in creativity

b) The creativity this included in the intelligence
c) The creativity and the intelligence overlap
d) The intelligence and the creativity They are the same
e) The creativity and the intelligence they are not related

12. Do you agree with Guilford's point? Because?

KEYS:

1. d (USA)

2. c (creativity)

3. a ( Set of skills that allows the human being to process information which are based on
the following processes: perception, the transformation of information and the emission of
the response.)

4. Contents, processes and products.

5. d (Divergent thinking)

6. c (Originality)
7. b (cope)

8. d (Logan and Logan)

9. d (watch television)

10. Because it allows the individual to explore their world in a meticulous way and thus
approach knowledge.

11. b) Creativity is included in intelligence.

Bibliographic references

Castillero, O. (s/f). Guilford's Theory of Intelligence . Psychology and mind. Recovered in : h

ttps://psicologiaymente.net/inteligencia/teoria-inteligencia-guilford

De la Torre, S. (1995). Applied creativity. Resources for creative training. Madrid:

Editorial Escuela Española S. TO.
Esquivias, M. (2004). Creativity: definitions, background and contributions. Digital
magazine university, 5 (1). Recovered in:
http://www.revista.unam.mx/vol.5/num1/art4/ene_art4.pdf

Gutierrez, G. (1991). Joy Paul Guilford (1897 – 1987). Latin American Magazine
psychology , 23(1), 125-127. Recovered in :
http://www.redalyc.org/pdf/805/80523110.pdf

Logan and Logan (1980). Strategies for creative teaching . Editorial OI Kostau SA

Romo, M. (s/f). Thirty-five years of divergent thinking: Guilford's theory of creativity.

Autonomous University of Madrid. Recovered from:
https://es.slideshare.net/pensamientocreativoceu/teoria-de-gilford

Shmukler, D. (1985). Fundamentals of creativity: The favorable environment. In Freeman,

Joan. Gifted children. Psychological and pedagogical aspects . Translated Illueca
García, Ma. from Carmen. Editorial Santillana, SA Madrid: Spain.

Velásquez, B., Remolina, N. and Calle, M. (2010). Creativity as a practice for whole brain
development. Tabula Rasa, ( 13 ), 321-338. Recovered from:
http://www.scielo.org.co/pdf/tara/n13/n13a14.pdf