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IQ, Creativity, and the Taxonomy of Educational Objectives: Cognitive Domain

I. Leon Smith
The Journal of Experimental Education
Vol. 38, No. 4 (Summer, 1970), pp. 58-60
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20157136
Page Count: 3
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IQ, Creativity, and the Taxonomy of Educational Objectives: Cognitive Domain
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Abstract

Based on the assumptions of the Taxonomy (4) and its definitions of the cognitive processes, it was hypothesized that the first four taxonomic levels are related to intelligence alone, but that performance on the upper two levels would require creative as well as intellectual abilities. The Lorge-Thorndike Intelligence Test, two creativity tests, and taxonomic tests were administered to 141 eleventh graders. Multivariate stepwise regression procedures were employed to determine the contributions of IQ and creativity to variation on the taxonomic tests. Results support the hypotheses. Implications are discussed in relation to Bloom's model of mastery learning and the teaching for creativity.

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