Features of Creativity As Expressed in the Construction of New Analogical Problems by Intellectually Gifted Students (Report‪)‬

Introduction The research literature regarding intellectually gifted children (high IQ) addresses creativity (e.g. Rogers, 2002: p. 36; Mulhern, 2003; Rogers & Silverman, 1998) and divergent thinking as salient and unique attributes of these children. However, the connection between intellectual giftedness and creativity seems to lack conclusive data. Nevo (1997) states a correlation of only 0.32 between creativity and intelligence and justifies this low correlation by suggesting that a high IQ is probably a necessary condition for creativity but not a sufficient one. Similarly, Tannenbaum (1983) in his review of the creativity literature till the 80s, states that the correlation between creativity scores and IQ-s of gifted children vs. "regular" populations, is ranging from near-zero to high significance. Observations made by VanTassel-Baska (2001) more than twenty years later led her to the conclusion: "creativity is an elusive factor in its relationship to giftedness".