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

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  • John Geake
  • Claire Dodson

Abstract

There is a vast literature concerning the relationship between creativity and high intelligence. Several models of giftedness feature creativity as a necessary component of giftedness, along with high intelligence. Consequently, a number of leaders in the field of gifted education e.g., Urban (1996; 2003), McCann (1998), have constructed their recommendations for pedagogy and differentiated curricula for academically gifted children around the promotion of creative intelligence. Here we present a neuro-psychological model of high-functioning creative intelligence based on evidence from cognitive psychology and cognitive neuroscience, and validated against the literature on creativity, high intelligence, and giftedness (Geake & Dodson, 2004a). A central concept is fluid analogising as a means by which gifted individuals exploit their relatively greater working memory capacity, and enhanced neural connectivity, for creatively intelligent outcomes.

Suggested Citation

  • John Geake & Claire Dodson, 2005. "A Neuro-Psychological Model of the Creative Intelligence of Gifted Children," Gifted and Talented International, Taylor & Francis Journals, vol. 20(1), pages 6-14, August.
    • Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:6-14
    DOI: 10.1080/15332276.2005.11673052
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