Class Cognitive Processes IV - Creativity and Intelligence

Creativity and Intelligence help to understand how individuals develop in these dimensions, considering their scope, complexity, and interplay. Considering the importance of selective adaptation to various life contexts, the UC aims to raise awareness of a more comprehensive and eclectic view of intelligence, in which the sense of efficiency and personal fulfillment relies on the plasticity and suitability of one's characteristics to certain personal and professional roles. The goal is to promote the idea of effective intelligence, surpassing the hegemony of analytical intelligence and embracing creative, practical, and emotional intelligences. Thus, the comprehensive vision of intelligence emerges as useful to clinical, educational, social, and organizational psychologists, who can intervene to enable each individual to reach their full potential by adapting their own characteristics to their life contexts.

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1.Introduction 1.1.Myths and implicit theories of creativity and intelligence 1.2.Definitions, historical and epistemological perspectives 2.Models and theoretical perspectives 2.1.Creativity 2.1.1.Four P’s Model 2.1.2.Confluence Models 2.2.Intelligence 2.2.1.Psychometric approaches 2.2.2.Cognitive approaches 2.2.3.Piagetian theory 2.2.4.Multiple intelligences 2.2.5.Emotional intelligence 3.Determinants of creativity and intelligence 3.1.Neurobiology 3.2.Personality, motivation, cognitive and creative styles 3.3.Emotions 3.4.Family, school, organizations, society 4.Creativity-intelligence relationship 4.1.Intelligence and creativity: dependence vs. independence 4.2.Creativity in giftedness models 5.Assessment 5.1.Tests - assessment of creative potential and intelligence 5.2.Scales - creative and thinking styles; aptitude signaling 6.Current debates 6.1.Promotion of creativity 6.2.Creativity and psychopathology, mindfulness, altered states of consciousness 6.3.Creativity and artificial intelligence

Different teaching methodologies will be used, including expository moments followed by the interrogative method and dialectic thesis-antithesis-synthesis, based on various supporting materials. This will involve watching videos, conducting bibliographic research, engaging in figurative activities, using observation grids for intelligences and creative thinking, and participating in small group activities in the classroom (e.g., dynamics for content representation and exploration of personal insights, role-play activities). Feedback will be provided by the instructor and peers.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books. ISBN 9780465024339 Ibérico Nogueira, S., Almeida, L., & Lima, T. S. (2017). TTT- Two Tracks of Thought: A structural model of the Test for Creative Thinking-Drawing Production (TCT-DP). Creative Research Journal, 29(2), 206-211. Ibérico Nogueira, S., Almeida, L., Garcês, S., Pocinho, M., & Wechsler, S. (2015). The Style Troika Model (STM). A structural model of the thinking and creating styles scale. Journal of Creative Behavior, 0(0), 1-19. Runco, M. A. (2007). Creativity: Theories and Themes: Research, Development, and Practice. Elsevier Academic Press. ISBN 9780126024005 Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. Sternberg, R. J. (2003). Wisdom, intelligence and creativity synthesized. Cambridge University Press. ISBN 9780521002714