Relation of Creativity to Fluid and Crystallized Intelligence

The threshold hypothesis regarding creativity and intelligence suggests that these two constructs are positively correlated except at the higher end of the IQ distribution, where they are unrelated. Much of the support for this hypothesis comes from comparisons of correlations within average and high‐IQ groups. However, a common methodological flaw in these comparisons is that the high IQ group is smaller in variance than the average IQ group. In the present study we equated variances for a better test of the threshold hypothesis. College students in two IQ groups completed tests of creativity and intelligence. IQ and creativity correlated at least as strongly in the high IQ group as in the average IQ group, generally failing to support the threshold hypothesis. However, breakdown of composite IQ into fluid and crystallized IQ indicated minimal support for the threshold hypothesis with crystallized IQ, but support for an inverse threshold effect with fluid IQ. Fluid IQ correlated significantly with creativity in the high IQ group but not in the average IQ group, and this pattern was corroborated by regression analyses. Possible explanations for the pattern of results are offered.     

COGNITIVE COMPLEXITY MEASURES AND THE RELATIONSHIP OF COGNITIVE COMPLEXITY TO COMMUNICATION

This review assesses the adequacy of several commonly employed cognitive complexity measures on the basis of five criteria: high test-retest reliability with adults, association with chronological age across childhood and adolescence, independence from intelligence and verbal abilities, association with other indices of developed social cognition, and association with measures of developed communicative functioning. Extant research indicates that only one complexity measure—Crockett's Role Category Questionnaire—is satisfactory on all these criteria, whereas Bieri's widely used measure is deficient on most. However, research to date concerning the relationship of cognitive complexity (as assessed by Crockett's measure) to communication has failed to illuminate the specific role played by complexity as opposed to other social-cognitive factors with which it is associated.     

An Example of Employment Service Adjustment Counseling

This article traces one client's progress from chronic unemployability to vocational stability through the use of rational emotive therapy (RET). The authors explain the causality among activating events, belief systems, and emotional consequences. Examples are given of rational and irrational self-talk, and the client is helped toward a view of self-responsibility in determining his own consequences. The theoretical model is applied to specific areas of the client's daily life, and, through his personal acceptance of the dynamics of emotional disturbance, the client learns new and more effective behavior.     

Multicultural Gender Issues

This article examines the dynamic relationship between gender and ethnicity. The socialization effects of ethnic culture are considered in conjunction with the “self-in-relation” theory of gender development and the implications of status to gender. Specific focus is given to the influence of these three factors on Mexican American and African American women and men. Este artículo examina la relación dinámica entre género y etnicidad. Se consideran los efectos de la socialización de la cultura étnica junto con la teroría “self-in-relation” del desarrollo del género y las implicaciones del estatus con el género. En este artículo se pone énfasis en la influencia de estos tres factores en mujeres y hombres mejicano-americanos y africano-americanos.     

A METHOD FOR SCALING VERBAL DISQUALIFICATION

A disqualification is a message that says something “without really saying it”—one that is evasive, indirect, or effectively ambiguous in some other way. This article describes the rationale for, and development of, an objective method for measuring the degree of disqualification in brief written messages: nonexpert judges independently assess four basic elements of the message (sender, content, receiver, context) for ambiguity, by use of a physical scale of length. The raw scale values are standardized for each judge, and the reliability of these values is quite high. Research uses of the method, as well as its limitations and possible modifications, are discussed.     

ILLUSORY CORRELATION IN COMMUNICATION RESEARCH

The results of this investigation suggests that one memory-based measure of communication style (and perhaps other similar measures) tap conceptually related memory items that are not synonymous with actual communication behavior. In this study, a small number of respondents were able to replicate to a considerable extent, without regard to anyone's communication behavior in particular, the pattern of associations from a previously published investigation. Implications of this and related findings are also discussed.