Numerous studies have been directed to the interaction between intelligence and (mathematical) creativity. However, there is no consistency in the results of these studies they are mostly based on...Show moreNumerous studies have been directed to the interaction between intelligence and (mathematical) creativity. However, there is no consistency in the results of these studies they are mostly based on adolescents and/or adults. This study aims to understand the relationship between intelligence and mathematical creativity by examining these constructs among primary school children in the age of 8 to 12. The sample was collected in The Netherlands among nine primary schools and consists of 334 students. A verbal intelligence subtask was conducted to determine the verbal intelligence level of students in either low, average or high. A mathematical divergent thinking task was conducted to determine the mathematical creativity score of students, the score is based on the creativity components fluency, flexibility and originality. The results indicate a positive relationship between intelligence and mathematical creativity. Students with the highest intelligence scores also have the highest mathematical creativity scores. Accordingly, students with average or low intelligence scores have a significantly lower level of mathematical creativity than students with high intelligence scores. No support was obtained for the hypothesis that the relationship between originality and intelligence would be stronger than the relationship between intelligence and fluency and flexibility. These results are discussed in light of domain-specificity, executive functions, uncontrolled variables and reliability.Numerous studies have been directed to the interaction between intelligence and (mathematical) creativity. However, there is no consistency in the results of these studies they are mostly based on adolescents and/or adults. This study aims to understand the relationship between intelligence and mathematical creativity by examining these constructs among primary school children in the age of 8 to 12. The sample was collected in The Netherlands among nine primary schools and consists of 334 students. A verbal intelligence subtask was conducted to determine the verbal intelligence level of students in either low, average or high. A mathematical divergent thinking task was conducted to determine the mathematical creativity score of students, the score is based on the creativity components fluency, flexibility and originality. The results indicate a positive relationship between intelligence and mathematical creativity. Students with the highest intelligence scores also have the highest mathematical creativity scores. Accordingly, students with average or low intelligence scores have a significantly lower level of mathematical creativity than students with high intelligence scores. No support was obtained for the hypothesis that the relationship between originality and intelligence would be stronger than the relationship between intelligence and fluency and flexibility. These results are discussed in light of domain-specificity, executive functions, uncontrolled variables and reliability.Show less
In fluency research that contains rating experiments, it is often the case that either a) overall proficiency is examined, and participants are free to rate fluency intuitively; or b) participants...Show moreIn fluency research that contains rating experiments, it is often the case that either a) overall proficiency is examined, and participants are free to rate fluency intuitively; or b) participants are told to base their judgments on several utterance fluency characteristics, since the researcher studiesfluency in the narrow sense. In this study, I examine whether there are more speech factors that fall under the concept of fluency in the narrow sense than only the fluency characteristics that the participants are given prior to a rating task. Qualitative research into the perception of fluency on Dutch native and nonnative speech gave 17 different categories that participants take into account when judging spontaneous speech. Then, two groups of participants were juxtaposed: one group that had to judge fluency based on four utterance fluency characteristics (explicit group); and one group that only received a definition of cognitive fluency and was free to base their judgments on their own interpretation of this definition (implicit group). Results indicate that the implicit group was less likely to let disfluencies influence them negatively, but was more inclined to unconsciously judge overall proficiency rather than fluency in the narrow sense. Additionally, both groups showed a sensitivity for pause distribution that helped them to determine the speaker’s ease of lexical retrieval. I conclude that intonation and planning efficiency are essential components of fluency in the narrow sense, and should therefore be used in the instructions for future rating experiments.Show less
In second language (L2) research and in some types of L2 testing, measures of complexity, accuracy and fluency (CAF) are widely applied both to capture performance of language learners as well as...Show moreIn second language (L2) research and in some types of L2 testing, measures of complexity, accuracy and fluency (CAF) are widely applied both to capture performance of language learners as well as to assess L2 learners’ proficiency underlying their performance. In spite of the long research interest in CAF, many questions are still raised, including a significant question as to what extent L2 CAF measures are correct indicators of L2 proficiency. A speaking-oriented study by De Jong et al. (2015) indicates that measures of L1 and L2 fluency are strongly correlated and therefore concluded that there was a large overlap for many aspect of fluency. This study aimed to examine L2 complexity, accuracy and fluency measures and compared them to L1 behavior. Furthermore, the current study also considered whether such correlations are stronger for high-proficient L2 Speakers. Spontaneous speech of 10 native speakers of Armenian and 19 native speakers of Arabic with L2 Dutch is recorded and analyzed with regard to complexity, accuracy, and fluency. Analysis revealed that measures of Complexity, accuracy, and fluency (CAF) in L1 do not significantly correlate with the equivalent measures in L2. The findings would support the threshold hypothesis (LTH), indicating that some threshold of proficiency needs to be attained in L2 before L1 skills can be transferred in the L2.Show less
