Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory

Threshold theory predicts that there is a weaker relationship between creativity and intelligence for an IQ above 120 than for an IQ below 120. However, results from investigations testing this theory have been inconsistent. The present study examined the theory with a representative sample of 1328 German school students from varying school types including specialized schools for the gifted. Intelligence was tested using a test of fluid intelligence and the Berlin structure-of-intelligence test, which assesses memory, speed, processing capacity, and creativity in verbal, figural, and numerical content domains. Threshold theory was investigated using correlation analysis and a confirmatory approach of multi-group comparisons using structural equation modelling. Threshold theory was not supported. The results indicate that for ages 12–16 years, correlations between creativity (divergent thinking) and intelligence are of comparable size throughout the whole ability range.