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Presentation
Presentation
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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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
2 | Mandatory | Português
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Code
Code
ULHT35-24976
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
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
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Objectives
Objectives
1. Identify key concepts associated with creativity and intelligence 2. Develop critical analysis skills regarding one's own implicit theories 3. Distinguish different historical and epistemological perspectives and infer their influence on conceptions of intelligence and creativity. 4. Discriminate different cognitive processes involved in intelligent and creative thinking. 5. Evaluate different theoretical positions and methodological options in the study of intelligence and creativity 6. Differentiate determinants and correlates of creativity and intelligence, and their developmental trajectories 7. Advocate for the importance and development of creative thinking in real-life contexts: family, school, organizational, and sociocultural 8. Critically discuss the (dis)advantages of assessment and promotion methodologies for creativity 9. Demonstrate observation skills of creative thinking 10. Formulate hypotheses about relevant variables in personal creative development
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Teaching methodologies
Teaching methodologies
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.
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References
References
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., Garce¿s, 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
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Assessment
Assessment
1. UC funciona em modalidade de avaliação contínua, em regime presencial nas aulas laboratoriais. A classificação final resulta da seguinte ponderação: (i) 1 teste escrito (60%), (ii) realização de trabalho em grupo sobre observação de desempenho criativo em provas figurativas, relação com outras características observadas e respetivo relatório escrito e apresentação oral, de reflexão e discussão por cada elemento do grupo (40%). O trabalho terá uma ponderação grupal e outra individua (40% e 60%, respectivamente). A parte individual apenas seá ponderada se o estudante realizar a sua parte escrita e fizer a sua apresentação oral. O aproveitamento do aluno exige a nota mínima de 10 valores. O docente reserva-se o direito de proceder a qualquer outra forma de avaliação para colmatar alguma inconsistência ou dúvida relativamente à realização do trabalho.
2. A época de recurso consiste num exame escrito com ponderação de 100% na nota final, que incidira¿ sobre a totalidade dos conteúdos teóricos e práticos. Em qualquer uma das modalidades, a aprovação exige uma nota mínima de 10 valores.
Exemplo:
Descrição60
Data limite
Ponderação
Teste de avaliação
22-05-2026
Trabalho
01-05-2026
60% teste e 40% trabalho
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
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Mobility
Mobility
No
