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To-

?

SENATE 

FACULTY OF ARTS - NEW UNDERGRADUATE 

Subject_

COURSE PROPOSAL _ PSYCHOLOGY 321-3 

From ?

SENATE COMMITTEE ON UNDERGRADUATE 

STUDIES 

Date ? 

NOVEMBER 15, 1972 

MOTION: ? 

"That Senate approve, as set forth in S.72-143, 

the new undergraduate course proposal of the 

Department of Psychology, Psychology 321-3 - 

Intelligence and Creativity." 

is

-0

From ?

SENATE COMMITTEE ON UNDERGRADUATE 

STUDIES 

To— 

?

SENATE 

SiMON FRASER UNIVERSITY

S .Z2

14g

MEMORANDUM

Subject

FACULTY OF ARTS - NEW UNDERGRADUATE Date 

?

NOVEMBER 15, 1972 

On recommendation of the Faculty of Arts, the Senate 

Committee on Undergraduate Studies approved the new undergraduate 

course proposal, Psychology 321-3, as set forth in SCUS 72-31g, 

and recommends approval to Senate, as follows: 

Psychology 321-3 - Intelligence and Creativity 

ta ?

SCUS7-Z-

F,'CUL:''

OF iUTS

September 1971 

V ?

Course Number: 321 

?

Ticle:Inteluigcnce and 

-z

?

:

?

crptica ? 

Surveys recent empirical and 

?

Creativity 

on the nature and development of intelligence and creativity. 

jic covered will include: the measurement of intelligence and creativity; the 

role of rediv and 

environment

in the development of intelligenca and creativity; 

tha rc1aioe between intelligence, learning and thinking; the relation between 

Crdit cour3: 

?

Vector 

Description: ? 

intelligence, 

creativity 

- ?

and acnievcment. 

Psych 

101-3. 

Recommended: :e of Psych 201-3, Psych 210-3, Ectniomics 332-3, 

Bioscience 202-3. 

eea.er Offered (e.g. yearly, 

every

Springs twice yearly, Fall 

and Spring) :

Once per y 

ear, in Fall or Spring Semester. 

When will course first

be offered?

Fail 1973 or 

Spring

1974. 

JUST!i'ICATION

A. What is the

detailed description of the course including 

diftiation from lower level courses, from similar courses 

in \he same ? 

pertnent, and from courses in other departments 

i. the University? The course takes a developmental and nuantative 

roach to the psychology of intelli 

g

ence

and creativity. Although 

it is 

rlatcd to Ps 

y

ch 310 (measurement), Psych 351 and 355 (developmental psychology) 

and Ps y 

ch 320 (cognition) it differs from these courses in that the psychological 

content of measures rather than the statistics of measurement is ernphasized and 

dcvelop:icntal and cognitive principles are used, rather than developed, in order 

to understand intelligence and creativity. There is, no overlap of 

content

with 

other courses in the department or university. 

A. What is the range of topics 

that may be 

dealt

with in

the

cour.e? The course is desi 

g

ned to provide an understanding of the psychology 

intcilience and creativity and is not a course in how to be creative. 

Topics covered include: constructing 

explanations 

of human individuality, the 

• ? 

nature and 6ave1ojwcnt of intelligence and creativity, genetic and environmental 

actors in the development 

of intelligence and creativity. 

The labs will be 

concerned with the psychogenetics and 

measurement of intelligence and creativity. 

2.

C.

How does this course fit the goals of the department? 

It broadens the program t7h11e staying within the experimental theoretical 

orientation of 

the department. 

D.

How does this course affect degree requirements? 

In no way. 

E.

What are the calendar changes necessary to reflect. the 

addition of this course? 

Entering of the course description in the calendar 

F.

What course, if any, is being dropped from 

the calendar if 

this course is approved? 

None 

G.

What is the nature of student demand for this 

course? 

Al.ncx.h 

the co:co is 

pririiy designed 

for psy 

cholog y 

majors it 

'acid be 

,

of intc:rest 

to

ethation, 

commerce, sociology and biology 

students. 

The course 

is to be given once 

a

year and enrolnent should 

be about 

40 students. 

Ii.

?

other ? 

reasons 

for

introducing the course. 

3.

0 ?

4. BUDGETARY AND SPACE FACTORS 

A.

Which faculty will be available to teach this course? 

Dr.. Charles Crawford 

B.

What are the special space and/or equipment requirements 

for this course? 

None, other than those now possessed by the department. 

C.

Any other budgetary implications of mounting this course: 

.

Approval: 

Curriculum Committee: 

Dean of Faculty: 

Senate Undergraduate 

Studies Committee: 

Senate: 

0 ?

Proposal for Course 

in

Intelligence and Creativity 

Psycholog y 

321-3 - Intelligence and Creativity 

Surveys recent empirical and theoretical research on the nature and 

development of intelligence and creativity. Topics covered will include: 

the measurement of Intelligence and creativity; the role of heredity and 

environment in the development of intelligence and creativity; the 

relation 

between intelligence, learning and thinking; the relation between 

Intelligence, creativity 

and achievement. 

?

(2-0-2) 

Prerequisite: Psych 101, one of Psych 201, Psych 210, Math 101, 

Economics 332, Biology 202 recommended. 

Course Outline: See attached course outline. 

Possible Texts: See list of recent relevant books at the end of the 

course outline. 

Relation to Other Psychology Courses 

The course is basically a course In theoretical differentia] psychology 

with special emphasis on intelligence and creativity. The emphasis is to 

be developmental and quantative. It will resemble traditional third or 

fourth year courses In differential psychology in that it will focus on 

explaining and understanding human individuality. But, it will differ In 

two ways from such courses. First, no attempt will be made to catalogue 

all

Individual and group differences fn intelligence and creativity since 

it

will be assumed that students are aware that such differences exist. 

Second, the use of material from areas such as learning, motivation, per- 

caption, cognition and personality for developing explanations of human 

individuality will 

be emphasized. 

The course differs from Psych 105 in that Psych 105 provides a survey of 

2.

individual 

and group differences in intelligence, aptitudes, personality, 

attitudes and values as well as some elementary attempts to measure 

and

ex

p

lain these differences while Psych 321 is to provide a sophisticated 

treatment of the psychological, biological and sociological basis of 

individual differences in intelligence and creativity. The course will be 

related to Psych 351 and 355 and Psych 305 and 310 since the emphasis is 

to be developmental and quantative. It will differ from the developmental 

since the application of principles of psychological development will be 

emphasized rather than the development of these principles. A thorough 

examination of Piaget's theories, for example, more properly belongs 

in

courses in developmental 

and cognitive psychology. The course will differ 

• from the measurement courses in that the psychological content of items 

rather than their statistical properties will be emphasized. The course 

is complementary to Psych 340 in that it is focused in important aspects 

of the functioning of normal and superior individuals. 

Audience 

Although this course is primarily designed for Psychology majors 

it

should be attractive to 

education, commerce, and sociology students. The 

strong emphasis on genetics might make it attractive to biology students. 

Instructor: Charles Crawford. 

A copy of my curriculum vitae is attached. I recently received a 

Canada Council grant to begin a program of research on intelligence, 

creativity 

and personality. The grant proposal is available to anyone 

S ?

who

wishes more details 

about the orientation and style of the course. 

I

have also organized a symposium on the role of cultural and biological 

factors in cognition for the next meeting of the Canadian Psychological 

. ?

3..

Association. Philip Vernon and Russel MacArthur are to be among the 

participants. 

The course will be relative to some of the research 

that I will be doing during the next few years. 

Frequency of Offering 

Once per year. 

Staffing 

I now give Psych 105 twice a year. Dr. Pines has stated that she 

would like to give it 

once a year. I would like to propose, therefore, 

that I give Psych 105 once a year and Psych 321 once a year. During my 

• ? 

absence either Dr. Ames or Dr. Cobs might be able to give the proposed 

course. 

Eq uirment 

No special or new equipment would be required. 

is

. ?

Course 0u!i 

Psychology 321-3 Intelligence and Creativity 

Recent experimental and theoretical research on the nature and develop- 

ment of intelligence and creativity. Topics covered will include 

the

measurenent of intelligence and creativity; the role of heredity and 

environment in the development of intelligence and creativity; the relation 

between intelligence, learning and thinking; the relationship between intelli- 

gence, creativity and achievement. 

?

(2-0-2) 

PART ONE; Introduction to the study of individual differences in 

intelligence and creativity. 

1. The nature of ability traits. 

i)

The descriptive aspect of ability traits. 

ii)

The

functional aspect of ability traits. 

iii) 

The role of ability traits in psychological theory. 

2. Modes of exploration. 

1)

?

Correlations and components of variance. 

11) ? 

Abilit y 

trait models; hierarchical, facit, lattice, etc. 

3. Behavioral genetics. 

1) ? 

Mendelian genetics; the gcnetics of discrete traits. 

ii) ? 

Quantitative genetics; the genetics of continuous traits. 

ill) The route from genes to behavior. 

PART TWO: Intelligence. 

1. Nature and definition of intelligence. 

i)

Intelligence and learning. 

ii)

Intelligence and thinking. 

2. The structure of intelligence. 

1) ? 

Theories of Spearman, Burt and Vernon. 

2.

ii)

Theories 

of Thurstone and Guilford. 

iii) 

Critique of these theories. 

3. The development of intelligence. 

i)

Uebb's intelligence A and B 

ii)

Cattell's and Horn's fluid and crystallized intelligence. 

iii) 

Developmental work of Bayley, horn, etc. 

iv)

Ferguson's transfer of training theory. 

The genetics of intelligence, Jensen, Burt, etc. 

4. Implications. 

i)

Intelligence and scholastic achievement. 

ii)

Intelligence and job success. 

PART THREE: Creativity. 

1.

Nature and definition of creativity. 

1) ? 

Definitions of Torrance, Hednick, Guilford, etc. 

ii) ? 

First person accounts i.e. Motzart, 

Tchaikovsky,

Spender, 

Poincare, Watson. 

2.

Methodological problems in the study of creativity. 

3.

The relation between creativity and intelligence. 

4.

Creativity and personality. 

5.

Scientific 

achievement and creativity. 

PART FOUR: Integrations and conclusions. 

LABS 

Part One. Introduction 

Lab 1 

Review of correlation 

2 Simple analysis of variance 

3 and 4 Quantative genetics. 

Part Two. Intelligence 

Lab S Methods 

and concepts of measurement. 

6 Individual tests with emphasis of how items tap 

intelligence. 

7 Group tests of intelligence. 

8 Other methods of measuring intelligence; i.e. transfer of 

training, learning abilit 

y

, culture fair material. 

Part Three. Creativity. 

•

?

Lab 9 and 10 Methods and approaches to the measurement of 

creativity. 

Possible Texts 

Butcher, U. J. Human intelligence: 

its

nature and assessment, London, 

Methuen, 1968. 

Cancro, Robert (Ed.). Intelligence: genetic and environmental influences, 

New York, Gruen and Stratton, 1970. 

Cattell, 

R. B. Abilities: their structure growth and action, New York, 

Houghton Mifflin, 1971. 

Cattell, 

R. B. and Butcher, H. J. The prediction of achievement and 

creativity, Indianapolis, Bobbs-Merrill, 1968. 

Guilford, 

J.

P. The nature of 

human intelligence, New York, McGraw-Hill, 

1967. 

Guilford,-J. 

P. and Hoepfner, R. The analysis of 

intelligence. 

5 ?

Hudson, Liam (Ed.) 

The ecology of human intelligence, London, Penguin, 

1970. 

Hunt, J. McV. Intelligence and experience. New York, Ronald Press, 1961. 

Jenkins, J. J. 

and Patterson, D. C. (Ed.) Studies in individual differences: 

the search for intelligence, 

New York, Appleton-Century-Crofts, 1961. 

?

Tyler, Leona. Intelligence: 

some recurring issues, New York, Von Nostrand, 

1969. 

Vernon, 

P. E. Intelligence and cultural environment, London, Methuen, 1969. 

Vernon, 

P. B. (Ed.) Creativity: selected readings, London, Penguin, 1970. 

Wiseman, Stephen (Ed.). Intelligence and ability, London, Penguin, 1967. 