For my own part, I agree that the cognitive processes underlying what we observe when we measure IQ aren’t the same as the ones we observe when we evaluate creative thinking, though they certainly overlap significantly. And, sure, it seems likely that developing calculus requires both of those sets.
Ah! OK, this helps clarify. Thanks.
For my own part, I agree that the cognitive processes underlying what we observe when we measure IQ aren’t the same as the ones we observe when we evaluate creative thinking, though they certainly overlap significantly. And, sure, it seems likely that developing calculus requires both of those sets.
Good we sorted it out :)