Intelligence and creativity : differences between adults with intellectual disability who possess unique talent in the visual arts and adults without artistic talent (Hebrew)

Artistic talent among adolescents and adults with intellectual developmental disability (IDD) raises fundamental questions regarding its nature: Is it a specific-domain talent, or an expression of a broader cognitive system (Global Domain) that includes intelligence and creativity processes? The overall aim of the study was to examine the affinity between intelligence (fluid and crystallized), creativity measures, and demographic background variables and artistic talent among people with IDD, while addressing differences between adolescents and adults (developmental perspective). The study contributes to the literature through its integration of empirical measures with broad theoretical interpretation.

The study focused on three operational objectives:

1. Examining differences in fluid and crystallized intelligence between participants with artistic talent and those without artistic talent.
2. Examining differences in creativity measures between participants with artistic talent and those without artistic talent.
3. Examining the correlations between fluid and crystallized intelligence and creativity, and determining the unique contribution of intelligence measures and background variables (chronological age and affiliation with the artistic talent group) to the prediction of creativity, as measured by fluency in TACT tasks.

The study included 118 participants with IDD aged 16–43. Participants were sampled from two age groups: adolescents (16–21) and adults (21–43). The sample consisted of two research groups: an experimental group of individuals with unique talent in the visual arts, identified by professional staff in art classes, and a control group of participants without unique artistic talent, sampled from similar frameworks and matched by age and level of functioning. Fluid intelligence was assessed using Raven’s Matrices and Block Design; crystallized intelligence was examined using the Vocabulary and Similarities subtests; and creativity was assessed using a shortened version of the Torrance Test of Creative Thinking (TTCT).

The main findings confirmed the research hypotheses: First, the hypothesis that artistically talented individuals would possess higher fluid intelligence was supported. Significant differences were found in fluid intelligence (Raven, Block Design) in favor of the gifted group, as well as a partial advantage in the crystallized measure of Vocabulary. Second, the hypothesis that adults and adolescents with IDD and artistic talent would show higher creativity compared to those without talent was confirmed. Accordingly, a significant advantage was observed for the artistically talented participants in the fluency measure of the Torrance test, indicating higher divergent thinking and creative imagination. Third, the hypothesis that there would be positive correlations between fluid and crystallized intelligence and creativity, and that intelligence measures and background variables would contribute uniquely to creativity, was supported. Statistically significant positive correlations were found between the crystallized and fluid intelligence of participants with IDD and their creative fluency. Hierarchical regression analysis showed that Raven, Block Design, and Vocabulary together explained approximately 62% of the variance in the fluency measure. The addition of age and affiliation with the artistic talent group significantly improved the model. Additionally, a unique and significant finding concerned the interaction with age: The gap in favor of the artists in cognitive and creative measures widened significantly in the adult group compared to the adolescents. This finding supports the "Compensatory Age Theory," suggesting that continuous engagement in art serves as a lever for cognitive development in adulthood.

Interpretation of the findings indicates that artistic talent among people with IDD is not an isolated domain (as often reflected in Savant syndrome), but relies on information processing abilities, cognitive flexibility, and abstract thinking. The theoretical conclusions support the Global Domain approach, suggesting that artistic talent among people with IDD is based on an integration of higher cognitive functions, cognitive flexibility, and creative ability. On a practical level, it is recommended to develop intervention programs that utilize art as a tool for cognitive development, to integrate principles of "Mediated Learning" into art classes, and to create enabling environments that encourage curiosity and flexibility, aiming to strengthen the sense of competence, self-esteem, and social inclusion of people with IDD.