Creativity, primordial cognition, and personality

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1784 C. Martindale / Personality and Individual Differences 43 (2007) 1777–1785 Table 2 Factor analyses of creativity, primordial content, and EPQ-R scales Score Group Factor Men Women Total I I II III I II III Creativity .62 .80 .46 .02 .72 .40 .20 Primordial content .74 .30 .44 .76 .44 .57 .12 Psychoticism .56 .55 .22 .02 .10 .71 .43 Extraversion .77 .30 .60 .71 .78 .58 .66 Neuroticism .36 .41 .74 .00 .12 .57 .66 Lie scale .52 .75 .25 .05 .60 .10 .53 Factor loadings on unrotated factors with eigen values greater than 1. The first factor for the total sample reflects the basic finding of the study: a positive relationship among creativity, extraversion, and primordial content. The second factor is difficult to interpret, and the third has to do mainly with the EPQ-R so need not concern us. The main findings of the study are that creativity is related closely to primordial content and extraversion and less closely to psychoticism at least with college students. The pattern of results is similar to that found by Martindale and Dailey (1996). They do not contradict Eysenck (1995) theory that psychoticism is the basis of genius-level creativity but suggest that disinhibition rather than psychoticism per se may be the main personality correlate of creativity at least in the case of potential creativity in students. Martindale has argued that creativity is related to disinhibition on both the cognitive and behavioral levels. Of course, both extraversion and psychoticism tap aspects of disinhibition. It is certainly possible that psychoticism may be more closely related to creativity in the case of real-life as opposed to potential creativity. Studies in which a strong relationship is found between creativity and psychoticism often involve participants who exhibit actual creative behavior. On the other hand, the studies that have found no relationship or a weak relationship have all used participants who show only potential creativity. The psychoticism scale contains some very extreme items, so most college students get low scores on it. This restricts range and makes it difficult to find correlations. Studies of creativity in college students have their place, but they are ill suited to study the relationship between creativity and psychoticism. References Berlyne, D. E. (1965). Structure and direction in thinking. New York: Wiley. Christensen, P. R., Guilford, J. P., Merrifield, P. R., & Wilson, R. C. (1960). Alternate uses. Beverly Hills: Sheridan Psychological Service. Dailey, A., Martindale, C., & Borkum, J. (1997). Creativity, synaesthesia, and physiognomic perception. Creativity Research Journal, 10, 1–8. Eysenck, H. J. (1995). Genius: The natural history of creativity. Cambridge: Cambridge University Press. Eysenck, H. J., & Eysenck, S. B. G. (1991). Manual of the Eysenck Personality Scales. San Diego: EDITS. Freud, S. (1900). The interpretation of dreams (p. 1938). New York: Random House.
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