Details:

Creativity, intelligence, memory, and learning are interrelated. In this assignment, you will explore the interrelations of these ideas and predict how they can best be harnessed to enhance student outcomes.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Write a paper of 1,250-1,500 words in which you do the following:

  1. Analyze the interrelation of creativity, intelligence, memory, and learning.
  2. Describe how this interrelation can be exploited to enhance student learning outcomes.

References:

Biyikli, C. & Dogan, N. (2015). The effect of learning strategies used for rehearsal on the academic success. Education and Science, 40, 311-327. doi:10.15390/eb.2015.2728

Finn, A. S., Kalra, P. B., Goetz, C., Leonard, J. A., Sheridan, M. A., & Gabrieli, J. D. E. (2016). Developmental dissociation between the maturation of procedural memory and declarative memory. Journal of Experimental Child Psychology, 142, 212–220. doi:10.1016/j.jecp.2015.09.027

Katz, S., & Stupel, M. (2015). Promoting Creativity and Self-efficacy of Elementary Students through a Collaborative Research Task in Mathematics: A Case Study. Journal of Curriculum and Teaching, 4(1). doi:10.5430/jct.v4n1p68

Korbach, A., Brünken, R., & Park, B. (2017). Measurement of cognitive load in multimedia learning: A comparison of different objective measures. Instructional Science, 45(4), 515-536. doi:10.1007/s11251-017-9413-5

Macnamara, B. N., & Conway, A. R. A. (2016). Working memory capacity as a predictor of simultaneous language interpreting performance. Journal of Applied Research in Memory and Cognition, 5(4), 434–444. doi:10.1016/j.jarmac.2015.12.001

Speirs, S., Rinehart, N., Robinson, S., Tonge, B., & Yelland, G. (2014). Efficacy of cognitive processes in young people with high-functioning autism spectrum disorder using a novel visual information-processing task. Journal of Autism and Developmental Disorders, 44(11), 2809-2819. doi:10.1007/s10803-014-2140-8

Sweller, J. (2016). Working memory, long-term memory, and instructional design. Journal of Applied Research in Memory and Cognition, 5(4), 360–367. doi:10.1016/j.jarmac.2015.12.002

Welter, M. M., Jaarsveld, S., van Leeuwen, C., & Lachmann, T. (2016). Intelligence and creativity: Over the threshold together? Creativity Research Journal, 28(2), 212–218. doi:10.1080/10400419.2016.1162564

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